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SLOW SCHOOLS MEAN DEEP LEARNING by Professor Maurice Holt

Despite a huge investment in tests, initiatives, and political aspirations, the English education system fails to inspire confidence. Those of us who advocate slow education believe it is the actual process of schooling that matters – not the invention of more ways of inspecting and assessing, or more types of schools. These are all blunt instruments. Slow education is...

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‘Campbell’s Law: the unintended consequences of the school testing regime’. By Professor Alastair Sharp

Most of us have heard of ‘Peter’s Principle’ (“Employees tend to rise to 
their level of incompetence”) and ‘Parkinson’s Law’ (‘Work expands so as 
to fill the time available for its completion’). Both point to unintended
 consequences. In the educational sphere a new ‘law’ has been adopted: Campbell’s Law.
This states that “when test scores...

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Slow Education – a personal experience. By Amy Johnston

During the academic year 2009-10, I had the opportunity of leading on a school project in collaboration with Creative Partnerships. We had already used funding from the initiative to bring a number of visual artists into school and had incorporated their work into our development of a creative, child-led, skills based curriculum based on...

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To Assess Is One Thing: To Understand Is Quite Another. By Professor Maurice Holt.

Once there was just testing: now assessment dominates. It’s the difference between a quick look at your bank balance, and the detailed calculations demanded by the taxman. And in the data-hungry world created by accountants and economists in the service of the market, the quest for more detail can often mask underlying trends. Each...

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Thoughts on Slow Education at St Silas Primary. By Amy Johnston.

Arriving at St. Silas Primary in Blackburn (for the Slow Education Network Event last week) feels more like approaching an art gallery than a school. Huge glass windows display a line of woollen and collaged habitats and an intriguing glimpse of work going on behind, layers of classrooms like a hive. For a building...

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