Pages: 11

This chapter explores the motivations behind writing this book. It touches on a brief history of education from the Victorian era up to the free school and academy movement of recent times. It examines significant reforms while questioning whether essential changes have been overlooked in shaping an education system suited to modern society. Central to this discussion is the introduction of the national curriculum, assessing whether its implementation has unintentionally stifled freedom and creativity in learning. This chapter also scrutinises the role of the education secretary, highlighting the frequent turnover in leadership and its implications for policy consistency and long-term educational vision.

Pages: 8

This chapter explores what some of the research tells us about neuroscience and how this links to learning. Much of the knowledge and understanding rooted in this chapter stems from the author’s own Forest School training while some of it derives from the author’s professional development opportunities as a teacher, such as trauma informed teaching and learning sessions. This chapter highlights the importance of play in young children’s development, explaining how and why learning through play is more effective than formal learning, particularly in the early years. It explores the triune brain model (formulated by Neuroscientist Paul Maclean), touches on human behaviour in terms of fight or flight and mentions the growing concern on the use of technologies including the impact this may be having on the brain and children’s development.

Pages: 6

In this chapter, the author explains how they came across the concept of “flow”, where the concept comes from and how it is relevant to the optimisation of learning. It gives examples of how and where we may experience a “flow” state in our working lives as well as in everyday activities but explains how this may vary from person to person dependent on our own individual interests, motivations and drives. This chapter makes the point that in our current education system there are arguably not enough opportunities for our children to enter a state of “flow” therefore it could be that educational professionals are missing out on creating an optimised learning experience which is both engaging and enjoyable. This chapter refers to the work of Mihaly Csikszentmihalyi (who coined the term “flow”) and Daniel Goleman to help explain the concept of “flow”. It refers to the author’s own experience of teaching Forest School where “flow” has been observed in sessions.

Pages: 10

In this chapter, the author draws upon her experience of being SEND co-ordinator and working closely with SEND children and their families to point out where our education system is currently failing these children. This chapter delves into the challenges faced by neurodiverse learners and their families and how the education system as a whole needs to be better at creating a fairer school experience that isn’t just aimed at neurotypical learners. This chapter refers to the work of Naomi Fischer who advocates for neurodiverse learners and also delves into what is meant by “masking” – looking at the work of Emma Kendall. Included in this chapter is a section that explores Makaton and Sign Language, giving an explanation as to how and why this would be a beneficial statutory addition to our education system. Overall, this chapter highlights why it is increasingly necessary to move away from a one-size-fits-all approach.

Pages: 19

In this chapter, the author endeavours to address the common doubts that may arise from a more child-led approach to curriculum design. It describes our evolution towards a more inclusive society and how and why more can be done in schools to advance this. Within this chapter there are references to the work of Robert Peal who counterargues that “progressive methods” are not the way forward and it challenges some of his theories. Challenging behaviour is a common and growing concern in schools with many believing that stricter discipline is required. Here, this chapter explains why stricter discipline is not the only way to combat challenging behaviour and offers alternative solutions. It emphasises the importance of balancing structure and freedom within the school day and highlights the benefits it could bring to larger class sizes and diminishing T.A. support. Finally, it highlights the author’s perceived flaws in our current assessment systems and acknowledges that the issue of data collection and measuring performance needs careful consideration.

Pages: 7

This chapter explores the pros and cons of homework. It highlights the natural inclination children have to spontaneously produce work at home when they are inspired but how given tasks have the potential to be counterproductive. This chapter touches on the use of technology to complete homework tasks and the implications this may have, particularly for disadvantaged families. It discusses the importance of extracurricular activities and advocates for a fairer and equal set of opportunities for all children of all backgrounds. Lastly, it explores how the UK compares with other countries when it comes to setting homework and whether the impact is positive or makes little difference to overall learning outcomes.

Pages: 21

This chapter explores the benefits of outdoor learning with some of the research throwing up surprising advantages such as how sunlight is beneficial in preserving good eyesight. It points out how such a large percentage of learning that takes place in school happens within the classroom. It highlights some of the challenges that outdoor learning can bring suggesting ways in which educational professionals can jump those hurdles to provide more opportunities for their pupils to learn outdoors. This chapter includes three case studies of the observed progress of three separate pupils during a six-week programme of Forest School sessions. It concludes with the idea that a combination of both outdoor learning and a freer, more child-led curriculum could be the “holy grail” in offering an optimised education system.

Pages: 31

This chapter explores what a primary school curriculum could look like if teachers were given the scope to engineer more opportunities for “flow” to happen in the school day. The idea is developed to be looser and less prescriptive with room for teachers to adapt topics to match their pupils’ interests. It sets out why such changes are needed, drawing on the content covered in previous chapters. It suggests a curriculum that is based around “themes” where subjects would become interconnected, rather than stand-alone and investigatory tasks would be a key feature. It illustrates examples of subject coverage and year group progression through investigatory tasks and text choices. This chapter highlights elements that should remain or become statutory and routine alongside the “looser’ framework”. Finally, it touches on how assessment and documentation could change to fit alongside a radically new framework and suggests ways that teachers could be supported to adopt it.

Pages: 9

This chapter explores the idea of incorporating continuous provision throughout the primary phase. It aims to tackle some common misconceptions about play and learning, explaining why a rigid test-focussed curriculum is not necessarily the better option. It highlights how taking a more rigid approach can have a negative impact on creativity – using Michael Gove’s introduction of the SPAG tests as an example. It considers the challenges that could be faced by incorporating this method further up the school, offering some suggestions as to how these could be overcome. This chapter concludes with the idea that including a balanced form of continuous provision throughout the primary range could be beneficial in the engineering of “flow’” opportunities.

Pages: 15

This chapter explores various planning methods that would be fitting for such a shift in curriculum framework. Although it shares examples, it emphasises the need for teachers to be able to plan in whatever way, in whatever format they feel is helpful to them. It highlights the need for less time spent planning forwardly and more time focussed on planning while on the go, offering flexibility and immediate responsiveness to the needs of the learners. The subject of maths is tackled which often sits as a “stand-alone” subject and it suggests ways of breaking this mould. It touches on the work of “Anna Ephgrave” who advocates for “planning in the moment” and Naomi Fischer who backs a “self-directed” learning approach. The author suggests that such an approach to planning may not only benefit the children but may also have the potential to improve the mental health of teachers. This chapter concludes with the message that teachers must not allow the teachable moments that present themselves to pass them by.

Pages: 12

This chapter explores alternative methods of assessment that would complement the teaching, planning and curriculum transformations suggested throughout this book. It compares the achievements of two successful individuals and in so doing highlights the inability of our current assessment systems to acknowledge children’s true strengths and potential. It touches on the need to realise the conscious and unconscious “pigeonholing” that occurs and put a stop to it. It explores whether our assessment process is purely for the assessment of pupils or whether it is really a test of teacher capabilities. Towards the end, it introduces the idea of an “ipsative” assessment approach and explores how this could work in practice.

Pages: 5

This chapter summarises the points drawn from themes explored in the book. In it the author concludes that our education system needs a paradigm shift – while accepting that the changes proposed in this book are not a definitive solution but may inspire a starting point. It highlights the ineffectiveness of the current system, the damaging effects of the assessment process and the long-term impact this has on society as a whole. The author advocates for greater celebration and recognition of non-core subject achievements and talents which she believes will lead to a positive impact on well-being and necessary contribution to society. It calls for the Government to draw upon current research centred around the best educational practices (in terms of well-roundedness and effectiveness) and most essentially to value the experience of teachers when appointing change.