What should be prioritised in primary education?

  There are 2 topics I feel strongly about that should be prioritised in primary schools in Wales, one is curriculums, laying curriculums out to be fun and enjoyable rather than be set in stone and having to meet each criteria or task that you have planned, and cause children stress and frustration due to not completing each task within a certain time frame, being rushed and having work handed in which is not up to standard. I agree each task should be completed, but you need to be realistic on how many tasks you will get completed in a certain time and with work that is up to high standard. Children these days are getting so stressed from doing work that is not relevant for their age, and being pushed in primary schools to get the grades and the work ready for comprehensive. I think in a way children should be encouraged to do well not forced or pushed into it. And two I also think the children’s decisions should be voiced more, such as they are the ones who are learning, they should be deciding on what they want to do, what themes they would like to explore.

  “Pupil participation is about developing a culture in schools where all children and young people have a voice and have the opportunity to play an active role in decisions that affect their learning and well-being, as set out in Article 12 of the United Nations Convention on the Rights of the Child (UNCRC). Pupil participation should happen in a variety of ways and at different levels of school life. Some of these are: As part of teaching and learning, Processes such as circle-time, focus groups, and consultations, Participatory groups such as the school council, eco-committee, healthy schools and peer mentors, Having structures in place so that all pupils can be involved in decision-making, including those with additional learning needs, Using the National Participation Standards.” (GlyncoedPrimary, 2018)

  Priorities primary schools should undertake for their curriculum in my opinion is letting the child have a say in their learning. As the UN Convention on the Rights of the Child points out, children should "have a right to be involved in decisions about their own learning". (TheGuardian, 2018). These days teachers and government are driving staff to get primary school children ready for secondary, putting children under amounts of stress and pressure, I think they should be taught about here and now as well as the future for their grades to come, especially getting ready for adult life. But children so young as 4 are being pushed to do their best and under stress they should not be, learning should come through their play at that age, they imitate their home life through play, use play as therapy such as painting their troubles or their families, something that makes them happy. They should not just drive them especially ready for secondary that won’t happen for another 6 years.

   The curriculum that is being introduced slowly since 2006 and should be in place fully by 2021 is the Donaldson report, where all subjects are rolled into one theme and into one session. Such as maths, English, science will all be rolled into one session, based on a particular theme. Which also takes me on to ESTYN inspections. These inspections used to be people who came in to inspect the children’s books and how the staff present their presentations to the class. But now it is being looked on the ‘pupil’s voice’ where the pupil is having a big say in their learning. Such as a school in Caerphilly called, Nant-y-Parc are all about the children’s voice, they are in charge of what they would like to learn. A theme they learnt that they had chosen was ‘London’, for maths they had to find out how many monuments are based in London, and history they learnt about the ‘Great Fire of London’. This is also bringing in the Donaldson curriculum too, by combining each subject. By letting them make their own decisions I think they’d have full attention in class as it’s something they enjoy learning about, they will contribute more and make more of an effort in their work. 

  Nant-y-Parc ESTYN report, 2010. On their learning environment, showing children having hands-on experience.  “The outdoor learning environment in the Foundation Phase is well planned, stimulating and engaging, supporting active learning and play very well. The forest area, pond and access to a local allotment further enrich pupils’ opportunities across all areas of learning. This enables pupils to learn constructively from first hand experiences and have fun while doing so. The interesting variety of good quality resources available during break times successfully promotes pupils’ wellbeing and encourages boys and girls to be active.” (Estyn.gov.wales, 2010)

 

Bibliography:

Estyn.gov.wales. (2010). Learning environments. Available at: https://www.estyn.gov.wales/sites/default/files/documents/Nant%20Y%20Parc%20Primary%20School.pdf (Accessed 5 Nov. 2018).

GlyncoedPrimary (2018) Pupil Voice. Available at: http://www.glyncoedprimary.co.uk/what-is-pupil-voice/ (Accesses 04/11/18)

TheGuardian (2018) Eight priorities schools should take for the curriculum. Available at: https://www.theguardian.com/teacher-network/teacher-blog/2013/oct/04/priorities-improve-primary-education (accessed 25/09/18)