Saturday 6 June 2020
Week 11 demands that I go into work three times. On the downside, it’s a return to early alarm calls and commuting; by Friday I actually have to put fuel in the car for the first time since April! On the upside, I escape my four walls and … someone else prepares my lunch!
My pros and cons aside however, one thing is certain, schools are only going to get busier over the next few weeks. We can probably stumble on until the end of July in the current conditions but, with the prospect of a new academic year in September, someone at some point is going to have to decide, ‘Is our aim to educate or socially distance?’, because schools cannot do both effectively.
At the start of June 2020, UK Primary schools were allowed to open to three year groups. In High Schools and Colleges, pupils from Years 10 and 12 will be permitted to return to school from June 15th. There are strict social-distancing guidelines in place which have required school leaders and Governors to work around the clock preparing lengthy risk assessments. For pupils and parents, smaller class sizes result in most children only skipping through the school gates on a part-time basis and continuing with their home-learning otherwise. And in terms of up-scaling pupil numbers, it is a model with many flaws; easier to solve if we are happy to operate as a Youth Club with restricted clusters and the cleanest hand ever seen, but far more daunting if our aim is education.
Without a substantial investment in recruitment, it is difficult to understand how schools can spread staff across both face-to-face teaching and high quality home-learning. Essentially, if only half the pupils can be fitted ‘in school’ on any day …. where are the other half? What are they doing? And who is supporting their learning? They could be ‘live-streaming the lesson‘ I hear you cry. Well, again, even with the substantial investment needed to gear all schools and homes up for such an arrangement, it leaves the question,
‘Why are half of us, buttoned into school shirts, perched on disinfected chairs and working at 2m spaced desks whilst others apparently get the same education from their kitchens?’
I would argue that it is because they do not get this. I would argue that there is no substitute for the real classroom experience. Amongst many different educational theorists, my current favourite is the controversial Professor Michael Young, advocate of ‘powerful knowledge’. I do believe that learners are entitled to lessons built around the amazing ideas and concepts you would rarely encounter in everyday life or outside an place of learning. I do agree with Professor Young, that such a knowledge based curriculum equips more pupils with the cultural capital needed to move up, not merely on, in life and hence helps to bridge the shameful socio-economic chasms that divide our educational system. You might expect therefore that I would be content to see a diet of facts and figures served up to pupils on some static powerpoint, equally suited to home- or class-based learning. But you would be wrong.
My core conviction is that education is driven by relationships and needs inspirational teachers at the wheel. Unapologetically, passionate educators who light the fires and open teenage eyes to that wonderful wealth of knowledge: a love of literature, an appreciation of art, the beauty of mathematics. Committed motivators whose voices say,
‘Keep going, you can do this!’ and
‘Have you thought about studying this further at college?
And incredible as education is, school life is even about so much more than this: friendships, teamwork, shared experiences, the school production and growing as a person. Schools are a community; they are about being together.
So, schools and education – a precious thing indeed. Social distancing – a critical component of our fight against a global pandemic. I think we just need to decide which is our priority for the Autumn, because I an unconvinced that we can do both well…