It was then, whilst listening to them read what their UK
classmates had written, I remembered. This is what it used to be like in my
early days of teaching; pre-National Curriculum, pre-Ofsted, pre SATS and
league tables. Yes we had curriculum and planning, but we also had the freedom
to use our professional judgement and be spontaneous.
An unexpected visit from the local MP, someones mum had had
the baby, a child brought a postcard in from abroad, the daffodils were
suddenly all in bloom. All these & so many more, could take you on a
magical learning curve, with the children so motivated and eager to learn.
Stories, cards, poems, pictures plays and number games. Real life in the
classroom, not just dictated curriculum with carefully measured outcomes.
‘Happy Clappy’ we were not, grounded and flexible to
learning style we were. Its true consistency was needed across the education
system and that curriculum could vary, but we have lost something precious in
all our preoccupation with measuring, assessing, listing and ranking. We lost
the flexibility to bring learning alive and respond to the real world the
children exist in.
As I watched the light in those French children’s faces and
their sheer pleasure, I wondered if teachers trained now can move outside the
format, the plan, the targets, could they kindle that special flame?
We did continue with our oral descriptions, we did meet our
written objectives, the curriculum requirements were met, but all were embedded
in enthusiasm to communicate with those children in England.
This was a lesson
they will never forget, so thank you to my teaching colleague Emma who took
real world of language, worked with, sent, built on and kept the flame alive.
