Chris Chivers

  • ThumbnailI think it is probably a truism to say that children grow up. They start from birth, entering their specific environment with their embedded genetic code, then begin the process of making sense of the world around […]

    • This sounds like an excellent learning conversation! I have added some questions to your questions:

      How could collaboration across institutions ease transition for learners entering a new phase of education?
      Where is the best practice happening with such collaboration and how can we use it to help elsewhere?

      Is the expectation of “set points” at certain ages helpful to longer term effort and success? Should we have baseline expectations?
      What would the alternative look like and do we avoid it simply because we can’t picture it?

      Do we have a clear definition of progress? Even if we do? How do we know it is right and applicable to all learners? Do learners suffer because of set definitions of expected progress?

      Do schools do enough to engage and support parents in the process of their child’s learning? Where are the best examples of this in practice? If parents have had a poor experience of school in their own lives, can anything be done to reengage them to better the chances of their children’s future?

      Could forcing children to resit maths and English until they leave full time education make them any better at maths and English?