Attack! 51 Albert and the discovery thieves Part 4

Welcome to ATTACK! 

ATTACK! is a two-page occasional publication giving attention to the curriculum – the holistic curriculum.Screen Shot 2016-07-22 at 1.21.54 PM

ATTACK! is for you, also to introduce to your colleagues. Each issue will be restricted to two pages. A cover graphic for a file or folder to store ATTACK! issues is available.

Most of ATTACK! will be concerned with the holistic curriculum which, if acted on, is a fundamental way to undermine the present undemocratic education system. Don’t be discouraged if opportunities to teach holistically are limited, do your best, be a guardian, and act as a witness to this culturally significant and inspiring way of teaching and learning.

To get in touch for comment, questions, and the ATTACK! issues to be sent to you personally:

Attack! 51 Albert and the discovery thieves Part 4

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2 Responses to Attack! 51 Albert and the discovery thieves Part 4

  1. Margaret Lange says:

    I recently assessed a magnificent piece of creative writing done by one of my Year 7 pupils as being at least Level 5 Advanced. I showed it to someone who should know about these things and asked how I could help this child further enhance his writing. The reply was that he would be better focusing on expository and report writing as that was what he would need at high school. I despair. I touch on these but I am not really interested in whether a child can write an argument or a report to a cut and dried formula. I just don’t believe there is any need to immerse them in that until it is absolutely necessary, particularly if it’s at the expense of fostering a love of writing. It’s like practising being pregnant before the reality. What’s the point? When the time comes, they will deal with it but in the meantime let’s just allow our children to express themselves within a relatively loose structure and learn to enjoy writing by teaching them how to enhance their work so that other people might enjoy reading it. The trouble is that it takes some skill to teach children how to do this and it is hard to assess. It is subjective, there is no one-size-fits-all formula and an awful lot of any creative writing OTJ depends on the teacher’s own writing skills.

  2. Kelvin says:

    Beautiful (from you and the child) and tragic (from the other). When was all this decided for all children and teachers? Who decided it? Who propagates it? A conspiracy of discovery thieves that our organisations and most of ourselves are complicit with. And we become its agents. Repeating rubbish. Burnishing in many cases our own lacklustre imagination. And yes – grist to the national standards mill, in turn the basis for those fetid clusters.

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