Your Experiences

Slow Education Down Under: The Slow Education movement at Blue Gum Community School. By Dr Stephen Smith

In a constantly changing world overwhelmingly dominated by technology and ever-increasing complexity, schooling systems continually face challenges as they seek to address such ‘big picture’ questions as what is the purpose of education, what it means to ‘educate’, how children learn (best), what children should learn which will prepare them for their futures and how they should best engage in the learning process… read more

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 Jim Rose’s review findings:… read more

Some thoughts on Slow Education at St Silas Primary School. 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 housing so much activity, there is a noticeable calm about the whole. The huge entrance is scattered with brightly coloured seating giving an informal air. As I arrive, a large group of parents sit chatting;… read more

Slow English. By Geoff Barton

This article first appeared in the Spring 2013 issue of The Use of English.

These are dark days for English teachers. For those of us who are veterans of the secondary classroom, we sense that English itself, the very subject that we teach, has changed. For me, it has been distorted by a hoop-jumping obsession with assessment that leaves only the boldest teachers feeling that they have the mental space and self-confidence to explore texts and language in depth. And if we don’t do depth then it’s not really English as we know it…. read more

One Size Doesn’t Fit All – Slow Education at Holy Trinity Primary School. By Joe Harrison-Greaves

Seven years ago Holy Trinity Primary School was on the verge of special measures. Teachers were disaffected and uninterested in the children. The children were equally uninterested and many would regularly disrupt lessons, throwing chairs, swearing, lashing out. Unsurprisingly test results for Holy Trinity weren’t much to shout about… read more

I for Initiatives. By Mary Gibson

Traditionally, English governments have taken the view that education was a professional activity, like medicine, best advanced by the teachers and lecturers who had to make it work. It all changed when Mrs Thatcher embraced free-market economics, requiring institutions to compete with one another to implement centrally-determined policies. Professions must give way to market values. The policy culminated in the 1988 Education Act, which required schools to conform to government initiatives by means of performance management, policed by Ofsted… read more



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