By Dan Davison
Examinations are woven into the fabric of student life. From the ‘Key Stage’ National Curriculum assessments I sat in childhood through to the tests I took as a Master’s student, every stage of my education has known the familiar cycle of revision, testing, marking and grading. It was not until I became a precariously employed university tutor that I realised how dangerously uncritical we are of that cycle. By this point it seems so natural to make people sit exams at various points in their lives that it scarcely occurs to the public consciousness that students and teachers might be better off without such a regimented approach to learning.
by Laura Potts
The TARDIS programme at Chapel Break Infant School is an exemplary example of creative education and an inspirational learning environment. For 10 years, the programme has transformed classrooms into imaginative environments for young minds to explore and develop in. TARDIS stands for ‘Thinking Arts Reflective Dialogue Imagination Studio’. The aim of its resourceful staff is to immerse the children in philosophical and creative enquiry:
‘The learning consists of the development of a range of skills, including speaking and listening, debate and discussion, a variety of thinking skills, social skills, independence of thought and action and persistence. It builds a knowledge and experience of the visual arts beyond those that can be offered within the usual classroom setting.’
by Alex Powell
I’m sure you’ve all heard it at least once. ‘40% is all I need. It’s first year, it doesn’t really count for anything.’ It’s obvious, right? If the year doesn’t count towards your final degree classification, then you don’t really need to try. Right?
by Laura Potts
Last week saw the government’s Autumn budget released for public scrutiny. The report starts by stating that the United Kingdom has “a bright future”, with talk of an independent economy forging new relationships with the EU. This long term plan is meant to give voters the belief to take the long road with the government for a better Britain, but their sweeping statements do not at all sit in line with what I and many others would see as a ‘brighter future’. This is as true in the field of education as any other.
by Rowan Gavin
I was recently excited to hear of a new module being run in the Politics department at UEA next academic year entitled ‘Activist Campaigning’. Module convenor Dr Ben Little was good enough to let me interview him about the course, its history, and his hopes for its future at UEA.
by Faizal Nor Izham
As part of a new government clampdown on immigration, Theresa May recently unveiled new plans to ban international students from working during their studies — replacing current laws enabling them to work up to 10 hours a week — as well as forcing them out of the UK upon graduation. This is in spite of the fact that the country continues to suffer from skills shortages in many industries.
The plan is part of the Conservatives’ pledge to cut net migration to ‘tens of thousands’ by 2020. About 121,000 non-EU students arrived in the UK from June 2013-14, while only 51,000 were reported to have left — resulting in a net influx of 70,000 migrants.The move followed a previous plan by May to force overseas students to return home after they have graduated, which had been blocked by the Tory leadership. The party’s previous pledge, from its 2010 general election manifesto, would have required students to leave the country and re-apply if they want to switch to another course or apply for a work permit.Continue Reading