One thousand people holding their breath in a theatre, knowing what was going to happen, but unable to move because of the incredible tension that had been built. Around me, I could hear others trying to stifle sniffles, just as I was, as the conclusion to Shadowlands drew closer.

Shadowlands, a 1985 TV drama, developed into a play, written by William Nicholson, shared the period of C S Lewis’ life when he encountered Joy Gresham, in 1952.

The programme outline written by A N Wilson, Lewis’ biographer, shared the earlier life experience of CS and his brother Warnie (Warren). Their mother dying of cancer when CS was nine, meant that he and Warnie were sent to an English boarding school, away from their Irish home. The undercurrent of that earlier, unaddressed issue, became a thread through the story; the small boys who spent their adult lives as bachelors, limited in their ability to relate to women.

Joy Gresham, an American with whom CS Lewis corresponded as a dedicated fan of his writing, arrived in the UK on an unexpected visit, with one of her children, Douglas. Their capacity to discuss and challenge each other led to a deep friendship and CS Lewis, having secured British citizenship for Joy by a marriage of convenience, eventually realising the capacity to love another. This was precipitated by Joy, having developed bone cancer, collapsing and CS realising that he might lose her in the same way as he lost his mother.

After hospital, Joy moved into CS Lewis home, with Douglas, supported by Warnie, so a form of normality was supported for a while.

Remission was followed by terminal decline, CS facing his loss, becoming aware of the impact on Douglas, having been in the same place. CS also facing the greatest challenge to his life-long faith and beliefs.

The inevitable happened, with a very powerful display of personal grief. Hugh Bonneville and Liz White sustained their characters through every possible emotion.

It is an exceptional play, on many levels; well written, well directed and acted, in a simple set that adds to the whole without distraction. It also holds many unstated truths, as it records the real lives of so many people. Love and loss are not uncommon situations.

I recalled my mother leaving the family home when I was 12 and the death of my first wife from cancer, both events creating their own distinct grieving. Many people carry their personal griefs without any outward sign to alert others, who are busy getting on with their own lives. We “get on with life”. Sometimes it takes an external event to enable us to externalise our feelings, but, when the lights go up, we revert to our “holding it together for others” demeanour; we can’t impose on others.
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Twelve hours later, the sensations of the evening are still vivid. Shadowlands, running at Chichester Festival Theatre as a part of the summer season, is a “must see”, but take your hankies…

Tennis, table-tennis, ping pong or whiff whaff, squash, badminton all games where two or more players take turns to hit a ball or shuttlecock, with scoring systems to see who ultimately wins. Just an example of the binary nature of sport, or possibly more generally in life?
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Apparently it's my 7th anniversary on Twitter. Sometimes education can appear to be a giant form of whiff waff. I hadn’t heard of this name for a simple game before the 2012 Olympics when one Boris Johnson sought to claim that whiff waff predated table tennis, to be corrected by the sport historians. In doing so, standing by the claim in the face of evidence, he showed the capacity of humans to box themselves into a specific way of thinking.

When there are simplicities in education, they can be framed in such a way that they can appeal to a narrow form of teaching. Having taught since 1971 there have been some simplicities, which can be expressed as:-
·         If children need to know something the simplest way might be to tell them.
·         The order, organisation and articulacy of the teacher will impact on the potential for learning.
·         Any teaching can fail if the children don’t have the means to visualise what the teacher is saying.
·         If children need to overlearn something, they may need to repeat an exercise, or receive some detailed, dedicated teaching or coaching.
·         If teachers want to know if the children have learned something, it may need checking out in some form, a combination of recall tests and use and application challenges.

Having looked at various descriptor models of teaching and learning over the recent past, I think the diagrammatic interpretation of Barak Rosenshine by Oliver Caviglioli describes that approach, to which I would add the earlier CPA (Concrete, pictorial, abstract) thinking of Jerome Bruner and “Dual Coding” thinking.
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CPA is an essential technique within the Singapore method of teaching maths for mastery. Concrete, pictorial, abstract (CPA) is considered to be a highly effective approach to teaching that develops a deep and sustainable understanding of maths in pupils. It is sometimes referred to as the concrete, representational, abstract (CRA) framework.
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However, when I started teaching, with classes of 39 children, no TA, occasional parent help and one chalkboard, there was a need to provide for the range and needs of the children. This was done in smaller groups, run on an integrated day approach.

It was, to some extent, a form of survival, but more importantly, the structures within which we could teach our mixed ability classes providing the broadest possible curricular opportunities. It did mean well ordered plans and resources, to underpin the needs of independent actions by children in-task. It was a lot of plate spinning, but that was what we knew and had been trained for. During a pedagogic discussion during my post grad Dip Ed in Environmental Sciences, the discussion focused on the amount of “teaching” that we did in a lesson, with a follow up activity during the subsequent week to track reality. In both “traditional” and “progressive” settings, each of us was doing in excess of 50% of the lesson time as direct teaching, as whole classes or smaller group focused teaching. The remaining 50% was responsive teaching to needs as the arose. Group dynamics meant that there was a varied demand for marking; editing, coaching advice or critiquing/responding.

Task challenge was, from the beginning, central to the approach, differentiated (small tweaks) to the varied needs of the groups and support available to need. Reading was individualised, supported by a colour coded reading scheme and home-school reading records.

It would have been seen now as “progressive”, but children made good progress, as measured by standardised tests.
A great deal of curricular water has flowed under education’s bridges since, not least several iterations of a National Curriculum; each seemingly adding layers of detail to the preceding incarnation. Teachers have often felt the need to run to stand still. Regular readers of the blog will know that I am not enamoured of the 2014 version.
 
This week, as a school Governor, I attended the morning session of a training day, where the staff were looking to develop the broader curriculum. The subject leads had spent time with LA subject inspectors, creating the overviews of the curriculum. The staff role, collaboratively on this day was to put the detail into the outline, structuring the broader curriculum for the term.

As a fly on the wall, it was interesting to listen to discussions that could have taken place in 1986. It struck me that, after thirty years, the constant changes have rarely been evolutionary, too often disjointed and distracting.

Education benefits from reflective development, is supported by long career teachers able to reflect on change over time coupled with newer colleagues bringing their enthusiasm and newer understandings to the discussion. Firm decisions can impact on resourcing, which is then, on an annual cycle, considered for utility, quality and, where necessary, replacement or updating. Teachers and children are entitled to the best quality resources available. However, these can also be supplemented by found items, eg buttons, conkers, stones for counting.

So, if I was a Primary head today, what would I want to be doing?

·         Create an inspiring range of challenging topic and project areas that would embed the necessary knowledge to be used in other scenarios. These would have time allocations, not necessarily to fill a half term, so that Science, History, Geography and Technology all had a secure place.
·         Ensuring that each element was appropriately resourced so that it could happen and be of quality.
·         Link the English and Maths curriculum within themes in such a way that each could make use of the current and recent past topics, so that each fed the other, with opportunities to use and apply earlier skills and knowledge.
·         Ensure that art, drama and music were deployed as interpretative subjects of worth and each capable of supporting the oral English and Maths curriculum.
·         MFL, music and aspects of PE can be used to support the PPA needs of the school, by judicious use of specialists.
·         Utilise one closure day in June or July to enable staff to consider overview planning for the coming year.
·         Then only ask for teacher medium term plans, to see the direction of travel.
·         Short term plans are for the teacher in the classroom, so can take any form that suits.
·         I’d want children to know the focus for their personal efforts at any particular time.
·         Create portfolios of moderated in-house examples that could support discussion and decision making in the school or be used to moderate against other school outcomes to validate judgements.
·         Mentoring, especially of early career teachers, needs to be secure.
·         Every area of life is governed by a measure of capability in some form. “Can do” statements are a guide.

So, to summarise
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·         Plan long, medium and short with different emphases on what’s recorded and share with supporting adults. Organise the “knowledge journey” developmentally.
·         Order and organise space, resources and consider the available time.
·         Pitch and pace each lesson to known needs of the curriculum and the learners.
·         Set learning tasks that provide some challenge.
·         Share outcomes as learner models of expectation within and between lessons.
·         Evaluate throughout, ensuring continuity of expectation.
·         Checks en route, memory, use and application in challenge.
·         Simple personal record systems of developing vocabulary and presentation needs.
·         Books to become personal learning records.
·         Know your children as fully as possible, recognising that you can’t see exactly what they are thinking.

Children are children, as they always have been. They deserve the best that can be offered.
Schools need to secure their curriculum, so that it can provide the essential core of experience, enhanced by incoming expertise.
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Something that I wrote a few years ago continues to resonate with me. Teachers are the lead thinkers in their classrooms. They must have every opportunity to be autonomous decision makers, in the moment.
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Picture; 14 July, Fete Nationale, our local town. Annual commemoration

On 15th April 2019, a new date was recorded for posterity, with the devastating fire in the Notre Dame Cathedral, in Paris. Events, of every hue, in every life, create anniversaries; some that must not be forgotten, others that might disappear into, or be distorted by, the mists of time, simply because there’s no-one left to remember.

Our histories are marked by events, some small and insignificant, others world shattering. It's likely to be the latter that make the greatest mark on our continuing lives.

Recently, my eldest celebrated her  40th birthday. With birthdays, decades matter, so she took her family on a trip to remember. I still recall the day of her birth, a long day of waiting, followed by such a feeling of elation, of happiness that all had gone smoothly and all was well.

Marrying my first wife while I was in my final year of teacher training was the start of a 32-year journey until her death in 2005. In a quirk of fate, on our 20th wedding anniversary, a surgeon, using his kindest manner, told us that D had breast cancer. Our wedding anniversary, from that moment, became an anniversary of survival. Five and ten years were celebrated with a ceilidh for friends and family. D’s death created another date to commemorate.

 On June 1st, it’s the 25th anniversary of buying a small house in France as a “life project”, trying to thumb a nose at life in general and offering a different kind of stability during holidays.

The house in France is in the Limousin region. One town nearby will be remembering a devastating event that occurred 75 years ago. While many areas of France, starting on the north coast, will be remembering their liberation after D-day, on a rolling timetable from early June, Oradour sur Glane will commemorate the destructive nature of a defeated force taking revenge while withdrawing. A Nazi battalion encircled the town and herded people to the centre, before shooting the men, grenading the church with women and children inside and setting fire to buildings.

Meeting with my sister recently, we reminisced about our childhood, which was marked by our mother announcing that she would be leaving the family home on 11th October (1965) after her summer season job in a local hotel finished on the 8th. Leaving home for school on 11th October, seeing a travel bag packed by the door and being asked if we wanted to go with her created an indelible mark.

So, dates keep piling up. I have another anniversary and additional birthdays to remember now, having been lucky and found M, extending the family further. Mind, you, it’s just as well that we keep a diary with the information copied from one year to the next, as an aide memoire. I’m beginning to experience senior moments…
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I wonder what anniversaries you mark?

Picture; the view from our French cottage
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Picture; Butser Ancient Farm. Reconstruction Iron Age settlement, Chalton, nr Petersfield, Hampshire

I know we’re not supposed “to Google” things these days, according to some commentators, but in reality, unless one has an extensive personal library, it’s highly likely that the internet is a major source of information.

So, in looking up the notion of Cultural Capital, which is a "current" buzz phrase, Wikipedia threw up this opener: -

In the field of sociology, cultural capital comprises the social assets of a person (education, intellect, style of speech, style of dress, etc.) that promote social mobility in a stratified society. Cultural capital functions as a social-relation within an economy of practices (system of exchange), and comprises all of the material and symbolic goods, without distinction, that society considers rare and worth seeking. As a social relation within a system of exchange, cultural capital includes the accumulated cultural knowledge that confers social status and power.

In "Cultural Reproduction and Social Reproduction" (1977), Pierre Bourdieu and Jean-Claude Passeron presented cultural capital to conceptually explain the differences among the levels of performance and academic achievement of children within the educational system of France in the 1960s; and further developed the concept in the essay "The Forms of Capital" (1985) and in the book The State Nobility: Élite Schools in the Field of Power (1996).

As someone who was originally trained in 71-74, first year in science, then transfer to a Primary based environmental Studies course, where we explored the environment as a source of learning, Bourdieu was a bit of a revelation a few years later, as he appeared to validate the substance of my earlier study.

I think that we need to look at cultural capital as a product of a learner’s interaction with, first, their surroundings.

The home being the first environment and parents the first teacher, the richness of the surroundings is likely to be the original baseline opportunity. The quality of stimulus, toys, or natural opportunity, within the house or in the garden, supplemented by interactions with older siblings or adults capable of introducing language, naming and describing things that are experienced through the senses, is either enabling or disabling through a lack of potential. The willingness or ability of the adults to take their children further afield offers enhanced stimulus; consider the potential of a local park, a wood or an open grass area for example. A limitation could be disposable income available to a family. During a school visit in Redruth, Cornwall, the head spoke of the sea being only a few miles away, but families unable to afford the bus fare, so an opportunity was not available. This will have an unseen impact on children as they may not have the experiences common to their peers. Poverty can impact in many ways.

What a school offers children when they start, then progressively through their experience needs to be as rich a diet of opportunity as possible. Having experiences that they can then take into their locality to support further engagement, with natural or man-made environments, with living things, helping them to orientate themselves would seem key to progress(ive/in) learning. Building a vocabulary for description and for asking questions are fundamental capabilities. Learning is a social activity. Externalisation enables another to offer further or alternative insights, or to add their own understandings.

In many ways, this has a simplicity at the core. The richer the diet of opportunity, in experience and support, will lead to more independence in exploratory activity that enhances the core, enabling a child to become a greater partner in, or eventually to take responsibility for their learning. Greater experience embeds greater vocabulary, which in turn supports communication and reader understanding.

Why is this contentious?

Not everyone lives in, or near London. In a previous role, I was regularly visiting London schools. The quality of work was often absolutely stunning from children in “deprived areas”. The work was often based on school visits to places of interest, museums, galleries etc, all within relatively easy reach and supported by travel on the tube or a bus ride. Culture was on the doorstep and a “day out” meant a day out. These experiences were available to families at weekends, as were broader opportunities from national organisations offering “scholarships”, Saturday morning dance or musical opportunities to areas in need.

My career was Hampshire based. The schools were sufficiently far from cultural centres to require coach hire, even for Portsmouth or Southampton. London was a minimum of a two-hour coach journey at £450+ for a class of thirty children; Southampton could cost £300 and that meant building your day within school run timetables. It was often the case that the cultural experience had greater potential if bought in; a writer, poet, artist, drama group visit.

One such that will remain in my memory, was a six-week project for year six, where I was able to ask a former London teacher to create a Hindu experience using his contacts. This involved art, drama, music, dance, art and a visit to the Southampton Hindu temple. The quality of involvement throughout was a delight to experience, as the children encountered the specifics of the culture through interaction. We were able to repeat this for a number of years, with different partners. Real people sharing their culture, making it a part of the children’s world.

Cultural capital should enable children to interact with the world as they experience it, to orientate them to their locality and to be aware of the people who inhabit their area.

Schools should be facilitators of this, offering the “best of what the area has to offer”… which can lead to the best from further afield and in time.
 
Pic below; a visit to Southampton art gallery, to learn how to "read" a picture.

As a school Governor, I am involved in staff appointments. We are currently looking for an Assistant Head Teacher for Teaching and Learning; Curriculum Development, our previous, very good AHT having been promoted in another school. What such an activity does is to create opportunities for broad and deep discussions about the details of teaching and learning, particularly in the context of the school and its point of development, both before and during the interview process. It was during one interview that this thought was generated.

I have touched on this idea before in a blog entitled “Tribal memory”, where staff loss can be debilitating.

Teaching and Learning and curriculum development have been the bread and butter of my whole career. You decide on a range of “stuff” that you consider children need to know at particular points in their lives, then decide the best approach to making sure that it “sticks”. Knowledge is broad and the accompanying pedagogies are equally broad.

Schools therefore have had to make strategic decisions. Some of these are likely to be general, in that the “knowledge” in different curriculum areas has been relatively consistent throughout my career, in Primary this can be broadly summarised as variations on Maths, English (R,W,S&L), Topic (H,G,Sc lead, Art, DT interpretation), Music, PE, RE, MFL.

In school and curriculum development terms, the key can be the availability of colleagues with appropriate background to be able to, at least, map out curricular development statements, if necessary, drawing on broader collegiate expertise within and outside the school. This may be particularly acute in smaller schools.

One interview raised the question of personal ambition as a potential drag on development. It is conceivable that, after a period of leading development in one subject area, an experienced teacher might be asked to then oversee an area that had received less attention, in so doing relinquishing responsibility to another. Equally, another teacher might be brought into a school and will wish to “make their mark”, with an eye to their own future promotion prospects. In either case, there will be a hiatus, as stock is taken and proposals made for “improvement”. This could be seen as “change”, a regularly used word in education.

Whereas improvement implies a strategy, unless a comprehensive strategy is articulated, change can become distracting; wholesale change can mean abandoning what went before. As a result, nothing gets fully understood or embedded.

This can be as a result of Government decisions. I'd quite like Government to hold back from initiatives, allow teachers to take stock, to be able to plan securely, in order to put in place structures that can stand the test of time, by allowing consideration of improving parts rather than wholesale alterations every few years. 

​I would still contend that much of the 2014 changes wrought on education were change for change’s sake. After five years, the impact has led to poor implementation in SEND and Ofsted altering their 2019 approach to look at the broader curriculum. Strategy is complex, a bit like a Gaia principle of “wheels within wheels”. Knee-jerk alteration in one area has a knock on into another, often causing unintended, or unforeseen consequences.

School managers need to plan development with care, mapping clearly how different elements work together, seeking to avoid duplication of or wasted teacher effort.

Distraction destroys continuity. Continuity and progression were by-words of my school career; progressively building from one phase of education to the next, within an overall aspiration for all children.

To illustrate this, I now draw on the “Learning and Teaching” policy that was my school’s articulation of purpose. It was set as a central plank that supported developmental colleague dialogue, enabling discussion of detail without distorting the whole, or the proposed learning journeys through a child’s life at the school.

While no statement is perfect, it gave clarity to teachers appointed to the school. Communication is key to development, from overall strategy to the detail of a specific area. If teachers are informed, they can support the strategic direction.

The "class of 1993"; stability supported development, embedding qualities that survived change.

Learning and Teaching Policy (first articulated 1993, developed to 2005)
A Statement of School Vision

Everyone involved with the educational process at X School is a partner in progress
This, in terms of children, is encompassed in the motto Thinking, Working, Playing Together.
Educationally making guided progress, through individual and group effort.

Our Aim
A typical child leaving X School will have these attributes
Confidence in themselves, as people and learners.
Awareness of the world around them, locally and wider, showing sensitivity, an enquiring approach, and a developing sense of awareness of themselves as spiritual beings.
Capable of working in many different ways, with different grouping of others, and be able to sustain effort when required.
Solve problems with different, but developing, levels of independence.
Think creatively and reflectively when appropriately challenged, organising their needs, and being able to talk clearly to anyone with an interest in their activities.
Accept guidance to achieve the best they can, with a clear understanding of their strengths and areas for further improvement.

A policy for learning, achieving the vision
Children, their thinking and learning, are our core purpose, within the context of a broad, balanced and relevantly challenging curriculum. They are to become active producers of learning, rather than passive consumers of teaching.
Children will start as information gatherers, capable of clear description.
Children will progressively become problem solvers, applying a range of relevant skills, able to articulate clearly in speech and then writing, the detail of their learning, and to have a developing repertoire of presentational skills through which they can show their ideas.
Careful consideration of information, and logical thinking, together with the ability to explain their thoughts, using 2-D or 3-D models, will lead to secure links in learning.
Learning processes will be clearly articulated to children, who should be able to explain what they are doing, and why.
The processes through which the children will be challenged will be known to teachers, parents, support staff or any other assisting adult.
The potential for learning across and between different abilities needs to be maintained, to ensure that children derive learning from as many sources as possible.
The taught curriculum will be well taught, with teachers working to improve their personal skills and practice across the curriculum.
ICT in all its forms will be a central tool of development.
The school and each of its constituent parts, will see itself as part of a wider learning community, deriving information and good practice from sources that complement our own developing practice.

Putting the vision into practice
Teachers at X School plan to ensure that the vision and aims are put into practice, employing methodologies outlined in the policy for learning, through an approach summarized as Analyse, Plan, Do, Review, Record, Report.

Analyse… Teachers will receive information from a range of sources about the prior attainment of each child. This will provide a framework upon which to base decisions about working arrangements, suitable objectives for learning and tasks to achieve these.
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Plan… Teachers plan over different timescales, annual, based upon allocated topic specifications. It is for individual teachers to use these specs creatively to provide a dynamic approach to learning.

​Contributing to school level Planning Detail; see blog on “Planning”

Whole of National Curriculum interpreted through School-based Topic Specifications for each topic within each subject.
Literacy and numeracy frameworks.

Planning at different levels (teachers)
Content
Learning needs
Space, timescales and resources

Do… Tasks given to children will be creative, challenging and engaging, leading to anticipated progress.
Task design. Tasks will have a definite purpose in progressing an aspect of a child’s progress, known to the child and any assisting adult.
Activity presentation. All activity will be clearly presented and understood by children before being active.
Independence levels, skill, knowledge and attitude will all be considered when devising the task parameters, as the different learning attributes of individuals and groups should be encompassed in the task challenges.

Children as learners
Understanding task… Children will have a clear grasp of what they are being challenged to achieve, be able to discuss and articulate purposes when asked.
Task behaviours… Children will be expected to demonstrate appropriate approaches to tasks, developing persistence to achieve.
Team working… Children will be challenged to operate as collaborative, independent learners on tasks specifically created to allow for qualities of cooperation to be developed.
Oral skill…Children will develop appropriate descriptive, analytical, exploratory languages to communicate clearly to a peer or interested adult.
Recording skill, written, pictorial, mathematical…Within any learning experience there will be opportunities for children to use different forms of recording to help them to remember sequences of events within an activity.
Evaluation… Children learn about learning by doing, by reflecting on the process and activity, and evaluating changes to approaches for future reference.
Review… Children will develop as primary evaluators of their drafts. Peer reviews will be developed over time, with the teacher giving informative feedback to help with the next phase of development.
By being given tasks that they will need to discuss, decide on action, carry out, review, re-evaluate and repeat, they will develop an insight into the ways in which adults work and solve problems.

Outcomes..Review
Teacher as reviewer and quality controller…Any piece of work from a child is the current draft capable of being reviewed and improved. Ongoing oral feedback should support the child within the learning process. Marking should provide opportunities for advice, and an overview of quality.
Feedback to children…should enable each child to review their own needs in learning for subsequent pieces of activity.
Room for improvement… advice on areas for development.
Objective and subjective…Correcting spelling or an aspect of grammar may be clearly objective, whereas a commentary starting “I liked…..” would be subjective.

Moderation…At intervals it is clearly good practice to share views on achievement. Moderation allows a consensus view about a discrete piece of produced work.

Record… Teachers will keep records which assist them in progressing learning for individual children.

Report… At half year and year end, teachers will write reports to inform parents about achievements and room for improvement.
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Review, Recording and Reporting, especially individual needs
To colleagues
To parents
Significant others