During my NQT year I was a shocking teacher. I lurched from lesson to lesson, with the aim of getting through them. There was no interconnection between lessons and no sequence of lessons. During my second year of teaching I was very fortunate to be able to work with Jeff Stanfield, then the Geography Advisor for Hampshire and we create several schemes of work together. It became clear to me that individual lessons matter little without a coherent curriculum that binds them together.
In 2008 when I became a middle leader, I inherited a 'curriculum' that was on one page, a bit like this:
I really wish I was joking. The thing is, if teachers are to focus upon planning for every pupil, then they need to be aware of the bigger picture. Working without a scheme of work and a detailed curriculum us crippling. Not only so young people not benefit from a common curriculum entitlement, but much time is wasted in needless planning. Now, I'm not talking about prescription here, but…
“You get a strange feeling when you're about to leave a place...like you'll not only miss the people you love but you'll miss the person you are now at this time and this place, because you'll never be this way ever again.” Azar Nafisi, Reading Lolita in Tehran: A Memoir in Books
As a geographer, I can speak with confidence about belonging to a place. Belonging is entwined with the places that we visit and interact with. Every one of us views every place in a slightly different way. Belonging to a place; belonging to a community is an essential human feature. In the current situation, we ignore nurturing bonds of belonging as we lurch and strive toward online learning at our peril.
During the Covid-19 craziness, take 10 minutes. Pause. Reflect on where you feel belonging.
What did you come up with? For me, I belong to:
my family, spread all around the country. (For clarity this includes Leah Moo as she's bound to ask and the Dog Tryfan). I am separate from my son a…