More flying mud (now with added pigs!)

A quick follow up to yesterday’s post.  Opening Minds was cited in a further two articles, one positive, one not so much negative as apoplectic.

The Guardian’s Jenni Russell gives us a breath of fresh air, by bemoaning the Today programme’s tendency to avoid looking at what is interesting about the Rose Review, and continue to look ‘through the tired old lens of progressive versus traditional teaching’. It was really gratifying that to make her case she could turn to an example of practice in an Opening Minds primary school to illustrate what is really at stake – ‘[unleashing pupils’] enthusiasm and…desire to learn’.

And then we saw this fiery response in the Yorkshire Post which cites a separate example of such practice. In doing so, it manages to attack an apparently successful school using an integrated curriculum at Key Stage 3 based on Opening Minds. According to the article, this school gets good results at GCSE, and yet it is asserted that pigs will fly before kids get a good education from such a school…

Growing numbers of schools are innovating with their curriculum, and the government are responding too. While the service students get from schools is changing, the service the public get from the media is all too often stuck in the past.


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2 responses to “More flying mud (now with added pigs!)

  1. Comparing skills vs knowledge in an ‘either or or’ way isn’t a very subtle way of assessing educational effectiveness. The level of refinement we are moving towards today builds on the findings of a very wide body of research, which I believe, not only redresses any obvious imbalances between skills development and knowledge acquisition but acknowledges the *interdependence* of skills and knowledge for higher level functioning and thinking.

    As you say in your previous post “The acid test of a good education will be not just what people know, but how they are able to act, individually and collectively.”

  2. I agree – the point about interdependence is key and one we have to get across.

    I have seen those who wish schooling to develop skills and competences in young people characterised as ‘anti-knowledge’.

    It’s the kind of straw man argument I had hoped we had left behind…

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