Tag Archives: Education

Structure in Home Education

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Schools use structure to deliver a National Curriculum, and to organise lots of people, both children and teachers. But as parents, with our own children the need for plans and lots of organisation becomes less clear. The lines begin to blur between education and everyday life. Every home educating family finds its own balance between these elements.

What is structure?

  • the arrangement of and relations between the parts or elements of something complex (noun)
  • construct or arrange according to a plan; give a pattern or organization to (verb)

http://oxforddictionaries.com/definition/english/structure

Whose structure?

Often the term structured education is used to mean a particular approach to education, where the adult determines what is covered, possibly using a curriculum.

This sometimes causes some confusion when home educators using child-led approaches such as autonomous education or unschooling are exploring what structure means to them. At its very basic structure could simply mean reading a book in order of chapters, or eating at a particular time of day. Home Education has to work for everyone involved, and that may mean more, less, or different structure for each child, or for the parent.

I find it has really helped to think of structure as a tool, rather than the name of a particular approach.

What kind of structure?

Some people find that they want structure to the day, or week, but not learning.

This can mean the daily routine of when to eat and sleep. Or a weekly structure with certain groups on certain days, or in a world of lots of groups and play dates it even mean scheduling time just being together at home and focusing on what ever the children happen to be interested in at moment. Sometimes this is adult driven, at other times, especially with children with special needs, or anxiety structure can be largely determined by the child’s needs.
This a very interesting book that has helped me focus on what they are learning, and making time available to be with girls and allow them time to follow up their interests.

Some people want the learning to be child-led but need structure for themselves in recording learning and providing resources.

There is a great blog post about how this can be done: http://organizedunschooler.com/2009/07/19/in-the-beginning/.
It is possible to record, compare progress with learning goals, tick off things you’ve done, put together files on different topics, find resources and have them available, but still have the child control their own learning. The resources come out as child asks questions or raises topics. The adult initiated structure in the learning is for home educator, not the children.

A little bit of structure.

Some people have a little bit of structure. Often this might be a small amount of literacy, maths every day or a couple of days a week.
Others follow a particular curriculum or programme very loosely, or just for the odd subject, eg. history.
Tidal homeschooling is another interesting approach  which takes elements of unschooling and a structured programme and flows between the two.

Structured programme or curriculum.

In the England most state and many independent schools use the National Curriculum. This is set down by Department of Education. There has recently been a consultation and a new National Curriculum is planned to come into effect from September 2014.
Most online resources and much of the children’s book publishing in this country is focused on National Curriculum. Some parents follow it, others keep a vague eye on it as a comparison.
Other curriculums used tend to be US in origin, as the pervasiveness of National Curriculum, the lack of state monitoring, and the great diversity of approaches in home education all make for a infeasibly small market.

How structure looks in our home?

We are autonomous/unschooling. But we still have some structure. We tend to eat at a particular time of day, have certain groups on certain days, have rhythms to each day.

I don’t do structure for reading, writing and maths as they come up in everything else we do. But we have a little bit of structure in that we do a history, library and topic group most months. So we have something to prepare for these. Being autonomous each child is free to take part or not, and determine how to contribute themselves. My eldest has recently been asking for more structure, and help in delving deeper into the things she is interested in, and guidance with investigating new more structured, formal approaches to learning that move beyond the reading, conversation and play based education that has predominated up to now.

And as a fellow learner I have found that I too have interests that I want to investigate that often come with some form of structure - whether it be organising my history group, or taking an online course.

Education choices Pt 1:- What would suit your child and family?

Beyond babyhood, Education, Learning, Parenting, , , , ,

Where and how to educate our children is one of the biggest decisions we make for them.

In England, Wales and Northern Ireland the law states that ‘The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable to: His age, ability and aptitude, and any special educational needs he may have, either by regular attendance at school or otherwise.’

Education, like every other aspect of our children’s lives, is our responsibility as parents. But it is an area where our options are often hidden and it is easy to make choices without fully exploring the possibilities. The three basic options are state school, independent school and home education.

What would suit your child and family?

What suits one child or family won’t necessarily suit another. Some people use a mix of educational settings depending on what works for each of their children at any particular time. And don’t forget it needs to work for your family as a whole too. And of course your choices are not set in stone, you can always change your mind and use another option later.

What would suit your child?

Think about your child’s personality, abilities, needs and interests. Are they academically inclined, or would a setting with greater emphasis on sports or music be a better choice? Is your child very active or sensitive and better suited to an informal education or a later start to formal education?
What environment would suit your child? Think about the number of children and age range in a class or group. Should activities be child-led or directed by an adult?

What would suit you and your family circumstances?

Do you want to be actively involved in your child’s education? Can you provide or arrange full time care for home education? If you would prefer an independent school do you have the ability to pay? Is a local state school a better option because of travel arrangements?

What are your family values and parenting style?

Any adult that spends a significant amount of time with your child is going to have a major impact on your child. It may be important to you to choose an education that supports your family values. This may mean a faith school, an academically selective school, or one with a strong environmental, spiritual or creative focus. Or do you prefer the personalized, learning through life experiences opportunities afforded by home education?

There are many different approaches to education. Which education options are available in your local state school? If you have a Free School locally you may find it has a different approach to other state schools. Do you need to consider independent schools or home education to meet your requirements?

What compromises are you able to make?

How and where your child is educated has immediate financial and social impacts, as well as the long term influence on your child.

Are you able to forgo a salary if you would prefer to home educate, or can you earn enough to pay school fees if you would prefer an independent school? Are you happy for your child to travel further or board to go to a school that fits your requirements better?

Pt 2: State school, independent school or home education? >>

Why I Hate School But Love Education||Spoken Word

Education

Came across this on Facebook today – and found it really moving and thought provoking.
Education and schooling are not the same. Think about what you want and assess what you need to do. Go to University because it has meaning for you, but not because it is assumed to be the only route or form of education.
And of course this applies at all levels – including for children and school.

Education Choices Pt 2a: State School

Beyond babyhood, Education, ,

Every child aged between five and 16 is entitled to a place at a state school and most parents choose this option. These are government funded and so are free to attend.

From September 2011 local authorities must accept children in to reception, the September after the child turns four, but you may choose full time or part time until age five. You can now defer entry until later in the year up until your child reaches five, and the place must be held for you until the term after the child’s fifth birthday, but not beyond the end of the academic year. If you want you can choose to use a state funded nursery or other setting place instead, until the term after you child turns five. (Schools Admission Code)

If you are choosing a state school start inquiring about primary schools well before your child reaches their fourth birthday.

Educational approaches:

Most state schools are mainstream state schools – which means that they receive funding via local authorities, follow the National Curriculum and are regularly inspected by Ofsted. These are based on a formal, single-age, class-based, and curriculum driven approach, where learning is primarily adult-led. It is focused on assessment and passing tests, through SATs and later on GCSEs, A-Levels and the recently approved IGCSEs.

Some specialise in particular subjects, or are governed in partnership with a faith or voluntary group. There are also state schools catering for children with special needs, boarding schools and Grammar schools which select on academic ability. For many parents the local nature and community setting of a state primary school is important.

Academies are a newer type of state-funded school. Free Schools are new Academy schools set up by parents, teachers, charities, community or faith groups or previously independent schools. They are essentially state-funded independent schools, which have greater freedom in how they run themselves and the educational approach they take. Your options are dependent on the approach taken by individual academy schools in your area. If you are interested in setting up a Free School the New Schools Network provides advice and guidance.

Finding a school:

You can search for state schools and find out more about them at schoolsfinder.direct.gov.uk, or contact your local authority and ask for a list of schools.

Finding out more about schools:

Admissions:

Each year your local authority will produce a free booklet giving deadlines, the application process, and admission criteria, and the admissions criteria for how places are allocated. You should automatically receive information on getting your child into school.

The Local authority sets the admission criteria for some schools, whilst other state maintained schools have their own governing body which decides on admissions criteria. Make sure you read the admission criteria for your preferred schools.

Applying:

Apply by filling in the Local Authority Common Application Form online or in paper in the autumn for entry the following September. You need to list one or more preferred schools for primary schools.

The dates vary so check with your local authority and send off your form or apply online in plenty of time.

References:

Schools Admissions Code

<< Back to: Pt 2: State school, independent school or home education?

On to: Pt 2b: Independent School >>

Education Choices Pt 2b: Independent School

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Independent Schools are privately owned and run. Since they are not state funded they are primarily funded by fees paid by parents.

Educational approaches:

The independent sector covers a range of different approaches, including some unavailable within the state sector. Each school will have different priorities, different values and use different methods.

Many Independent schools follow formal, single-age, class-based, and curriculum driven approach, where learning is primarily adult-led. It is focused on assessment and passing tests, as in State schools and may be based on the National Curriculum.

Prep schools are primary schools which prepare children for academically selective secondary schools, which have school entrance exams like the Common Entrance paper.

Other independent schools may follow very different philosophies.

Although more commonly found as nurseries for the under 5s, the Montessori approach is also used in schools for older children with multi-age groups, where children select their own activities www.montessori.org.uk. Steiner Waldorf schools focus on play-based Kindergarten until formal, theme-based education starts at 7, with a focus on practical, artistic and intellectual skills, and continuity of care with class teacher for eight years www.steinerwaldorf.org.uk.

Finding a school:

Independent schools are listed at the Independent Schools Council  www.isc.co.uk or the Independent Schools Directory www.indschools.co.uk, or on schoolsfinder.direct.gov.uk.

Finding out more about schools:

  • read the schools’ most recent Ofsted www.ofsted.gov.uk or Independent Schools Inspectorate www.isi.net report.
  • School achievement and attainment tables include independent schools (performance tables) www.dcsf.gov.uk/performancetables/ and league tables
  • Read the schools’ prospectuses
  • Independent Schools Directories
  • Talk to other parents. ISC may have a Parental Satisfaction Report for some schools
  • Visit the schools

Admissions:

Each school will deal will set its own admissions criteria and applications. Contact schools direct for more information.

<< Back to: Pt 2a: State school

On to: Pt 2c: Home Education >>

Education Choices Pt 2c: Home Education

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Some parents choose to educate their children themselves, outside school. This may be their their first choice, because they want to take responsibility for the education themselves and allow their child to learn in a flexible, individualized way within a family setting. For others it is a response to school not working for that child, sometimes due to bullying, special needs or educational issues.

Home educators are a diverse group with a range of reasons for choosing home education, and different backgrounds. You do not need to be a teacher to home educate.

Educational approaches:

Home education covers the widest range of approaches, from formal work, as used in schools, to informal learning. Some families use a structured adult-led curriculum and there are many different ones available, as well as lots of resources for the National Curriculum. Others are autonomous, with the child leading the education. Often this emphasises informal learning through play and conversation but may also include structured worksheets and courses. Many use elements of both approaches. The individualised nature of home education means that parents can tailor every child’s education by picking the approach that works for them at that time.

Home educated children can take formal qualifications, such as IGCSEs, GCSEs and A-Levels either through correspondence courses, as external candidates or at further education college.

Finding out more:

There are a number of national organisations for England that support home educators.

You local public library should also have books on explaining more about home education.

Getting started:

If your child is not at school yet, you do not have to inform anyone that you are home educating since education is a parental responsibility.

If you want to remove your child from school in England then you need to inform the school in writing, and they will inform your Local Authority. The Local Authority has a duty to act if it thinks that a suitable education isn’t taking place, and you should respond to any enquires. Local authorities often prefer visits, but you may instead provide written information to satisfy their enquiries. De-registration from a designated Special Needs school requires LA consent.

Many home educators start by joining one of the national organisations and using its local contact lists to meet other home educators. There are local support networks (try searching yahoo and google groups for one in your area) through which home educators pool resources and take part in a wide range of group activities and social events.  Talking to home educators is a great way to find out if home education is for your family and how others go about it.

References:

Elective Home Education Guidelines
Ed Yourself – Comprehensive look at legalities of home education

<< Back to Pt 2b: Independent School

Education Choices Pt 2: State school, independent school or home education?

Beyond babyhood, Education, Learning, Parenting, , , , ,

There are three main choices for educating your child in England – State school, Independent school or Home Education…

When to start:

Every parent in England has to, by law, provide an education from the start of the term following their child’s fifth birthday.

School stages and ages

(State schools and many independent schools)

Primary:

  • Key Stage 1: Reception, years 1 and 2 (5 to 7 yrs old)
  • Key Stage 2: Years 3 to 6 (ages 8 to 11)

Secondary:

  • Key Stage 3: Year groups 7 to 9 (ages 12 to 14)
  • Key Stage 4: Year groups 10 and 11 (ages 15 and 16)
  • Year Groups 12 and 13 (ages 17 and 18) are referred to as Post 16.

In many other countries formal education does not start until age seven, as it does in independent Steiner Waldorf schools. And within home education it is common for informal methods to be used for the majority of a child’s education.

If you prefer to start school later, you can delay your child’s school start as long as you like by home educating, then apply to schools when your child is ready. With pre-school aged children you may choose to do things full-time as a family, or supplement with play-based settings such as nurseries, playgroups.

How to Choose a School

Inspection reports, reviews and league tables can all be helpful, but you can learn far more by visiting a school and talking to pupils and observing the teachers and pupils.

Remember to ask lots of questions.
How does the school seem to you?
Do the teachers and children seem happy and how do they interact with each other?

It is important to remember that not all children will benefit from a high ranking academic school, and there is more to school than what you learn.

Any reports of a school, whether by writers or parents are subjective, based on their own opinion and background, and may not necessarily reflect your or your children’s priorities or viewpoints.

Mixing it up

Many parents will use a different option at different times, or for different children, depending on their individual needs. Another option is flexi-schooling, where a child is registered at school, but attends part-time at the discretion of the head teacher and is home educated offsite the rest of the time.

Find out more

 

<< Back to: Pt 1: What would suit your child and family?

On to: Pt 2a: State School >>

‘Unsatisfactory’ education

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Part of problem here is a wide cultural gap between the school culture and informal learning culture common in home educating families and communities.

Whilst LA officers went to school, taught in schools and predominantly have experience of group based state education – SATs, National Curriculum etc home eduction is NOT school.

It uses very different methods because it is one to one, highly personalised. It is conversation based and independent learning is the norm. Many (maybe most) people without experience of alternative education are unable to assess it, and often are unable to recognise it in progress.

Not only that but sometimes LA officers deem education unsatisfactory because they have an artificial set time for education in mind – and home ed happens every moment of a child’s day – as they play, talk and explore their world. Other times it is deemed unsatisfactory because a family chooses to submit a written report rather than accept visits which can be highly stressful and particularly damaging for children with special needs or who have had bad experiences in school.

Sending teachers and school inspectors to assess home education is like getting the Pope to assess a Muslim, Jewish or CofE’s families religious views and practices.

There are many different approaches to education – many of which are not used in state schools so experience of school based education is hardly a qualification to assess home education.

Well they would say that wouldn’t they

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No surprises in DCSF’s report on the responses to the home education consultation. The report of the consultation largely dismisses the reponses of home educators to the consultation. Response after response is dismissed on the grounds that home educators would say that wouldn’t they.

What DCSF fail to grasp is the home educators and home educated children are the stakeholders and the experts here. We are the experts in education outside school, in the welfare of own children and the children in our community. We are the people who live this life and know how the proposed changes will impact on our children and community.

We are also people with an interest in education, often with a broad knowledge of different educational philosophies and practices.

The few areas where responses have been taken into consideration have just replaced one rock with another hard place. So rather than criminalise parents for not registering, or doing what they say at every turn LA will punish them and their children by forcing them into school. Hardly a better outcome for children removed from school because school cannot meet their educational and welfare needs, or because of bullying. Where is the child’s welfare in this?

Home educators will in turn say – well the DCSF would say that wouldn’t they. They wouldn’t want their actual stakeholders to get in the way of decisions they have already made. However articulate and logical an argument may be it is incredibly difficult to persuade somone with a widespread preconceived cultural idea – in this case that school = education that they don’t understand or know enough about something to pass judgement on it. In other words those with a pro-school prejudice are hardly independent when it comes to making decisions about a way of life that calls their own educational choices into question.

http://www.dcsf.gov.uk/consultations/index.cfm?action=conResults&external=no&consultationId=1643&menu=3

Cognitive science and maths education

Education, Learning, ,

Interesting article in the New York Times on application of cognitive science on education.
Suggesting that children are better at maths than is often assumed. Talks about a method where numbers are learnt by recognising how many there are by sight rather than counting. Also preschool ability for simple division (sharing).
Also of note ”A study published in March by neuroscientists at Maastricht University in the Netherlands suggested that the brain does not fully fuse letters and sounds until about age 11”
http://www.nytimes.com/2009/12/21/health/research/21brain.html?_r=1