Education

Anna Dalglish, maths and English Instructor at Kumon Guildford North, sets out ten ideas for developing independence in students.

1. Individualised instruction
Every student is unique and should be set work appropriate for his particular needs and abilities, regardless of age or school year group.

2. ‘Just right’ level of study
Students should start with work at a comfortable level in order to develop confidence, fill gaps in knowledge, and buildthe foundations to address more challenging work.

In due course, work should always be set at the appropriate level for each student -neither too easy (leading to loss of interest) nor too difficult (leading to discouragement) but ‘just right’ for the student’s current ability.

3. Logical progression of topics
Just as a child must learn to walk before he can run, there is little point in introducing punctuation to a child who has not yet learnt to read, or fractions to a student who has not mastered division.

Topics should be introduced in a logical progression, each building upon concepts previously covered. In this way, students learn independently in small steps.

4. Mastery
Students should master each topic fully before moving on.

‘Mastery’ does not denote perfectionism but acknowledges that each step must be fully understood before moving on.

Mastery builds students’ confidence, increases their willingness to have a go and persevere, and enables them to overcome fear of failure.

5. Daily study habit
Students will not always feel motivated to learn, but by developing a daily study habit they will nevertheless make progress.

Daily study allows students to develop knowledge steadily through small steps, to retain and build upon concepts and topics previously learned, and to avoid the ‘Summer Slide’.

6. Study skills
Without the necessary study skills, students will struggle to learn independently. Desirable skills include: focus and concentration, rhythm and pace, willingness to ‘have a go’, perseverance, time management, careful reading of instructions, the ability to organise one’s own work and to correct and learn from mistakes.

Students should be encouraged to develop their study skills while working on relatively easy work.

7. Set high (but achievable) expectations
Why should a student stop learning simply because he happens to be at the desired level of attainment for his age? Students should be encouraged to work above their school level – until they are doing so, they are not truly ‘independent learners’ but merely practising what they have been taught at school. By going beyond school level, they are using all the study skills and concepts previously mastered to learn new concepts and continually develop their skills and academic ability.

8. Feedback
To ensure mastery and maintain work at the ‘just right’ level, each student’s progress should be continuously measured by prompt marking of work and corrections, regular achievement tests, and monitoring of daily performance.

We should give constructive feedback to students, but we should also listen to feedback from students, ensuring they are each valued as independent learners and encouraged to take ownership of their own learning process.

9. Learning from mistakes and ‘failures’
Learning from mistakes is an essential component of independent learning, and leaving mistakes uncorrected will erode confidence and delay mastery of a particular concept.

Students should identify where they went wrong and correct errors themselves. They are then less likely to repeat the error, will learn the relevant concepts more quickly, and gain confidence from ‘owning’ their work and knowing they are capable of perfect scores through their own efforts.

10. Coaching, not teaching
Parents and teachers should avoid ‘over-teaching’ students, instead aiming to act as ‘coach’ or ‘guide’.

Whether learning to walk or learning to do long division, a child learns better from doing a task rather than listening to a detailed exposition on how to perform the task.

The parent’s or instructor’s role is to:
a) provide the appropriate environment – a quiet time and place; b) assess students’ current ability level and set work at the ‘just right’ level; c) promptly mark work and corrections, monitor progress, and act on feedback; d) emphasise and model desired study skills; e) encourage and praise students; f) guide students towards the answer rather than giving answers; g) keep positive and focused on the long-term.

Even preschoolers can begin the journey towards independent learning. The earlier they take ownership of their study – turning the page on their own, writing or tracing independently, organising their work, writing their own start and finish times – the sooner they will build the confidence in their own abilities that will take them far.

Conclusion
The word ‘education’ comes from the Latin ‘educare’ which means ‘to lead forth’. Our role is to ‘lead forth’ our students from dependence to increasing independence and equip them with the necessary tools to become independent and well-adjusted adults.

www.kumon.co.uk

With excellent facilities, smaller classes, outstanding teachers and specialised learning, pre-prep is a great introduction to education, writes Naomi Bartholomew, Head of St Catherine’s Bramley.

As headteachers we often work hard to share with parents what is unique and special about our schools. Many prep schools are very fortunate to have excellent facilities, plenty of space, smaller class sizes, outstanding teachers and plenty of subject specialism amongst the staff. This means that teachers can relay their passion and expertise in subject areas such as PE, music, art, computing or modern foreign languages. In turn, children are inspired to achieve and are given excellent learning opportunities from day one.

As we emerge from a very challenging time and an extended period of schools being closed due to the global pandemic, parents are certainly taking stock and considering what it is that they want for their children as they choose their future schools. Many are now considering an investment in independent education and looking for a place at a pre-prep or prep school. They are recognising the enrichment that comes from a varied extra-curricular programme where pupils can explore their hobbies and interests and foster friendships with children who have similar interests, where small classes mean that every child is well known and where resources enable schools to provide dynamic provision both in school and online.

Every phase of a child’s education is also about building character, resilience and a core set of values as well as skills. School websites and prospectuses will promise much in this regard. But how do we really measure the true value of a prep school education? With a list of impressive destinations, scholarships and awards to excellent senior schools? Through what children then go on to achieve? With lists of achievements and outcomes gained along the way?

I would argue that the true value of a pre-prep education is an investment in an exceptional start to school life where children are given the space and time to be individuals, where they form strong and lasting friendships and work very closely with their teachers. Starting school life in an environment which allows each child to discover their own unique talents and potential is proven to provide all children with very strong foundations on which to build. At each step there are dedicated staff who know both you as parents and your child well. Teachers and teaching assistants will be ready to celebrate achievements and instil self-belief and build the confidence needed to meet challenges with an open heart and mind.

Here are St Catherine’s we pride ourselves on providing our girls with the strongest of foundations for their future learning in the formative pre-prep years. Miss Jefford, Head of Pre-Prep, will always comment on the benefit that she sees from day one of small class sizes where each child is nurtured as an individual. “We see the girls forming relationships, learning about themselves and they blossom into confident and motivated learners.”

At the age of seven, girls transfer seamlessly into Year 3 ready to embrace all the rich experiences of the prep school curriculum. We know that we have succeeded when we see our girls leaving the school aged eleven happy and motivated to learn, ready for the challenges ahead and with a sense instilled that girls can do anything they set their minds to. We are also fortunate in that we are truly independent and can set our own agendas and goals for the children. I often hear now from parents looking to move their children away from excellent state primary schools due to undue pressure of testing at Year 2 and Year 6.

Pre-prep and prep schools are able to go above and beyond the curriculum and foster each child’s individual interests and strengths. This has also been demonstrated during lockdown where we have seen individual music lessons continue, class and whole school assemblies, online chapel and singalongs as well as chess tournaments. The list of what is on offer both in school and remotely is extensive and such enrichment brings the best out of every child and provides them with opportunities to learn beyond the classroom and to truly be themselves.

Every experience in a vibrant pre-prep or prep school enables children to build a large bank of happy memories which inform and shape their education in the broadest possible sense. This is something we pride ourselves on and have huge fun in providing at St Catherine’s.

St Catherine’s Prep extend a warm welcome to parents who would like to see what this actually looks like here at St Catherine’s, Bramley with regular Open Mornings.

www.stcatherines.info

by Rebecca Branton
Burgess Hill Girls Pre-Prep and Prep School teacher

There is plenty of research to support the benefits of learning a foreign language as early as possible. Studies by Harvard University, for example, suggest that the creativity and flexibility of the mind are enhanced when young children are exposed to a range of ways of communicating, including through two or more languages. Some academics suggest exposing children to other languages as early as their preschool years, as this is when the child is establishing patterns for thinking and learning.

Young children enjoy learning. They are keen to jump in and have a good time whatever the activity and can pick up a lot through nursery rhymes, silly songs, games, and puppets. The brains of the very young are used to developing new means of expression. They learn new words every day and benefit from exposure to broad, extensive vocabulary in their native tongue as well as new words and expression in other tongues. Concerns about children not having the ‘bandwidth’ to pick up two or more languages appear to be misplaced – it seems that the wider the experience the better in this area.

The Harvard study compared the verbal and written test results of pupils who had learned a foreign language and those who had not. They concluded that the foreign language-learning cohort had not just superior linguistic skills but also better cognitive skills altogether.

Children who learn a language when they are very young have a much better chance of not having a foreign accent. The younger the learner, the better they are at mimicking new sounds and adopting pronunciation. The brain is most open to new sounds and patterns in pre-adolescence.

Young children are undaunted learners. They are not yet self-conscious and are happy to try out their newly acquired language skills without fear of embarrassment. They are eager to see what response they will get when they try out new words and vocabulary because they are programmed to delight in communicating. Parents of teenagers know that unfortunately this does not last! So, schools must make the most of the window of uninhibited learning opportunity.

Teaching a modern foreign language to a young child catches their enquiring mind and satisfies their natural thirst for new experiences as well as their curiosity about language itself. It exposes them inevitably to other cultures and therefore inoculates against insularity and intolerance. Most of all, they enjoy it, if the teaching is crafted to appeal to their sense of fun and relates to their interests.

It is therefore my privilege to teach KS1 foreign languages at Burgess Hill Girls Pre-Prep and Prep School. We are fortunate to be able to offer a foreign language from Year 1 and offer enrichment opportunities such as special French Days and after-school clubs.

To find out more about Burgess Hill Girls visit www.burgesshillgirls.com

by Mrs Sarah Bakhtiari
Principal of Shoreham College

Some people appear to have a naturally positive personality, gliding through the ups and downs of life more easily than most; their glass is half full, their outlook is full of optimism. What if those of us who are not naturally quite so positive, perhaps our glass is half empty, could grow the positive parts of our personality? What if we could help our children and young people to do the same?

Studies show that positive people perform better under pressure, have better concentration and can cope with uncertainty. Optimism has a positive impact on wellbeing and positive people also tend to report greater levels of happiness. This article will explore some of the ways that we can encourage children and young people to grow their positive outlook, reaping benefits for their mental health and wellbeing.

How we think, how we feel and how we behave are all closely aligned with our brain’s interpretation of events which in turn fuels our emotions and behaviours. The situation itself is less important in determining how we feel, more important is the way we view that situation. “There is nothing either good or bad, but thinking makes it so” as Shakespeare said, in Hamlet.

So, how can we help children and young people to develop a more positive outlook?

Expressing feelings
It is normal for us to experience a range of feelings and emotions, from happiness to sadness to anxiety and anger. Encourage your child to speak about how they feel and help them to understand that these feelings pass: “So I may have missed the ball, but everyone misses sometimes and I did the best I could” replaces “I never catch the ball, I’m not playing that again”. Maya Angelou is quoted as saying “Do the best you can until you know better, then do better” and her wisdom applies to sports and friendships and exams and well, actually to everything – even parenting, perhaps especially parenting!

Helping others
Doing things for others helps us to feel better about ourselves and grows our positive outlook. Encourage your child to help others, in a way that is enjoyable for them. Perhaps they could bake a cake for someone who needs cheering up, or help a sibling with their homework or show their kindness in the playground. There are many ways to help and the feel-good factor from helping others will fuel your child’s positivity. It helps them to understand that they, and their actions, can make a positive difference.

The power of ‘wow’ Encourage your child to record ‘wow’ moments – perhaps in a journal, perhaps in a scrapbook – whatever works for them, moments from their daily life that they find beautiful or extraordinary. It could be a kind act, it could be a crazy cloud formation in the sky, or the family pet doing something silly. Whatever it is, it will mean something to them and when they look back at the ‘wow’ moments, they will feel uplifted and positive.

Self-talk
How we talk to ourselves can have a significant impact on how we live our life: “Whether you think you can, or you think you can’t, you’re right.” (Henry Ford). Help your child to practise noticing their self-talk. A really good way to help grow positive self-talk is to think of someone warm and compassionate who your child admires. It might be a teacher, a cousin, a coach or simply someone they look up to. Then think what that person would say to them instead, so for example“of course I always fail” becomes“I might still have a way to go, but I’m proud of how far I have come.”

Schools play an important role in supporting children and young people’s wellbeing and positivity. From celebrating children for the unique individual that they are, to knowing and listening carefully to them, to developing activities that encourage children to be active and enjoy the world around them. There is plenty of support. Small activities can have a significant impact on positivity, thereby building the resilience which leads to success. Pond-dipping with our Year 3s recently, I was struck by how the activity worked on so many levels – there was ‘wow’ – the children discovered a ‘mini beast’ (a newt!) named it Wiggle Squiggle and created a narrative about the mini beast, which they excitedly worked together to develop. They helped each other by sharing nets and magnifying lenses, they expressed their feelings and reflected how those feelings changed (some were initially not so keen on Wiggle Squiggle, but through dialogue began to see the newt for the fascinating little creature that it was). A charming activity which our children so enjoyed, and which works on so many levels – from an appreciation of our natural habitat to collaboration and reflection.

Not all schools are lucky enough to have a pond or forest school, but every school will work cleverly with the resources they do have, and every school will welcome a dialogue with parents about their child. I hope I have given you some ideas that you could try with your child to help grow their positivity. Perhaps you have already tried these and are looking for more specialist help? If this is the case I encourage you to speak to your child’s school, or your GP, for additional sources of support.

Shoreham College, like many independent schools, has been offering continuity of education for its pupils and their families for generations. Established in 1842, as a grammar school, where pupils were “liberally boarded and carefully educated.” Shoreham College is proud of its traditions and proud of the many and varied achievements of pupils.Whilst the Shoreham College of today is most definitely a day school, the forward thinking liberal culture of its founders continues to resonate.
www.shorehamcollege.co.uk

by Dinah Hatch
Brighton Girls

Ever since former prime minister Tony Blair set out his priorities for office back in the 1990s with the clarion call “education, education, education”, British schools have ploughed an ever more academically rigorous furrow in a bid to widen access to university amongst 18 year olds.

But many commentators, including the influential Lord Baker, a former education minister in Margaret Thatcher’s government, fear the pendulum may have swung too far, with the pursuit of highly academic subjects often resulting in practical, hands-on skills being kicked off the curriculum.

Lord Baker has even called for GCSEs, the very qualification he introduced in 1988, to be abandoned, saying that examining 16 year olds has become largely pointless and unduly stressful now that none of them leave education at that age and do not need proof of their capabilities to show employers.

But his calls have so far fallen on deaf ears in government. Michael Gove’s commitment to axing the course-work component of exams and focusing on on-the-day performance further swung the pendulum towards rewarding academic skills when he was education secretary and nothing has changed since.

Yet a growing number of educationalists are calling for a rethink, saying that Britain has fallen behind other countries when it comes to manufacturing and engineering because the skills needed to excel in these fields are simply not being taught as much.

If you look at Austrian, Swiss, German or Dutch students, by the time they’ve reached 18, some 70-80% of them have had some experience of technical education. In Britain, it’s just 30%.

The social commentator David Goodhart addresses the theme of focusing on academia to the detriment of other paths in his book Head, Hand, Heart: the struggle for dignity and status in the 21st century. He talks about how education in the last century in the UK has become ever more focused on the ‘head’ (academics) and left behind the skills of the ‘heart’ (those needed for social care, for example) and the ‘hand’ (practical skills). The result has been that those who did not naturally excel in the first category but who were gifted in one or both of the other two were not valued as much in society.

This has led to a disproportionate amount of people heading to university to pursue academic subjects, he says, at the cost of other pathways that the economy and society needs.

At last, however, schools are starting to take note, particularly independent schools which have their own budget and are not led by government edicts on education policy.

There has been a growing push from this sector to acknowledge that the teaching of many practical skills have been neglected.

Brighton Girls recently hit the headlines with the news that its headteacher had introduced extra-curricular lessons in the use of power tools, as part of a wider remit to encourage more creativity and problem solving.

Head Rosie McColl has hired welder, blacksmith and creative metalwork upcycler Charis Williams, known on TV as The Salvage Sister having featured on Channel 4’s Fill Your House For Free and BBC One’s Getting The Builders In, to hold workshops and run weekly sessions for her pupils aged 11-18.

The school is also in the process of revamping its DT offering and has appointed a head of design and innovation who will start at the school in September.

Ms McColl said: “When I was at school, DT and the like were seen as non-academic and people were a bit sniffy about it. I think that’s changed now – people realize that children need to have lessons that allow them to explore their creativity and lateral thinking, which is exactly what these sessions with Charis are doing. Currently, we are undergoing a huge school revamp which will include areas called Maker Spaces where pupils will have supervised access to power tools, 3D and laser printers, sewing machines and the like and we are hoping it will unleash a side in the girls that they might not know they even had. I believe 21st century schooling needs to be so much more than exam grades and remembering when the Battle of Hastings was. It’s about problem solving, working in teams and thinking creatively.”

And the power tools lessons have been a hit with her pupils.

Esme McGrath, 14, took part in one of the first classes held by Ms Williams where pupils were shown how to use the tools with the goal being to create outside furniture for the school from wooden pallets.

The Year 9 pupil said she felt much more confident about the prospect of creating furniture, having never really used tools like this before. She said: “It’s been really fun learning something like this and it makes it real when you actually get shown how to do it. It opens up new possibilities about what I could do and it makes a lovely contrast to my academic studies.”

Year 11 pupil Kirsty Gallagher added: “I think it’s great that we are trying our hand at something practical and useful. Who knows where it will lead to and what we will learn along the way.”

Ms Williams added: “I aim to change the stereotype and make 3D creative skills available to everyone. Pupils learn to use tools which will be massively helpful if they like to make things or go into a creative career – and most importantly it’s really good fun. Many adult students come to me to learn to use basic power tools skills because they have never had the chance before and have always wanted to learn.”

For more information, visit www.brightongirls.gdst.net