My initial thoughts of the new curriculum were positive, as I believed teachers with new found freedom would be able to instill a sense of play and fun to children's learning.

Whilst I cannot speak on behalf of any other school than my own, I feel this creativity has not been the case.

Children are certainly not being treated as children.

Alongside the new curriculum began the new interim assessments and these guidelines proved more challenging than ever. Although these documents were not released to shape teaching, I have heard and experienced shaping what they teach to suit these expected outcomes, rather than the NC objectives.

In turn, children have been less playful and more stressed.

My philosophy (as heavily suggested in the previous post) is one of enjoyment in learning. But even I have had children in my class in tears because of increasing pressure and expectations.

I then, the same day, heard a child talking about expanded noun phrases in the playground! They were stressing about whether the adjective came before or after the noun!

Such language seems wrong, coming from the mouths of 5 year olds - especially in their playtimes.

This whole reflection has been enough to make me question whether I want to be a part of this type of education. I have already decided to look for a new school in hope they will better suit my philosophy.

I wonder, is anyone else noticing the stress of the new expectations on children? And I can't help but ask, which do your school feel is most important in this current climate?

'Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child's soul.' - Friedrich Frobel (in Arnold, 2014).

The importance of play and the use of play in education was my preferred topic of choice for my dissertation; however I was told to "save it for my masters" due to the topic being too broad for my 7500 word limit. Fair enough. But I feel it's important I reflect on the use of play in the classroom as it remains a major aspect of my personal philosophy.

Having special interests in early years, and having had most of my training experiences within either the foundation stage or key stage one, accommodating play has become an integral part of my teaching. Play is a reputable activity that children undertake to learn and yet alarmingly, play is often overlooked in key stage one and two as more teachers make way for more formal, adult-led approaches to learning; although with pressures of SATs and other tests, performance related pay and Ofsted, there's no wonder this happens. Formal teaching works, mostly.

However effective alternative approaches to education, such as the Steiner Waldorf approach, value the creativity of learning and aspire to achieve a balance between practical, artistic learning and more formal or 'intellectual' learning in their schools, throughout all the year groups. I question therefore why, with a grand awareness of  proposed 'multiple-learning styles', teachers forget to save time for art, creation and play? Are there not playful ways to teach our children science and maths?

Children learn through play! Even as adults, we learn by exploring and making mistakes. We cannot (and mostly will not) be told what is true or fact; we naturally like to find out for ourselves. So why not give children that opportunity? Why not let children explore? Why not let children figure out for themselves what is right and wrong? Why not let children play? After all, it's what they do best.

Ultimately I feel it is important that we remember that even at age ten and eleven, children are still children. And children need to play.

Can we, as teachers and practitioners, not take a step back from 'teaching' and move towards becoming a 'facilitator' of learning? Although I don't suggest a change of our job title, perhaps there are benefits to be had. Perhaps if children are able to take charge of their own learning, they will effectively move towards higher attainment at their own pace? Perhaps they would enjoy learning more?

Perhaps we need to learn to strike a balance between 'teaching' and 'facilitating? Maybe this would even help with our work load too!

I feel the new primary curriculum could stimulate a movement towards achieving this balance. Whilst I respect the success of formal teaching approaches both past and present, I personally believe that accommodating playful approaches to learning could open new doors for children, allowing them to become more motivated learners.

I look forward to establishing my own balance of play within the classroom.

Reference
Arnold, J.C. (2014) Their Name is Today: Reclaiming Childhood in a Hostile World. Robertsbridge: Plough Publishing House.