There has been lots of talk in the news at the moment about primary curriculum changes, two mentioned recently include children as young as five should recite poetry and children also will be expected to know their 12 times table by the age of nine in order to “restore rigour”.
According to Wikipedia: By definition, rote learning eschews comprehension, so by itself it is an ineffective tool in mastering any complex subject at an advanced level.
Also according to Wikipedia: [Rigourous instruction] is instruction that requires students to construct meaning for themselves, [..] and apply what they learn in more than one context and to unpredictable situations.
I’ve nothing against memorisation, but I think it needs to be done when the interest is there. It can be easier if you have number bonds and times tables in your head to call on when required but not knowing them or being unable to memorise them by a particular age has no bearing on future success. If a child has an innate need to memorise because of their interest, it will happen a lot more easily than being forced.
I also disagree with targets by a certain age, because all children are different. Average doesn’t mean that everyone should be at that point. Average means that half of children will be below that level and half will be above so by definition any targets based on averages will classify half of children as failures when they’re not… I know I’m simplifying the reality of levels and targets but I don’t believe they add anything to education so will complain about them at will!
On reciting poetry, I know I’m not from a ‘deprived’ area but most children I know could recite poetry before they could speak! Humming the rhythm of nursery rhymes, then picking up some of the words, then learning them all… My three year old can certainly ‘recite’ several poems: Twinkle Twinkle; Horsey Horsey; The Grand Old Duke of York… But only because she’s interested and has chosen to do so. Children being told to learn a specific poem that they don’t want to learn will only cause friction and tension and turn a child away from the love of learning that they’re born with.
Memorisation happens through use and re-use, through interest being grasped and held, through various methods depending on each child. The child who knows their times tables by age seven is no more advanced than the one who takes until age twelve, or the one who never memorises but has a grasp on the concepts so can quickly calculate when they need to…
Dear Government, please leave teachers to teach; parents to parent (and teach); children to learn (and teach each other!) Those who need help will ask if they’ve not been scared off by targets and labels of failure.
Please share your thoughts, I love to discuss and learn ideas that I’d not considered – because my love of learning is still alive despite my school years