Attack! 71 Developmental in action Part 1

Welcome to ATTACK! 

ATTACK! is a two-page occasional publication giving attention to the curriculum – the holistic curriculum.screen-shot-2016-09-13-at-9-13-46-am

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:  ksmythe@wave.co.nz

Attack! 71 Developmental in action: a new entrant room (1989) – the holistic before the fall Part 1

Click here to download

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3 Responses to Attack! 71 Developmental in action Part 1

  1. Bruce Hammonds says:

    It is exactly the inspirational outlines of such an organic/holistic/ creative/ developmental /emergent programmes as outlined in this ‘attack’ that teachers need to be reminded of.- the kind of programmes teachers innovative teachers were working towards in primary schools before Tomorrows Schools. I look forward to reading your outline of Chris Graham’s senior class.

    It is ‘back to the future’ in many ways. I remember the excitement of the developmental approach when I began teaching. Junior teachers led the way in those days and gradually teachers in the older classrooms developed such ‘learning centred’ classrooms; this was more of a challenge. A great inspiration at the time was Elwyn Richardson’s book ‘In the Early World’ and the work of the art advisers of the day. And of course the language approach of Sylvia Ashton Warner.

    In such days it was creative classrooms teachers, as mentioned, that led the way – not formulaic ‘best practices’ introduced ‘top down ‘, developed and ‘delivered ‘ by contracted educational technocrats

    Today teachers who want to teach in a creative way face a dilemma, particularly those in modern learning environments ( a iteration of the 1970s open plans) who are faced with using well such flexible environments while at the same time having to comply with the reactionary National Standards with their genesis in the traditional education of the forties.

  2. Sue Morgan-French says:

    Love this- I am a huge advocate for Developmental. It is SO important and people think it is ‘just’ play.

  3. Kelvin says:

    Thanks Sue – if we are to recover, we need a a symbol for our education ideals, and that symbol is those two Attack! postings. We aren’t fighting against full-stop, we are fighting for as well, in the form of the pragmatic philosophy in the context of considerable teacher freedom – in other words those two Attack! postings 71-85. The difficulty is my postings go mainly to principals, and while they may not be against they don’t see a lot of value in distracting teachers in the current environment.

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