Happy St. Nicholas Day
St. Nicholas Day - December 6th
This was predominantly a Dutch tradition that is now celebrated all over Europe. When the Dutch settlers moved to the United States, Sinterklass became Santa Claus or Father Chrtistmas.
Traditionally, this celebration differs from Christmas Day. The story tells us that in the Middle of the 4th Century, an Abbot called Nicholas was born in Turkey. Nicholas was well known for his piety and benevolence. Abbot Nicholas was especially remembered for his care and protection of young children.
One such tale of his kindness tells of a father with three daughters who was very worried that he would not be able to provide them with a dowry when they became married. Nicholas heard of this man and went to his house. He stood by the man's widow and when a moonbeam shone into the room, Nicholas tossed in a bag of gold. He did this each night until the man had three bags of gold - one for each of his daughters.
From this legend came the placing of gold coins, small gifts and fruit in the shoes and stockings of children during the night before the feast of St. Nicholas. In some homes across Europe, St. Nicholas may appear with his companion, Zwarte Piete, also known as Black Peter. He carries a big red book, where he reads reports about the children's behaviour. If the child has been good, they may receive a small gift. However, if the report is not so good they may find twigs or even coal left in their shoes!
This was predominantly a Dutch tradition that is now celebrated all over Europe. When the Dutch settlers moved to the United States, Sinterklass became Santa Claus or Father Chrtistmas.
Traditionally, this celebration differs from Christmas Day. The story tells us that in the Middle of the 4th Century, an Abbot called Nicholas was born in Turkey. Nicholas was well known for his piety and benevolence. Abbot Nicholas was especially remembered for his care and protection of young children.
One such tale of his kindness tells of a father with three daughters who was very worried that he would not be able to provide them with a dowry when they became married. Nicholas heard of this man and went to his house. He stood by the man's widow and when a moonbeam shone into the room, Nicholas tossed in a bag of gold. He did this each night until the man had three bags of gold - one for each of his daughters.
From this legend came the placing of gold coins, small gifts and fruit in the shoes and stockings of children during the night before the feast of St. Nicholas. In some homes across Europe, St. Nicholas may appear with his companion, Zwarte Piete, also known as Black Peter. He carries a big red book, where he reads reports about the children's behaviour. If the child has been good, they may receive a small gift. However, if the report is not so good they may find twigs or even coal left in their shoes!
Odds stacked against August babies
November 2011 Filed in: Education
The evidence for children starting school at age five, rather than four, has always been strong. Inevitably, summer born children are often the youngest in the year group and can struggle in school. Bloo House has always held firm to this philosophy and now the Institute for Fiscal Studies (IFS) agrees, as reported by Sean Coughlan, Education Correspondent at the BBC.
The IFS study says that among seven-year-olds, August-born children are more than three times as likely to be "below average" as September-born children. August children are also 20% less likely to attend a top university. The IFS says the economic consequences facing summer babies will last "throughout their working lives".
The report from the independent financial researchers shows the sharp difference in outcomes between the youngest children in a year group - those born in August - and the oldest, born in September.
Researchers say that August-born seven-year-olds are between 2.5 and 3.5 times "more likely to be regarded as below average by their teachers in reading, writing and maths". They are also 2.5 times more likely to be unhappy at school at the age of seven and at an increased risk of being bullied. This suggests that August-born children may end up doing worse than September-born children throughout their working lives”.
This reflects that these August children can be almost a year younger than their September-born classmates. This achievement gap has not been closed by the time youngsters are ready to leave secondary schools - with August-born teenagers 20% more likely to be in vocational rather than academic study after school.
They are also 20% less likely to be at a leading Russell Group university compared with a September-born teenager. These August children are likely to have lower confidence and less likely to feel they "control their own destiny".
This accident of birth can have far-reaching economic significance, says the IFS, as underachievement in qualifications at school will be likely to reduce employment opportunities in adulthood. "This suggests that
August-born children may end up doing worse than September-born children throughout their working lives, simply because of the month in which they were born," says IFS programme director Claire Crawford.
This research, funded by the Nuffield Foundation, is intended as a step towards finding a way of tackling the disadvantages of being the youngest in a year group. The rules for beginning school mean that a child reaches compulsory school age at the beginning of the term following their fifth birthday. However it is usual to start school in the September after a child's fourth birthday, which means that August babies would only just have reached the age of four when they enter the reception class. But parents should have a choice about whether a child is full-time or part-time and there should be the option to defer entry until later in the school year.
"Parents now have the choice of a place in reception classes from the September following a child's fourth birthday, so that their child is ready to start school," said a Department for Education spokesman. "If parents choose to defer entry, they can continue to access their entitlement to 15 hours of free early education in a setting of their choice."
The IFS study says that among seven-year-olds, August-born children are more than three times as likely to be "below average" as September-born children. August children are also 20% less likely to attend a top university. The IFS says the economic consequences facing summer babies will last "throughout their working lives".
The report from the independent financial researchers shows the sharp difference in outcomes between the youngest children in a year group - those born in August - and the oldest, born in September.
Researchers say that August-born seven-year-olds are between 2.5 and 3.5 times "more likely to be regarded as below average by their teachers in reading, writing and maths". They are also 2.5 times more likely to be unhappy at school at the age of seven and at an increased risk of being bullied. This suggests that August-born children may end up doing worse than September-born children throughout their working lives”.
This reflects that these August children can be almost a year younger than their September-born classmates. This achievement gap has not been closed by the time youngsters are ready to leave secondary schools - with August-born teenagers 20% more likely to be in vocational rather than academic study after school.
They are also 20% less likely to be at a leading Russell Group university compared with a September-born teenager. These August children are likely to have lower confidence and less likely to feel they "control their own destiny".
This accident of birth can have far-reaching economic significance, says the IFS, as underachievement in qualifications at school will be likely to reduce employment opportunities in adulthood. "This suggests that
August-born children may end up doing worse than September-born children throughout their working lives, simply because of the month in which they were born," says IFS programme director Claire Crawford.
This research, funded by the Nuffield Foundation, is intended as a step towards finding a way of tackling the disadvantages of being the youngest in a year group. The rules for beginning school mean that a child reaches compulsory school age at the beginning of the term following their fifth birthday. However it is usual to start school in the September after a child's fourth birthday, which means that August babies would only just have reached the age of four when they enter the reception class. But parents should have a choice about whether a child is full-time or part-time and there should be the option to defer entry until later in the school year.
"Parents now have the choice of a place in reception classes from the September following a child's fourth birthday, so that their child is ready to start school," said a Department for Education spokesman. "If parents choose to defer entry, they can continue to access their entitlement to 15 hours of free early education in a setting of their choice."
Children's packed lunches "lack fruit and veg"
October 2011 Filed in: Nutrition
The School Food Trust, which examined 3,500 packed lunches in England in 2009, says about 40% of lunchboxes do not contain any fruit or vegetables, compared with 10% of school dinners.
It said parents should consider switching to school meals. Meanwhile, the World Cancer Research Fund has set up a website to give parents advice on healthier lunchboxes. It says the same sort of changes as those made when TV chef Jamie Oliver championed school dinners are now needed. It wants parents to ensure their children's packed lunches always contain at least two portions of fruits and vegetables.
WCRF head of education Kate Mendoza said: "There is no doubt Jamie Oliver helped achieve great things for the food served in school canteens. But as the nutritional content of school canteen meals has improved, the healthiness of the content of lunchboxes has been left behind.
Patricia Mucavele, research and nutrition manager at the School Food Trust commented, "it is disappointing that children are going to school with lunchboxes that are not playing their part in helping to encourage the kind of healthy diet that is so important for their future. This is why we want to get across the message to parents that including a piece of fruit or using a portion of salad as a filling for a sandwich are positive things they can do for their children's health. She continued, "it can sometimes be difficult for parents to control what their children eat, particularly if they are passing shops on the way home from school or visiting their friends. But parents can influence what is in their packed lunches and the fact that not all of them are doing so is a missed opportunity."
She said they were aiming to advise parents about healthy options - rather than telling them what not to put in as has happened in the past.
HEALTHY LUNCH OPTIONS
- Butternut squash soup with wholegrain bread
- Cous cous with roasted vegetables and chickpeas
- Wholegrain pasta salad with tomatoes, green beans and sweetcorn in green pesto sauce
- Low-fat cream cheese on wholegrain cracker with grapes
- Carrot and cucumber sticks
- Dried fruits
The trust's 2009 Primary School Food Survey, included an in-depth look at the contents of almost 3,500 packed lunches across 135 schools in England.
Master of Wellington College visits Bloo House
September 2011 Filed in: Bloo House News
Anthony Seldon is a leading authority on contemporary British history and one of the country's most high profile independent school headmasters. He became the 13th Master of Wellington College in January 2006, having been Headmaster of Brighton College since September 1997. He is also author or editor of over 25 books on contemporary history, politics and education.
Since taking on the head role at Wellington six years ago, Dr Seldon has always believed in the multiple intelligence curriculum and having instigated the learning process into Wellington, the school is now regarded as being one of the most respected and admired co-educational schools in the world. Since its inception, Bloo House has based its teaching around the multiple intelligence curriculum, making it one of the only primary schools practising this unique style of education.
Bloo House has maintained close ties with Wellington College for a number of years, with past students being awarded places at the school in Berkshire.
Tracy Edwards MBE Visits Bloo House
September 2011 Filed in: Bloo House News
Tracy won international fame in 1989 as the skipper of the first all female crew to sail around the world in the Whitbread Round the World Yacht Race. The boat won two legs and came second overall in her class. The best result for a British boat since 1977.
In 1990 Tracy was awarded Sportswoman of the Year and an MBE. She was the first woman to achieve acceptance by the British yachting community and paved the way for other women, notably Dawn Riley and Ellen MacArthur to follow.
Following her groundbreaking success with Maiden, Tracy set to consolidate her position as one of the world's top sailors by entering Trophy Jules Verne in 1998 with the Royal SunAlliance boat, again with an all-female crew. This yachting trophy is for the fastest circumnavigation around the world with no stopping and no outside assistance.
Tracy and her crew broke seven world records during their two-year programme. One of these, the Channel Record was the fastest ocean record in the world for three years. She was well on course for the record for more than half of their route, but was thwarted by treacherous seas off the coast of Chile and her mast snapped in two. Tracy and her crew managed to sail the stricken yacht to Chile. It took 16 days to cover some 2000 miles to shore, with no outside assistance.
Tracy retired from round-the-world sailing two years later when pregnant with her daughter Mackenna, and decided to turn her attention to managing sailing projects for her team. In 2001 she acquired Maiden II, the fastest catamaran in the world and she and her team set about breaking records, including the Everest of sailing records, the 24-hour record, and their own Channel record.
Tracy was an inspirational speaker and the school was delighted to support a charity that Tracy is closely involved in, Regenerate, in Roehampton.
Primary Aged Children Need Nine Hours Of Sleep
September 2011 Filed in: Well-Being
A study by the Autonomous University of Barcelona (UAB in Spanish) and Ramón Llull University have researched the relationship between the sleeping habits, hours slept, and academic performance of children aged between six and seven years of age. Experts have found that sleeping less than nine hours, going to bed late and no bedtime routine generally affects children's academic skills.
"Most children sleep less than is recommended for their intellectual development, which is hindered because the lack of sleep cannot be recovered. This is the first Spanish study that proves that losing out on hours of sleep and bad habits affect schoolchildren's academic performance," stated Ramón Cladellas, researcher at the Faculty of Psychology at the UAB.
The study's authors, published in the journal Cultura y Educación, assessed a total of 142 primary schoolchildren (65 girls and 77 boys) from different schools and which did not have any sleep-related pathological changes. Parents were asked to fill out a questionnaire, concerning the children's habits and number of hours slept per night. The experts also assessed a series of academic skills: communicative, methodological, transversal and specific.
"Although the sample of children sleep almost 8 hours, their sleeping habit shows us that 69% return home after 9pm at least three evenings a week or they go to bed after 11pm at least four nights a week. As such, pupils that sleep 8 or 9 hours have a worse performance than those that sleep 9 or 11 hours," the experts pointed out.
"Taking into account the results obtained, we believe that more than 9 hours sleep and a nightly routine favours academic performance," added Cladellas.
Losing out on hours of sleep and bad habits produced negative effects, especially on more generic skills (communicative, methodological and transversal) which are essential for academic performance. However, there is a lesser effect on the specific skills, more related to cognitive aspects, such as memory, learning and motivation, and they are seen to be more altered by irregular sleep patterns.
"To this end, the lacking hours of sleep distorts children's performance in linguistic knowledge, grammar and spelling rules, and key aspects in the organisation and comprehension of texts, to name a few examples. They are basic skills, meaning that if the pupil, due to a lack of sleep, develops problems in this area, it could have a repercussion on all subjects," explained Cladellas.
The authors concluded that maintaining a healthy sleep pattern at this age contributes to positive cognitive development. They suggest that parents attend prevention programmes to become more aware of the matter.
"Nowadays, there is great concern because children are glued to the television, computers, and videogames, but the same importance is not given to them going to bed at the same time every night," concluded Cladellas.
Our Children Need More Time Not Stuff
September 2011 Filed in: Well-Being
Why are British children so unhappy? Four years after Unicef sparked national soul-searching with analysis showing child well-being in the UK at the bottom of a league of developed nations, the organisation has attempted to explain our problem.
The answer, it seems, is that we put too little store on family time and too much on material goods. Unicef paints a picture of a country that has got its priorities wrong - trading quality time with our children for "cupboards full of expensive toys that aren't used".
"Parents in the UK want to be good parents, but aren't sure how," the research suggests. "They feel they don't have the time, and sometimes the knowledge, and often try to compensate for this by buying their children gadgets and clothes."
The research compares Britain with Sweden and Spain. While the UK languishes in 21st, and last, place in the child well-being table, they come second and fifth respectively.
One reason they perform so much better, according to Unicef, is that in both countries "family time is protected" and children "all have greater access to activities". "In Sweden their social policy allows family time and their culture massively reinforces it. In Spain fathers do work long hours, but the extended family is still very important and women stay at home to look after their children."
The report argues that the pressure of the working environment and rampant materialism combine to damage the well-being of our children. They want our attention but we give them our money.
"All children interviewed said that material goods did not make them happy, but materialism in the UK seems to be just as much of a problem for parents as children," the research concludes. "Parents in the UK often feel compelled to purchase consumer goods which are often neither wanted or treasured."
It is a profoundly depressing analysis of British life, not least because it rings true.
Time poor
The importance of parents devoting energy and love to the rearing of their children is accepted by political leaders from across the spectrum, but maximising income and encouraging consumption are regarded as vital components for economic growth. In the UK, the demands of the latter often undermine the former. Parents work all hours to increase family income but then are too exhausted or too busy to give their children the attention they need and deserve.
Of course the Swedes and the Spanish are materialistic too, but the researchers found parents in these countries more able to defy the consumer society. "Parents in the UK… don't know how to challenge the materialist culture they see around them. This is in stark contrast to the families the researchers spent time with in Sweden and Spain."
Tony Buzan Visits Bloo House
June 2011 Filed in: Bloo House News
Mr Buzan is regarded as the world’s leading author on the brain and learning and is the inventor of Mind Maps. Currently, there are over 250 million people using Mind Maps worldwide.
In 1994, Mr Buzan was named by Forbes magazine as one of five top international lecturers along with Mikhail Gorbachev, Henry Kissinger and Margaret Thatcher.
Tony discovered Bloo House via tweets on the social networking site, Twitter. Having read our blog and looked through the website, he tweeted his thoughts on the school, saying that he believed Bloo House was a model for the future of education.
Esher May Fair 2011
May 2011 Filed in: Bloo House News
This year, the school made its first appearance at the Esher May Fair. The sun shone and the the school made a big impact on the day.
A special thank you goes to David Hunt, our resident survival expert, who enthralled children and adults with his demonstrations of Bush Craft and all things nature related.
A special thank you also goes to Lili Love, Emma Hunt and Lexa Wenck, who
There were also a number of other parents who offered their time and we are so very grateful for their dedication and support of the school.
A Healthy Diet = Happy Children
May 2011 Filed in: Nutrition
Although their growth is slower than in infancy, school-aged children still have high nutritional needs but fairly small appetites. So it's crucial all meals and snacks continue to be rich in nutrients and energy. The food choices children make during the crucial years of development can influence their future health risk and can also influence food habits in later life.
A structured eating plan with regular meals and snacks is important to establish good eating habits. Ensure there's also plenty of variety - burgers and chips are fine occasionally, but not for every meal.
A limited number of foods makes it difficult to obtain the full range of nutrients. Make sure your child has a range of foods based on each of the main food groups.
Energy
School children still have a high energy requirement for growth and activity, but increasing numbers are becoming overweight. This is because they’re eating too many calories and not being active enough to use up the extra energy they’ve eaten.
If you think your child is putting on too much weight, don't make a big issue of it. Instead, encourage physical activity in whatever form (football, netball, walking the dog, cycling, swimming and so on).
Base meals and snacks on the five main food groups, but limit fatty and sugary snacks.
An overweight child still needs a nutrient-packed diet that provides all the essential building blocks for growth and development. Encouraging healthy eating should ensure children maintain a healthy weight. Make sure the whole family is eating healthily to provide good role models.
Calcium
This mineral is important for healthy bone development. Good sources include dairy products such as milk, cheese, yoghurt and fromage frais, as well as fortified orange juice, green leafy vegetables, cereals, sesame seeds and tofu.
Your child should ideally aim for three servings of calcium-rich food a day - for example, a 150ml glass of milk, a small pot of yoghurt and a small matchbox-sized piece of cheese.
Folate
This vitamin is important for growth, but intake is low in some children, especially those who skip breakfast because fortified cereals are a good source of folate. Other sources include bread, green leafy vegetables and pulses.
Iron
This mineral helps to keep red blood cells healthy. Insufficient iron intake can lead to iron-deficiency anaemia, but this is much less common in primary school–aged children than their younger and older siblings.
Good sources of iron include red meat, liver, fortified breakfast cereals, beans and pulses.
To help absorb the iron more effectively from non-meat sources, combine it with vitamin C-rich foods such as citrus fruits and fruit juice.
Fatty and sugary foods
This group includes spreading fats (such as butter), cooking oils, sugar, biscuits, cakes, crisps, sweets, cream and ice cream, chocolate and sugary drinks. These foods shouldn't be eaten too often and, when they are, should only be consumed in small amounts.
They're loaded with calories, fat and sugar, and don't necessarily contain many vitamins and minerals. Also, sugary foods and drinks (including fruit juice) can increase the risk of dental decay.
Limit the amount of sugar and sweets eaten, and offer them at the end of meals, rather than in-between.
Some sugar-free or diet drinks can also cause decay because of their acidity. Milk or water is the best drink between meals.
Research suggests children growing up "too quickly"
April 2011 Filed in: Family
A Government funded survey has found that almost nine out of every 10 UK parents believe children are having to grow up too early, with nearly half unhappy with pre-watershed TV. The research is part of a government-commissioned review into the sexualisation of children. Most parents said music videos and the celebrity culture were encouraging children to act older than they were.
Of the 1,025 parents of five- to 16-year-olds surveyed, 40% said they had seen things in public places, such as shop window displays and advertising hoardings, that they felt were inappropriate for children to see because of their sexual content. And 41% of parents said they had seen programmes or adverts on television before 9pm that they felt were unsuitable for similar reasons.
The survey also said that parents were "struggling against the slow creep of an increasingly commercial and sexualised culture and behaviour, which they say prevents them from parenting the way they want".
The review is exploring whether there should be restrictions on retailers selling sexualised products aimed at children - such as "Porn star" T-shirts or padded bras.
A code of conduct on "age appropriate" marketing and a new watchdog are among plans being considered by the review. Items that have been criticised include pencil cases and other products with the Playboy logo.
MP Visits Bloo House
March 2011 Filed in: Bloo House News
Providing pioneering, inspiring and creative learning, the Bloo House approach offers a platform for children to explore and reach their true potential through small class sizes and a relaxed atmosphere.
Bloo House’s success is primarily down to innovative methodologies in child development, particularly through the school’s multiple intelligence curriculum. Melissa Carter, Co-Founder and Principal explains, “every individual is made up of several aptitudes and intelligences providing the blueprint of who we actually are and our personalities. Traditionally, in education, learning is centred on our intellectual quotient (IQ). She continued, “however, in recent years, research has shown that supporting and nurturing a child’s emotional (EQ) and social intelligence (SQ) plays just as important a role – teaching children is no longer just about raising their IQ”.
Bloo House is one of the first primary schools in Britain to adopt such an original approach and their ethos of developing the whole child extends throughout their curriculum from the teaching of core subjects to more non-traditional subjects such as psychology and philosophy.
The emphasis that staff place on emotional wellbeing and happiness certainly seem to be attributes which, unlike five years ago, are now taken more seriously by educators, sociologists and now the coalition government. David Cameron recently announced the measurement of the public’s well-being using a survey that is being devised by the Office of National Statistics. The news came after the Prime Minister stated that there was “more to life than money” arguing that Britain’s prosperity should not be measured using solely economic indicators. Similar initiatives are also taking place in other European countries and Canada.
Earth Hour - 26th March 2011
March 2011 Filed in: Bloo House News
At 8:30pm this Saturday, Earth Hour will sweep around the globe as people switch off their lights and celebrate a worldwide commitment to protect our planet.
With over 4000 cities in over 128 countries taking part, Earth Hour is the world’s largest community-driven campaign for the planet. At the centre of the campaign is the symbolic collective action of lights out at 8:30PM Saturday 26 March.
Through this action, individuals, businesses and communities join a visible statement of commitment to the planet and a sustainable future for us all. In 2011 Earth Hour is going beyond the hour, encouraging participants to make daily changes to reduce their impact on the environment on ongoing basis.
England's teacher trainees 'do worse' in maths tests
March 2011 Filed in: Education
By Hannah Richardson
BBC News education reporter
Primary teacher trainees in Japan did the best in the tests. England's trainee teachers have less mathematical knowledge than their peers in some of our major economic competitors, a study says. Teacher trainees in Japan, China and Russia, easily outperformed those from England in simple mathematical tests.
The study for charity CfBT Education Trust found a big variation in the subject knowledge of England's trainees. It suggests raising the maths entry requirement for primary teachers. To teach at primary level in England teachers need a GCSE grade C in maths or above. But the report recommends increasing this, over time, to an AS level. And it calls for secondary maths teachers, who are currently expected to have an A-level in maths, to take specialised mathematics enhancement courses which concentrate on the mathematical and teaching skills needed to be an effective teacher.
The two-year study for the CfBT charity, carried out by researchers at the Centre for Innovation in Mathematics Teaching at Plymouth University, subjected 1,400 teachers to a series of mathematical tests. "I don't think many of our trainee teachers have enough conceptual understanding” said Professor David Burghes, the reports author. There was a group of between 100-200 volunteers taking part at both primary and secondary level in each country.
England's primary trainee teachers came second to last out of eight countries with a score of 32.2 out of 60. Japan led the pack with 52.9 out of 60, followed by China on 43.1 and Russia on 41.7. England was also more narrowly outperformed by Finland, Ireland, Hungary but finished above Czech Republic.
At secondary level, where teachers specialise in subjects, maths trainees in England came second to last out of seven countries, with only those in Hungary finishing lower. Russia, China, Japan and Singapore were significantly ahead of England's score of 26 out of 40.
The greatest variation between individual trainees' results was found in the English group, pointing to a variable quality of new teachers. Professor David Burghes said England had a problem with maths teaching that did not seem to be replicated in other countries. He added: "I don't think many of our trainee teachers have enough conceptual understanding of mathematics at the primary level. Countries that do well at mathematics tend to have a strong foundation at primary school."
The researchers also highlighted the high turnover of maths teachers in England's secondary schools. Researchers gathered more information from the English group through an attitudinal survey, which suggested the trainees were highly motivated and the majority had intended to remain in maths teaching for their whole working life. But the reality is that most stay for about three or four years.
The report said: "This does lead us to question what happens to these trainees over the next few years which results in such a poor retention rate in English schools?" It also called for new university training schools to be set up in which trainee teachers could train.
Education director at CfBT Education Trust, Tony McAleavy, said: "The establishment of university practice schools otherwise known as university training schools, is the most important decision that could be made for taking the profession forward. "This would ensure less variation in standards and would ensure that there would be peer support for new teachers in their first practice; something that has currently been lacking."
A spokesman for the Department for Education said an improvement in maths teaching was needed: "Currently we languish at 27th in the international league tables for maths, plummeting 19 places in under 10 years."
BBC News education reporter
Primary teacher trainees in Japan did the best in the tests. England's trainee teachers have less mathematical knowledge than their peers in some of our major economic competitors, a study says. Teacher trainees in Japan, China and Russia, easily outperformed those from England in simple mathematical tests.
The study for charity CfBT Education Trust found a big variation in the subject knowledge of England's trainees. It suggests raising the maths entry requirement for primary teachers. To teach at primary level in England teachers need a GCSE grade C in maths or above. But the report recommends increasing this, over time, to an AS level. And it calls for secondary maths teachers, who are currently expected to have an A-level in maths, to take specialised mathematics enhancement courses which concentrate on the mathematical and teaching skills needed to be an effective teacher.
The two-year study for the CfBT charity, carried out by researchers at the Centre for Innovation in Mathematics Teaching at Plymouth University, subjected 1,400 teachers to a series of mathematical tests. "I don't think many of our trainee teachers have enough conceptual understanding” said Professor David Burghes, the reports author. There was a group of between 100-200 volunteers taking part at both primary and secondary level in each country.
England's primary trainee teachers came second to last out of eight countries with a score of 32.2 out of 60. Japan led the pack with 52.9 out of 60, followed by China on 43.1 and Russia on 41.7. England was also more narrowly outperformed by Finland, Ireland, Hungary but finished above Czech Republic.
At secondary level, where teachers specialise in subjects, maths trainees in England came second to last out of seven countries, with only those in Hungary finishing lower. Russia, China, Japan and Singapore were significantly ahead of England's score of 26 out of 40.
The greatest variation between individual trainees' results was found in the English group, pointing to a variable quality of new teachers. Professor David Burghes said England had a problem with maths teaching that did not seem to be replicated in other countries. He added: "I don't think many of our trainee teachers have enough conceptual understanding of mathematics at the primary level. Countries that do well at mathematics tend to have a strong foundation at primary school."
The researchers also highlighted the high turnover of maths teachers in England's secondary schools. Researchers gathered more information from the English group through an attitudinal survey, which suggested the trainees were highly motivated and the majority had intended to remain in maths teaching for their whole working life. But the reality is that most stay for about three or four years.
The report said: "This does lead us to question what happens to these trainees over the next few years which results in such a poor retention rate in English schools?" It also called for new university training schools to be set up in which trainee teachers could train.
Education director at CfBT Education Trust, Tony McAleavy, said: "The establishment of university practice schools otherwise known as university training schools, is the most important decision that could be made for taking the profession forward. "This would ensure less variation in standards and would ensure that there would be peer support for new teachers in their first practice; something that has currently been lacking."
A spokesman for the Department for Education said an improvement in maths teaching was needed: "Currently we languish at 27th in the international league tables for maths, plummeting 19 places in under 10 years."
Singing Can Boost Children's well-being
February 2011 Filed in: Well-Being
Singing in school can make children feel more positive about themselves and build a sense of community, research based on 10,000 children suggests. An evaluation by the Institute of Education of England's national singing programme, Sing Up, found a clear link between singing and well-being.
It also found that children who took part in the programme had a strong sense of being part of a community. The Institute of Education's independent three-year study, commissioned by the Sing Up programme, is based on data collected from 9,979 children at 177 primary schools in England.
"We've always maintained that singing, alongside its brain-training benefits, can help children to grow in confidence and create stronger communities and now we're able to prove it with hard evidence."
The research comes just days after ministers said they were safeguarding the funding of music in schools at the present level for one year ahead of a major funding shake. But there are no guarantees on music funding after 2012.
Genes "play key role in classroom performance"
February 2011 Filed in: Education
BBC News education reporter
Politicians may be keen to measure schools' effectiveness, but the quality of the school environment is only half of the story, researchers have found. Academics at King's College London's Institute of Psychiatry say the genetic factors children bring to the classroom are just as influential.
In a study of 4,000 sets of UK twins, nature and nurture was found to have an equal effect on their achievements. Researchers say this strengthens the case for personalised learning. The researchers examined the test results of 12-year-old twins - identical and fraternal - in English, maths and science.
They found the identical twins, who share their genetic make-up, did more similarly in the tests than the fraternal twins, who share half their genetic make-up. The report said: "The results were striking, indicating that even when previous achievement and a child's general cognitive ability are both removed, the residual achievement measure is still significantly influenced by genetic factors."
'Drawing out' potential
The study says the findings point to a need to re-examine what schools, colleges and universities offer young people, particularly in the light of modern technology. This genetic perspective on learning suggests a return to the original meaning of education (from the Latin educatio, which means 'to draw out')”
The report written by the Institute of Psychiatry says: "Instead of thinking about education as a way of countering genetic differences among children, the field of education might profit from accepting that children differ genetically in how much they learn. "This way of thinking is compatible with the current trend towards personalising education by optimising children's learning, which is increasingly possible through the use of interactive information technology."
The report concludes: "More generally, instead of thinking about education as instruction (from the Latin instruo, which means 'to build in'), this genetic perspective on learning suggests a return to the original meaning of education (from the Latin educatio, which means 'to draw out').
"That is, instead of a model of instruction in which children are the passive recipients of knowledge, a genetically sensitive approach to education suggests an active view of learning in which children select, modify and create their own education in part on the basis of their genetic propensities."
'Active participants'
The lead researcher, geneticist Dr Claire Haworth, said taking a genetic perspective on education meant moving away from the notion of children being "passive recipients" of knowledge. Instead, children should be seen as active participants who "select, modify and create" their own education - in part on the basis of their genetic propensities.
"These findings do not mean that educational quality is unimportant, in fact environmental factors were just as important as genetic factors," said Dr Haworth. "However, these results do suggest that children bring characteristics to the classroom that influence how well they will take advantage of the quality.
"Consider a classroom full of students being taught by the same teacher - some children will improve more than other children, even though their educational experience at school is the same."
The Great Outdoors
January 2011 Filed in: Family
Not so long ago, I read an interview, in a Sunday newspaper, with a member of the Kogi people - an indigenous Colombian tribe. They have maintained a very simple lifestyle, resisting influences from Spanish conquistadors and Christian missionaries to modern eco-tourists, militias and heavy industry. Like many native people, the Kogi believe in the importance of maintaining a balance between people and nature. |