Kate Beddoe’s Post

Families may choose to home educate for many reasons. We value education choice and offer home education solutions. #EducationChoice #ArtIntegration #STEAMEducation #Sustainability #Inclusive #GlobalCitizenship #Studytips #Onlinelearning #Parentingtips #Education #ProgressiveEducation #Homeschooling #Neurodivergence #InspireInnovateEducate #LearningWithoutLimits #TransformativeTeaching #EducationForAll #HomeEducation #CreativeSkillset #LifelongLearners #InclusiveEducation #EducationInnovation #GlobalLearningCommunity #CreativeEducation #InteractiveLearning #PersonalizedLearning We do not own the rights to the accompanying music.

The arts offer a multitude of benefits in education, from boosting learning and brain function to fostering cultural awareness. They are essential for a well-rounded education, which is why we value and incorporate art and music in our core curriculum. Explore more about how the arts enhance education: https://bit.ly/3WNdVNS

In Euro-American / "Western" culture we tend to view music as innocuous, extra-curricular, or even fluff. We can see this attitude in our policies, funding, and the programs that are first to be cut. Or we see it in the ways that music or instruments are treated as simple tools. "Hey, let's buy djembes for everybody and hold a drum circle" without any thought of cultural background, assumptions, and power-laden appropriation. Those of us who have delved into the powerful social, cultural, and political dimensions of music making know that it is anything but that. Music is a fundamental barometer, practice, and expressive medium in which we can learn so much about ourselves, others, and the human condition. It is a primary way of paying attention to what matters and where we're headed as a species. This article is but one glimpse into why music and aesthetics deeply matter politically, socially, and spiritually. https://lnkd.in/gJ6_fWgb

Local Key Stage 2 #primary #school #children were asked to write about aspects of life important to them. The result... The Peterborough Songbook – a unique collection of six songs created by and for local children featuring song lyrics written by #pupils from local primary schools which have been set to #music by a professional #composer. Lucy, 10, from Orton Wistow Primary School, wrote about Peterborough Cathedral with its “stained glass windows and spiralling towers”. She says “standing on the stage, singing the song that I wrote the words for will be something I remember forever! Funded by Peterborough Music Hub and The Marchus Trust, the Peterborough Songbook celebrates the places and spaces that matter to people, fostering relationships in and across communities and inspiring a sense of belonging and pride in local children. Rachel Francis, a #teacher at Orton Wistow Primary School, says “It’s fabulous and inspiring to see how different all the songs are! What an incredible opportunity to celebrate the wonderful city we live in and the children who took part!” >> Peterborough Telegraph | The Peterborough Songbook: hundreds of local primary school children premiere songs at The Cresset 🎺 🥁 🎺 Sing Education is your partner in making music fun and accessible for #students! The backbone of any good music provision is curricular time. That's why we optimize #classroom #learning, ensuring lessons are tailored appropriately to all age groups. Careful planning and timetabling make sure #lesson lengths are long enough and robust enough to meet the needs across age and #keystage ranges. But we don't stop there! We also create exciting enrichment activities like choirs and clubs, making music a vibrant part of school life. Our co-curricular opportunities, such as performances and musical trips, are not just add-ons, they're at the heart of our approach. We believe in the power of music to connect students across year groups and nurture friendships. Plus, our music development plans aim to enrich the wider school community. 🧑🏫 LEARN MORE: https://ow.ly/a0Ht50RgvWc #SingEducation #EveryChildHasAVoice #primaryschool #musiceducation

As school education is rapidly becoming a qualifications matrix of attaining certain accolades to meet quantifiable targets, humanities naturally fall down the pecking order as they aren't really evaluated in this way. For example, you could not study history (I didn't, hated the Tudors) but work in a museum (which I did), but fail maths and you're unlikely to become an accountant. We need to reevaluate school education targets and priorities more broadly, but the Humanities have an invaluable role in being studied for the benefit they serve to cognisant development, +17% in cognizant development shown in children that partake in structured arts activities. So do the maths to become an accountant, but do the art to become an intelligent individual. Beyond this, the invaluable work by Paintings in Hospitals and others to show the role arts play in our wellbeing and our self expression are more valuable than times tables to a teenager. As the rates of depression are increasing in school children (around +6% on 2021, study by Cardiff Uni), we have to provide the arts to support and nurture during these critical years. #moreart #idontactuallyhatemaths #idohatetheTudors

This is so important. Arts and culture need to be more accessible and the UK will be a better and more exciting place for it. How many creatives and innovators are being held back by policies and leaders that treat the arts as trivial and unimportant, as something which is a ‘nice to have’ for those who can afford it, rather than an essential part of life for everyone to contribute to and experience? You don’t even have to pursue a career in the arts to benefit from the mental health benefits and skills that come with taking part in creative subjects. Even if these decisions are just about money, I continue to be confused that the supposed ‘party of business’ doesn’t get the value of nurturing creativity when the arts are one of the UK’s biggest earning sectors! There is no downside to investing in the arts.

Bijoy Didn't Want to Come, But then this happened. Occasionally, we find ourselves reluctantly engaging in something, only to eventually discover a profound love and appreciation for what we initially thought to be unimportant. People are generally skeptical and hesitant to accept everything they hear. As a trainer leading workshops for teachers, I often encounter resistance to our teaching philosophy and pedagogy. However, like any classroom setting, with genuine intent, clear guidance, and an immersive learning environment, the pedagogy speaks for itself, and skeptics become converts! Bijoy, a respectful and genuine deep thinker who loves teaching, experienced a remarkable transformation. His realization of how play-based music pedagogy positively impacts children and enhances teachers' lives makes it worth it to me doing what I do. So, the next time you find yourself in a workshop or training, it's okay to be skeptical. Take a page from Bijoy's book—listen, embrace, and test it out for yourself to see how you can incorporate it. I'm excited to connect with many music teachers, just like Bijoy, at our upcoming workshop on January 26th and 27th! P.S. If you know any music teacher, principal, or school dedicated to innovative and holistic education, please share this post with them." #professionaldevelopment  #musiceducation #musiceducationmatters#musicteacher #teachertraining #bangalore #bengaluru#internationaleducation #internationalschools #learnthroughplay#playbasedlearning #schools #pyp #earlychildhoodeducation#earlyyearseducation #elementaryschool

“It’s a big mistake to think that certain arts are the preserve of one class but not another. All the arts should be open to everyone. But that means starting at primary school, because by not having music and arts and drama properly valued there we have seen fewer young people doing those subjects at GCSE, and therefore fewer going into the cultural professions. It’s very difficult for a child to aspire to something they know nothing about. “But it’s also about the downgrading of music and art in schools,” Starmer continues. They are not really part of what is being assessed at present. Which is why one of the first things we should do if we are privileged to come into government is change the system so that art, drama and music count properly towards the assessment of a school. “But in politics, too, the arts are often denigrated when they ought to be held up high. Britain is very good at them. We lead the world. The soft power there is huge. The economic contribution is massive. So the arts need to be valued for those reasons, as well as for the life skills — the confidence, the working together as a team — they give to young people.” https://lnkd.in/en5A3F5d Very encouraging words; when did we last hear a UK political leader speak with this much enthusiasm and knowledge about the arts? The test now will come with the detailed policies to support these ambitions.

It is great to see liberal arts microcredentials that allow people to explore the liberal arts without having to commit to a degree. #liberalarts #microcredentials  https://lnkd.in/eBEPU4Vu

A very interesting thread. Warwick has obtained the Ofsted inspection notes for Michaela school through an FOI. A few key points: - pupils don’t study music beyond year 8 as “they are not interested in it” - staff are not told which pupils have SEND unless they have an EHCP as QF teaching will enable all to learn - The inspection notes see inspectors concluding, though, that Michaela’ curriculum “does not match the ambition or breadth of the national curriculum.” This did not make the published inspection report. - On computing and DT, the notes state KB said: “IT isn’t our biggest thing…we are not a bunch of luddites but we have chosen to give them more English and maths. After 16, they can go and do IT, DT or media.” Evidence that Ofsted did not apply their own inspection framework fairly.