Tag Archives: Curriculum

Treachery! Part 1: The Hipkins’ swift one and the satire

In what follows, I spell out briefly an astonishingly duplicitous U turn by Chris Hipkins that has horrid implications for education. These implications are examined in a further Attack! but I needed to get the message out quickly to encourage … Continue reading

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I am asking you to stand by me on this one: The File

Dear reader The File, my final publication, is now available for purchase. It is a publication that, with care, can provide a lift to the primary education system and a surer sense of direction. Not because of what I have … Continue reading

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My four changes to fix a broken primary school education system: you will only guess one of them

The primary school education system is broken – if change isn’t fundamental, it will be yet another betrayal of teachers and children. At the top we have Chris Hipkins. I have stopped issuing dire warnings about him because I recognise … Continue reading

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We’ve turned the classroom into a spaceship Part 2

It was interesting to listen and watch the reactions of the group members when choices had to be made from their own submissions. By trial, error, and much discussion we established a lay-out for the spaceship. This stage of the … Continue reading

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We’ve turned the classroom into a spaceship Part 1

It was late 1989, and this was one of my last undertakings before I resigned from the prospect of Tomorrow’s Schools to argue for something very different, an alternative symbolised by what follows. We’ve turned the classroom into a spaceship. … Continue reading

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Inquiry learning: Where is the science? Where is the social studies?

I am concerned that too many children reach secondary school lacking flexibility in thinking and interest in ideas. My philosophy is for children to become intensely involved in learning based on the interaction between the cognitive and the affective (which … Continue reading

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Mathematics Part 2: Producing literate and numerate children

Literacy is a complex, multi-faceted concept that changes as society changes. The ability to cope with a wide range of texts requires more than the ability to read the words. It requires a full understanding of the key concepts underpinning … Continue reading

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