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MORE THAN A SCORE: Wed 29 March 2017 6 - 8p.m Maurice Barnett Room, Central Hall Westminster
Join us as we launch the alternative to the current system of primary assessment and accountability. More Than a Score, of which Sightlines Initiative is a member, is uniting teachers, parents, professionals and experts who want children to be at the heart of education policy. Assessment should value children as individuals, not numbers.
Schools, parents and teachers are waiting for the Department of Education to launch its consultation on the future of primary assessment. The system is broken and urgently needs real and meaningful reform.
More Than a Score is committed to promoting a range of forms of assessment to influence teaching effectively -and reveal the full range of a child's abilities - rather than to judge schools.
We are campaigning with teachers, parents and others to end the present system of assessment and introduce an alternative model which enjoys professional and public confidence.
This event is open to teachers, parents, school governors and those with an interest in primary education.
It is free to attend, and you can register HERE.
"When they are allowed to apply their natural creativity and curiosity, children love learning. They learn to walk, to talk, to eat and to play spontaneously, by watching and experimenting. Then they get to school, and we suppress this instinct by sitting them down, force-feeding them with inert facts and testing the life out of them.
There is no single system for teaching children well, but the best ones have this in common: they open up rich worlds that children can explore in their own ways, developing their interests with help rather than indoctrination."
In the midst of organising a presentation day in which we will be demonstrating just such principles, we've been alerted to this article of today by Mr. Monbiot.
Do read it, it is a very cogent and pertinent article. He also references Reggio Emilia, as a place to look to as an example.
And - join us on our Networks Showcase Day in London, on 4 March, in which early childhood educators from London and around the Midlands will be presenting their current endeavours to create places really fit for children's learning and curiosity.
This photograph and reflection of Aimee's is from a project which we'll discuss at our day in March, in which early childhood educators will be introducing some of their struggles, questions and successes in developing an education which sincerely listens to children's enthusiasms and intelligences.
Suddenly the words of Loris Malaguzzi came to mind: "Children show us that they know how to walk along the path to understanding."
We - grown-up educators and parents - certainly benefit from being reminded of this, and encouraged to keep thinking and working for our children and for education.
I had earlier today been dumped in spirit, having read a recent statement on education policy by a UK Chartered Accountant: "It is imperative that pupils are taught a knowledge-rich curriculum. And the body of evidence on effective teaching practice is now overwhelming. The PISA results from last year serve to confirm the ever-growing body of international evidence on this point, that teacher-led instruction is more effective than child-centred, enquiry-based approaches." Why did this 'dump my spirit'? Because this was not just a 'man in a white-collar pub', this accountant is the current UK Schools Minister, Nick Gibb, in a high profile presentation to the Education World Forum a few days ago.
Here is Loris Maluguzzi again to remind us educators and parents to work for our children: "Once children are helped to perceive themselves as authors or inventors, once they are helped to discover the pleasure of enquiry, their motivation and interest explode. To disappoint the children deprives them of possibilities that no exhortation can arouse in late years."
I think we are all trying to 'walk the path of understanding': Aimee, Loris Malaguzzi, all of us who are listening, enquiring, making places of education for enquiry, joy and knowledge. (Primary educators, do come join us on our discussion day at the 'outstanding' - and creative - Trimdon/Bluebell Meadows school, and meet one such remarkable place, embedded and treasured by children and the community.)
Mr. Gibb, I find your words utterly chilling, dark and even sinister. Would they provide inspiration in Aimee's world, I wonder? I am more than sorry that you are against us. However, I am convinced that you cannot crush the spirit of enquiry.