Let me start by saying that I, for one, am passionately concerned about education and schools. I want our books to have a positive influence on schools. For this reason all our resources are written by teachers and we won’t publish something if we don’t think it isn’t of good enough quality. This means that sometimes publication schedules slip, as we spend more time than initially allocated, ensuring that both teachers and pupils will find our resources easy to use and that children will enjoy doing the activities.
The same holds true for the majority of educational publishers who I meet. They genuinely care about what happens in schools. Therefore I was very saddened by an article in the Daily Mail saying that educational publishers are just in it for the money.
Most educational publishing companies are commercial organisations so, yes, they do want to make money – money to pay their staff, money to invest in developing new materials. However, that doesn’t mean that the people developing the material don’t care about education and the quality of the materials they produce.
The unfortunate (and rather silly) person interviewed on the video (who I understand has now lost her job) was not on the team developing the resources. She was a sales person. In my experience, most sales people, no matter what they are selling, are interested in making money.
The article then uses this as an argument against the Common Core (which, for those of you who don’t know, sets out the minimum standards that children in the USA should reach). The article’s argument goes as follows: publishers make money through publishing resources to enable teachers to teach the Common Core. A sales rep says she does it for the money and not to improve the quality of education. Therefore Common Core is bad and should be scrapped.
Altogether it is a very silly article, but it did make me annoyed!
According to the NFER Teacher Voice Omnibus (which has just been published by the DFE), only 51% of the 2088 senior leaders in primary and secondary schools reponding reported that they felt confident about implementing the National Curriculum for foreign languages.
Confidence levels were also low for computing, with only 40% of those surveyed feeling confident.
On the positive side, however, most senior leaders were confident about implementing the new National Curriculum in English, maths and science (80%, 78% and 71% respectively).
You can read the full report here:
As a linguaphile, I hope that now schools are feeling more confident about the core subjects, they will be able to turn some of their attention to foreign language teaching and resources.
Some pupils can find it difficult to grasp the concepts in the primary Science Programmes of Study. They want answers to questions such as: Why is the sky blue? How can the universe be infinite? Why don’t planes fall out of the sky?
This is an interesting article regarding the proposed new National Curriculum in Wales.
I am interested to learn more about the ‘progression steps’ that will be replacing key stages.
… it’s getting them to remember what they’ve learnt that’s the hard part!
How can we give pupils earworms in order to ensure that the French they learn will be remembered forever?
The requirement that pupils should develop pleasure in reading by becoming familiar with, among other things, fairy stories and traditional tales has long been with us.
Fairy tales and traditions feature in the KS1 English Programmes of Study which is why we have published Understanding Traditional Stories: a photocopiable teacher resource book containing a range of fairy tales, fables and folk stories from around the world. Continue reading