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How can I get her to read more?

Charlotte Moon, who teaches English here at WHS, looks to investigate issues around how we can encourage children to continue reading, increasing their independence.

When do we stop reading with our children?

As babies and toddlers, we read to our children to stimulate and satisfy their curiosity, to promote language acquisition, and as a way of bonding. Of course, they can’t even recognise the alphabet at this stage, so the actual reading bit naturally devolves on us. By kindergarten and reception, children begin learning to read for themselves, most likely with the structured support of a reading scheme followed by their school. At this stage, there is an understanding between parent and school that developing your child’s reading ability is a shared responsibility; your child will read with support at school, learning phonics and so forth, and will have books and reading logs sent home with the expectation that parents will initiate and supervise ‘reading homework’ most days of the week.

So what changes as our children progress through primary education?

By the time they’ve moved up to Year 7, what proportion of parents are still actually reading with or to their kids on a regular basis? As an English teacher, the impression I get is that there is a definite shift which correlates with children being able to read independently. Why read to or with your child when they can read to themselves, right? There don’t seem to be enough hours in the day for parents to satisfy the demands placed upon us, so no longer having to supervise reading homework may come as a welcome relief.

The problem is, without supervision, encouragement and the bonding that comes through shared reading, children face the danger of entering a reading wasteland at this age (and I don’t mean that their new found reading independence miraculously enables them to read T.S. Eliot). Do we really know how often or how much they are reading? Do we even know what they’re reading? At Key Stage 3 (Years 7-9), students at WHS read a book they have chosen independently for 10 minutes at the beginning of each double lesson, but in some cases the level of challenge in these books varies greatly: in the same class, one student might be reading Pride and Prejudice while another reads Jacqueline Wilson. It is here, too, that the shared responsibility between school and parent can seem less distinct. While schools offer reading lists and take an interest in which books their students bring to lessons, we no longer have the time to sit and read with students individually, or to take remedial groups out of lessons for extra reading support. And when it comes to the co-curricular provision on offer for English, it tends to be the way that the keenest readers and writers are the ones who attend, and the students who shy away from reading keep their distance.

 

 

 

Jacqueline Wilson and Jane Austen: The variation in level of challenge in reading can be very apparent in KS3 lessons.

How do I get her to read?

As students approach the age of having to sit public exams, the common question at parents’ evening is ‘how do I get her to read?’. Parents can seem at a loss as to how to influence or encourage their daughter’s reading once she has entered adolescence. My guess is that very few parents are reading with their daughters by this stage, but are also, understandably, keen for their daughters to be making good progress and keeping up with their cohort in terms of attainment. So why not read with your child? It could improve her confidence, develop her understanding of texts and aid her continuing language acquisition. Not to mention, at any age, reading is still a fantastic way to bond with your child. So, what’s stopping us? Is it still the restraints on our time, or is it the fear of incurring a teenage meltdown that would impress even Harry Enfield’s ‘Kevin’? Can we build a meaningful relationship based on reading once our children enter their teens? Can we bridge the gap that has been created by years of leaving them to read independently?

Every parent-child dynamic is different. But why not try reading with your teenager? It really will help develop their skills and understanding as readers and writers, and it will enable you to connect, or even reconnect with them, on a level other pastimes cannot necessarily replicate. Model the reading you want to see in your child and you will both reap the benefits.

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Men writing about women: how male authors have depicted female characters

Lydia (Year 11) investigates the portrayal of women in literature, a field that has largely been controlled by the male voice, and how this has changed throughout the centuries.

The literary world has always been (and remains) dominated by men. As male writers create their female characters, they often fall short of capturing the interesting, vivid complexity of womanhood which we, as women, know to be reality. Since Shakespeare’s heyday, it’s fair to say that the role of women in society has changed significantly; but how has this change affected how male writers portray women in literature, if it has at all?

When Shakespeare’s Macbeth was performed (circa. 1602), women were expected to be submissive to their husbands, punished for being ‘scolds’ or ‘nags’. Fear of women’s speech was prevalent, spread by imperious treatises. The extremely popular treatise, Anatomy of a Woman’s Tongue, claimed

“A woman’s tongue it is the devil’s seat;

and that it is a most pernicious lyar,

a backbiter and a consuming fire”

summing up misogynistic attitudes of the Jacobeans with a catchy rhyme. And, of course, there were the witch burnings, vast numbers of women executed for being transgressive, reclusive or powerful.

This attitude towards women is noticeable in Shakespeare’s work as he links the powerful women in Macbeth to the world of spirits and demons. Through studying Macbeth and watching various productions, such as that performed at the National Theatre, it is easy to be struck by how Shakespeare presents women as a manipulative force, blaming them for the immoral actions of men. The misogynistic attitude behind this becomes obvious when compared to how Shakespeare presents Macbeth himself, murderer of the sleeping king and his own close friend, as a basically good, if slightly unhinged, man.

Another greatly beloved male writer is Charles Dickens. By the time Great Expectations was published in 1860, the Jacobeans and their witches were centuries dead, though reductive attitudes towards women lived on. The continued ownership of women by men and the surprising lack of social progress in the centuries between Macbeth and Great Expectations is revealed by similarities between Dickens’ and Shakespeare’s portrayal of women.

In Macbeth, Shakespeare portrays Lady Macbeth’s desire for power as unnatural and dangerous as she orders spirits to remove remorse and conscience from her body and replace her breast-milk with acid. Dickens uses uncannily similar imagery of mutilation and hardening in Great Expectations as the proud Estella claims “I have no heart … I have no softness there, no—sympathy—sentiment—nonsense” and Miss Havisham echoes “I stole her heart away and put ice in its place.” This idea that all women who transgress the role of tender, servile femininity must be unnatural perversions of nature is used by both Shakespeare and Dickens, revealing that, despite the centuries passed, men continued to hold the same views regarding the role of women in society.

Dickens is famed for his portrayal of meek, simpering virgins (often paired with epithets such as ‘dear’ and ‘little’). In Great Expectations this trope manifests itself in Clara Barley. Clara is a paradigm of servility, tending constantly to her abusive father yet still managing to appear “natural and winning” and well as “confiding, loving and innocent”.  Dickens reveals Victorian attitudes that women should be submissive, praising Clara’s “modest manner of yielding herself to Herbert’s embracing arm.” The anti-Estella, Clara is just as two-dimensional, a figment of the imagination of the imperious male.

The 20th Century saw great change in how women were viewed in society, earning the vote in Britain in 1918. The end of the 1920s saw the Equal Franchise Act passed, granting equal voting rights to women. Did this rapid progress, and the surging momentum of the feminist movement, pave the way for a parade of wonderful heroines written by men?

It seems not, if John Steinbeck’s Of Mice and Men, best-seller of the 1930s, is anything to go by, featuring not one named female character, only ‘Curley’s wife’, the self-absorbed, cruel and teasing caricature of female shallowness and naivety. Steinbeck punishes this woman for her crimes of promiscuity and stupidity with a broken neck, echoing the methods of past writers; Shakespeare delivers Lady Macbeth a grizzly suicide and Estella is condemned to a life of abuse at the hands of Drummel. Though Steinbeck sticks fast to the well-trodden tropes of two-dimensional femininity, the literary world has a growing female voice in this decade as Daphne du Morier, Agatha Christie and Virginia Woolf begin penning novels of their own, featuring swathes of heroines.

However, men have, on occasion, written brilliant female characters: for example Shakespeare’s Juliet and Tolstoy’s Anna Karenina, but these are exceptions to a centuries old pattern in which women are written as either fantastical paragons of innocence or cruel monsters. The recent twitter trend, which inspired this article, asserts that this pattern marches onwards to the present day. So as far as writing funny, interesting, realistic women goes, I guess it’s down to us.

Follow @English_WHS on Twitter

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Twilight vs Jane Eyre: what separates the two?

Claire (Y11) investigates the relationship between Twilight and two classic novels, Jane Eyre and Wuthering Heights, to discover what makes them similar but more importantly what divides them.

It is a truth universally acknowledged that books written about vampires are almost exclusively terrible, and in no case is this truer than in that of Twilight. Widely considered to be one of the worst books ever written, it is generally believed to have absolutely no literary merit whatsoever, despite the story itself being age-old and popular under many other circumstances. Among those circumstances is Charlotte Brontë’s Jane Eyre, and to a lesser extent, Emily Brontë’s Wuthering Heights. What is interesting is that both of those books are hailed as literary classics and taught on many school curriculums, despite the fact that in terms of storyline, there is very little that actually separates them from Twilight. So why is it that the Brontë sisters’ novels are deemed masterful works of literature, whilst Twilight is relegated to the trash pile?

In many ways, the books are very similar. All three have a brooding, Byronic male protagonist – Edward Cullen, Edward Rochester, and Heathcliff – who falls in love with a female protagonist – Bella Swan, Jane Eyre, and Catherine Earnshaw. There are definitely some differences in the traits of these female protagonists, but at a basic level, they are addicted to their counterparts in a ‘passionate’ love which actually seems more like an abusive relationship. Catherine says, “I am Heathcliff”, a sentiment very similar to Bella’s expression that “(her) life was about (Edward)” and although Jane famously states that she is a “free human being with an independent will”, apparently marking her out as not being as addictively in love as Catherine and Bella, she does eventually fall prey to the same obsession.

All three stories are also set in isolated locations, cut off from society and rendering the romance central to the plot as there is very little outside influence. Bella finds herself in the small American town of Forks, where Edward and his family take centre stage as local curiosities. Jane is relegated to Ferndean Manor, which itself is located deep within the forest, and the other characters have little influence on her relationship with Mr Rochester. And Wuthering Heights, of course, is set in the iconic Yorkshire moors, where the surroundings seem to reflect the dynamic of the relationship – harsh, inhospitable, and inexplicably alluring. This feeling of isolation, this detachment from the outside world is what allows all three romances to blossom into the obsessive and damaging relationships they ultimately become.

There are other similarities, of course. All three female protagonists are ‘othered’ by society, be it by virtue of simply being a teenage girl or by their feminist principles. All three are ceaselessly self-obsessed; Jane dwells on herself endlessly, Bella is conscious of her every flaw, and although Catherine seems far less self-deprecating, that does not mean she is not selfish. And throughout all three novels runs a feeling of the scandalous, the inappropriate and the exciting. Edward is, of course, a vampire, and over 100 years older than Bella is. Mr Rochester is Jane’s employer, and there is a gap in class and age. Heathcliff is Catherine’s adopted brother, and implied to be Romani in origin – certainly, he is not white. These factors tie common threads between the stories, linking their characters.

What is it that renders Jane Eyre and Wuthering Heights simply better novels than Twilight?

So if the characters are essentially the same, the setting is essentially the same, and the basic storyline is essentially the same, what is it that renders Jane Eyre and Wuthering Heights simply better novels than Twilight? One of the most obvious factors is the context. The Brontës were women writing books at a time when women generally didn’t, and although their novels were published under pseudonyms, it does not detract from the fact that they rebelled against the norm and published works of fiction which went on to become classics. It would have taken extraordinary courage and talent to write and then attempt to publish such literature, and it shows in the novels themselves. By contrast, Meyer was able to sit down and simply write, and then have her book published with relative ease. This means Twilight, although not altogether terrible, is simply very boring. It is not a novel of challenge and struggle, and that too shows in the writing.

Another thing that marks the Brontë sisters’ works from Meyer’s is the fact that Wuthering Heights and Jane Eyre are, objectively, better-written. The prose style of Twilight is simple, bland and unremarkable – the descriptions are extremely mundane and Bella’s simpering first-person style is insipid at best and exasperating at worst. In contrast, both Brontë sisters offer rich and interesting writing, replete with elegant descriptions of landscape and emotion, and when Jane narrates, her first-person voice is, although occasionally irritating, undoubtedly compelling. Wuthering Heights is also a much more complex story, spanning generations of characters without losing track of the development of any, and although it is not the polished masterpiece that Jane Eyre is, it is certainly a triumph. Twilight is, to put it kindly, not.

None of this is to say that Twilight isn’t worth reading. All literature has an inherent anthropological value, in that it teaches us about the culture of the time, and Twilight does a very good job of informing readers that in the mid-2000s, people were obsessed by vampires. The undeniable fact, however, is that it is not a particularly good book, and that for all its similarities to the Brontë sisters’ masterpieces, it does not hold up well in comparison.

@English_WHS 

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Transitions: stepping in to Year 7

Head of Year 7 Jenny Lingenfelder reflects on encouraging emotional agility during the ‘transition’ phase from Year 6 into Year 7.

We prefer ‘Stepping In’…… I fondly call my new cohort of Year 7s on their first day (or should I say term?), ‘turtles’…. their backpack has their life in it and appears to dwarf them as they wide-eyed, set off down school corridors navigating their way around what will be ‘home’ for the next 7 years.

Even for the majority who are eagerly awaiting the increased independence and exciting changes ahead, transition from primary to secondary school is well known to come with its challenges – both academically and emotionally. One aspect we have been focusing on in the Year 7 pastoral team is that of emotional agility and how to resolve conflict when the ‘friendship issues’ emerge once they have settled in. These are a common and developmentally crucial feature of adolescent life and so our focus is primarily how to navigate them effectively.

Brene Brown’s research into shame and vulnerability over the past twenty years is insightful and brings a wealth of authentic guideposts which can be easily adapted for pastoral care. The crux of her book ‘Daring Greatly’[1] focuses on how we build shields up to protect ourselves from feeling vulnerable such as perfectionism, foreboding joy, playing the victim or the Viking to name but a few. Traits we as adults can all recognise but which start to emerge when we are in the playground. Her strategies to break down these shields include practising gratitude, appreciating the beauty in the cracks, setting boundaries, cultivating connection, being present and moving forward all of which resonate deeply with our pastoral vision at WHS for our young girls in today’s society.

All well and good but how does this work in practice?

Nicola Lambros’ contribution to the GL Assessment Children’s Wellbeing report[2] this year clearly lays out the correlation between wellbeing and impact on learning. Whilst genuinely complimenting schools on their support for the mental health of their students, she compares some of this help to that of taking paracetamol for a headache – whilst alleviating the pain, it doesn’t help uncover the underlying causes. She has a point. So how do we avoid putting a plaster over these issues? How do we bring about a deep, raw and authentic cultural shift in how we manage teenage behaviour in an ever increasingly sexualised, intrusive and pressurised society where comparison is the killjoy of creativity? How do we go about ensuring the girls develop emotional agility from a young age? And develop self-efficacy which is authentic and whole-hearted, a firm foundation for the teenage years and life in general?

Big questions, but ones we relish in the Year 7 team, especially with the knowledge that scientific research has now proven that the teenage brain has a further burst of growth at this time allowing for the reprogramming of those learnt behaviours which were previously thought of as hardwired and unchangeable. With this understanding, it is an exciting prospect to know we can equip our girls from an early stage with the tools on how to be emotionally agile throughout their teenage years and beyond.

Here are some reflections outlining where we are seeing some fruit:

  1. Practising proactive intervention. When a friendship issue arises, at times getting those involved around the table for a mediation is the best option. It’s uncomfortable (initially) but that vulnerability enables authentic conversation, breaks down walls and provides a way of moving away from blame and forging a pathway forward. Another strategy we have used is the ‘Support Group Method’ which encourages collective responsibility: with the individual’s permission, spilt the form into small groups, share what the problem is and ask for ideas on how to move forward. Getting students to write down their ideas and pop in a box enables more freedom of thought.[3]
  2. The not so nice emotions and how we describe them. Psychologist Susan David in her TED talk ‘the gift and power of emotional courage’[4] maintains ‘tough emotions are part of our contract with life’ and more poignantly ‘discomfort is the price of admission to a meaningful life’. Enabling girls to experience this on their level with a friendship fallout is crucial in helping them develop emotional intelligence. She also stresses that we own our emotions, they don’t own us. So, rather than ‘I am stressed’ using the phrases ‘I’m noticing’ and ‘I’m feeling’ can help embed emotional agility in the long term.
  3. Use of coaching methods. Whether in PSHE lessons or pupil meetings these can equip girls with tools to reach their full potential and prevent bad habits from setting in early. Top performance coach Sara Milne Rowe’s new book ‘The Shed Method- Making Better Choices When It Matters’[5] is illuminating on this topic. She maintains ‘mind energy is the fuel that fires our brilliant human brain and is at the heart of building any new habit- be it a body habit, mood habit or mind habit’ and provides practical examples of how to set goals and achieve them; strategies which can be translated easily into the school setting.
  4. Listen to pupil voice. Whether it is touching base after the first couple of weeks, canvassing opinions on the Year 7 PHSE programme or at the end of a term, we ask our Year 7 girls for feedback regularly which helps enormously to know what is really going on during this phase. One notable occasion is asking the girls to nominate who and why they want to give the Speech Day ‘Grit’ Awards to in the year group. Reading the nominations has each year brought me both to tears and chuckles and reminds me that we wouldn’t have known about the small acts of kindness or bravery that happen on a daily basis unless we asked our girls to tell us.
  5. Thinking creatively. We took Year 7 to see Wicked this year and have incorporated the story into how to approach friendship issues and ideas around acceptance in the wider world. The staff enjoy this just as much as the girls!

It’s an organic and evolving process and one that excites me greatly. Sometimes ensuring a smooth transition process does require a paracetamol or a plaster. However, building emotional agility takes time and effort to adopt as a habit. It is not (as is often perceived) the case of putting on resilient armour reading for battle. Vulnerability is at the core of this approach and that takes real courage. But it is worth it and I feel privileged to work in a place where girls and staff are willing to give it a go.

Jenny Lingenfelder

Head of Year 7

[1] Brene Brown ‘Daring Greatly. How the Courage to be Vulnerable Transforms the Way we Live, Love and Parent and Lead’, 2012

[2] GL Assessment Children’s Wellbeing: Pupil Attitudes to Self and School Report 2018

[3] See Ken Rigby University of South Australia for more detailed information on different intervention approaches, March 2010

[4] Susan David TED talk ‘The Gift and Power of Emotional Courage’, Nov 2017 https://www.ted.com/talks/susan_david_the_gift_and_power_of_emotional_courage

[5] Sara Milne Rowe ‘The SHED METHOD Making Better Choices When it Matters, 2018

 

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The value of spontaneous speech

Claire Baty, Head of French at Wimbledon High School, considers the importance of spontaneous speech in the Modern Foreign Language classroom.

Like many a Modern Foreign Language teacher at this time of year, I have spent the last few weeks    conducting oral exams. I like this opportunity to work with my students individually. I see oral exams as the chance to shine, to show off all the hard-work done during the year. It’s the only exam that the student is in control of, that they can steer down their path of choice. So why then, do the students have such opposing views? They hate oral exams. Clearly nerves are natural, let’s face it, no one relishes being put on the spot and being recorded at the same time. But the problem goes deeper than simply being nervous about an exam. There is often a big discrepancy between the quality of written work compared to the quality of spoken work. A student who can write at length using a range of subordinate clauses and move comfortably between time frames, reverts to simplistic sentences or one-word utterances when asked to speak spontaneously. Many a time has a parent expressed frustration at their daughter’s inability or unwillingness to speak in the target language when on holiday, despite their excellent grades in MFL at school.

Why is any of this important, you might ask. If the students are getting good results, then does it matter? I would argue that yes, it matters a lot. As a French teacher it is my job to enable my students to communicate, and true communication is not about writing an essay, learning it off by heart and reciting it under exam conditions. True communication is the desire to share experiences and ideas with others. In the words of Nelson Mandela “If you talk to a man in a language he understands that goes to his head. If you talk to a man in his language, that goes to his heart”.  Only by speaking to someone in their own language can we truly begin to understand them, their identity and culture.

 

“If you talk to a man in a language he understands that goes to his head. If you talk to a man in his language, that goes to his heart”.

 

Moreover, speaking another language enables you to experience different attitudes to life, relationships, food and environment. Adam Jacot de Boinod makes this point succinctly in the books “The meaning of Tingo” and “Toujours Tingo”. He states that words change the way we see the world. Take for example that in Hawaiian kapau’u means ‘to drive fish into the waiting net by striking the water with a leafy branch’. In Inuit, pukajaw means ‘firm snow that is easy to cut and provides warm shelter’. Jacot de Boinod realised that sometimes a dictionary can tell you more about a culture than a guidebook. (The meaning of Tingo, Adam Jacot de Boinod, p.ix, Penguin Books 2005). My students know this; they want to travel the world and be international citizens. They can see the importance of linguistic knowledge and cultural awareness in the workplace, and it is our job to guide them towards a more spontaneous approach to communication.

Whilst teenage anxiety plays a part in making students reluctant to speak in the target language, it is by no means the only cause. Confident, able students resist our advice to move away from pre-learnt speeches. There is a notable disjuncture between the language needed for a speaking exam in Key Stage 4 and the phrases that would be helpful as a tourist in the country. Whilst the new GCSE specifications go some way towards addressing this, the lack of requirement for transactional language means our students can converse at length about their holiday plans or environmental problems in their local area, but struggle if someone stops them in the street and asks for the time, they panic if the waiter in the café doesn’t stick to his side of the role play when ordering a chocolat chaud! Infrequent lessons in an artificial classroom environment further compound this difficulty, not at all helped by the fact that when the students do muster up the courage to speak in French, the French have a tendency to reply in English.

Guy Claxton, an academic, a cognitive scientist and leading educationalist specialising in well-founded ways of enhancing intelligence, spoke to us recently about The Learning Power Approach and the importance of teaching learners to teach themselves. He made a number of points that resonated with me in terms of their pertinence in this discussion. Firstly, that it is our job as language teachers to equip the girls with the traits and skills to cope outside of the classroom, to be independent enough to flourish. Secondly, if we want students to be able to do something, then we have to coach it, build it up gradually by providing them with structured opportunities to speak spontaneously:

  • Key phrases on the wall and learning mats to help build complexity into spontaneity
  • The use of listening exercises to model the language we want the students to use rather than just to assess their understanding of a topic
  • Effective vocabulary Focussing on verbs to enable responses in complete sentences.
  • Scaffolding is necessary in Y7 and 8 to build confidence.
  • Target language use needs to be built into classroom routines and bravery must be rewarded.
  • Support should be gradually withdrawn in Y9 so that by Y11 spontaneity is more likely.

These practices are essential to good language teaching, they are the bones of our lesson plans. But whilst they might encourage pupils to talk, do they encourage spontaneous speech? Gianfranco Conti, PhD and co-author of ‘The Language Teacher toolkit’, winner of the 2015 TES best resource contributor award and founder of www.language-gym.com would argue that true spontaneous speech is without prompts. “[speaking tips] refer but to the very embryonal stage of spontaneous talk, what […] I refer to as the ‘imitative’ stage. However, in order to bring our learners from the ability to ‘parrot’ phrases on the wall or on writing mats to what applied linguists call ‘autonomous speaking competence’ it takes way more”. We need to expose our students to native speakers, whether that be through trips, language assistants, other bilingual students or simply authentic audio and visual material such as radio, music and films. We need to encourage peer to peer interaction and exercises that focus on the communication of a message and less on the accuracy. Cloze exercises, speed dating conversations and dictagloss should be prioritised.

Here at WHS, Modern Foreign Languages are hugely popular. Students enjoy the variety of an MFL lesson and the satisfaction gained from learning something brand new. French, German and Spanish continue to be popular choices at GCSE and A Level. Speaking exams will always be nerve-wracking but I would like my students to feel proud when they can confidently develop their answers. I would like them to experience a sense of joy at being completely understood when speaking French in France. I want to enable them to speak with the same enthusiasm and conviction with which they express ideas in their mother-tongue. Above all I would like my pupils to want to communicate at every given opportunity. Ce n’est pas la mer à boire, non?

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Does honesty have a place in the law?

Lilly (Y11), discusses the importance of honesty in law and whether the practice of Law and the Justice System needs honesty to function.

When considering this question, it is tempting to immediately think of the skilful, yet exploitative nature in which lawyers can bend any law or lunge into any loophole which will win their case, thus concluding that honesty most definitely does not fit into law. This narrative has been one that is heard in stories stretching back centuries; if we stretch back three, to the words of 18th century poet John Gay, he describes this as follows:

I know you lawyers can with ease,

Twist words and meanings as you please;

That language, by your skill made pliant,

Will bend to favour every client;

That ’tis the fee directs the sense,

To make out either side’s pretence.

Now, it is incorrect to say that there is no truth in this. If we think about why lawyers are hired in the first place, it is obviously to find ways in which the law can be used to favour their client. It is doubtful that many people would hire a lawyer and tell them to find whatever they believed to be the most honest plan of action to take, rather than what will let them walk free. In other words, a lawyer’s job in essence is to manipulate the legal terms and conditions in order to present a client who seems like an innocent person in front of a jury, but perhaps looks more like a thief when they close the doors of the court behind them.

 

 

The law is a set of codes, and the program that the codes feed in to allows for our society to be regulated and run smoothly.

 

 

To really understand this question, we have to strip the very concept of law back to its basics. The Oxford Dictionary recognises law as “the system of rules which a particular country or community recognises as regulating the actions of its members and which it may enforce by the imposition of penalties.” In essence, the law is a set of codes, and the program that the codes feed in to allows for our society to be regulated and run smoothly. This view of society as fairly binary, (right or wrong), does not allow any scope for honesty, therefore, it could be said that the law is much like a computer program with lawyers being the coders, operating the whole show.

However, with the risk of sounding like we live in some sort of dystopian novel controlled by an IT department of lawyers, lets look at why this idea is flawed. This stripped-down view of law to its basic components is very different to our unfortunately much less simple reality, where honesty must have a purpose in law. If you cut right to the heart of law, you see that honesty is in fact an integral part of its composition. It’s no mistake that one swears to tell “the truth, the whole truth, and nothing but the truth” at a trial. This reflects not just the presence, but the necessity of truth in law.

Yet even so, a necessity for honesty doesn’t necessarily translate to there being a guarantee of honesty. Every single human is dishonest at some point (if not many points) during their lives. On the whole, this dishonesty manifests itself in the form of white lies, which are, on the whole, harmless. It is only for a smaller portion of society that these present themselves as serious crimes. But, this is the important part. The very system of law only works when assuming that human beings are honest most of the time. If we were the opposite, i.e. dishonest most of the time, the system of law as we know it would not be able to function, and instead we would probably be living under a system where the means of control were strictly military. But conversely, if human beings were intrinsically honest, this would mean that we wouldn’t need law at all, and would probably live more in something similar to the computer analogy mentioned earlier. The assumption that we are honest most of the time means that the law functions by the system of proving someone to be dishonest, reflected in the well-known phrase “innocent until proven guilty”. Can you imagine if humans were recognised to be dishonest most of the time by the law? This would not only blur the lines as to if a law that was made was good or bad, but also make it incredibly hard to distinguish between a law being created to prosecute or persecute (which would probably result in martial law).

 

If human beings were intrinsically honest, this would mean that we wouldn’t need law at all.

 

In short, there isn’t a straightforward answer to this question. Many ideas have been suggested in disagreement with honesty’s place in law, due to the self-interested, survivalist nature of humans, which determines that even if honesty did have a place in law, this honesty is easily undermined by the fact that humans are driven by self-preservation, which usually doesn’t coincide with being completely honest. But even so, it is undebatable that the level in which we regard honesty’s significance in law has a huge influence on our society.

 

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Castles: architecture and story.

Wimbledon High History

Daisy (Y12) explores the significance of the castles that are dotted all over the British Isles, arguing that we should look beyond their architectural genius to study the stories behind them.

Castles are undoubtedly the most important architectural legacy of the Middle Ages. In terms of scale and sheer number, they undermine every other form of ancient monument and dominate the British landscape. What’s more, the public has an enduring love affair with these great buildings since they play an intrinsic role in our heritage and culture, meaning that over 50 million people pay a visit to a British castle each year.

Arundel Castle, West Sussex

The period between the Normans landing at Pevensey in 1066 and that famous day in 1485 when Richard III lost his horse and his head at Bosworth (consequently ushering the Tudors and the Early Modern period in to England), marks a rare flowering of British construction. Whilst the idea of “fitness for purpose” was an important aspect of medieval architecture, the great castles of the era demonstrate that buildings had both practical and symbolic use.

One of the most iconic forms of medieval castle, was that of the Motte and Bailey which ultimately came hand in hand with the Norman conquest of 1066. The Bayeux Tapestry eloquently depicts the Norman adventurers landing in Pevensey and hurrying to occupy nearby Hastings. The men paused on the Sussex coast and are said to have indulged in an elaborate meal whereby they discussed their plans for occupying the highly contested country. The caption of the Tapestry notes “This man orders a castle to be dug at Hastings”, which is followed by a rich scene illustrating of a group of men clutching picks and shovels heading to start their mission- castles were the Normans first port of call. In the years that followed, castle-building was an intense and penetrating campaign, with one Anglo-Saxon Chronicler stating that the Normans “built castles far and wide throughout the land, oppressing the unhappy people, and things went from ever bad to worse”. It was vital for William to establish royal authority over his newly conquered lands, and thus the country saw the mass erection of potentially more than 1,000 Motte and Bailey castles. With these buildings, speed was of the essence, and so the base, or Bailey, was made of wood, while the Keep (which sat on the top of the Motte) was relatively small and made of stone.

A drawing displaying a Motte and Bailey Castle.

Despite the fact that these castles obviously served a defensive purpose, with the elevation from the Motte providing the Norman noble with a panoramic view of the surrounding countryside, their symbolic purpose was arguably of greater significance. The erection of such a large number of castles set out to alter the geopolitical landscape of the country for ever and made sure that the Norman presence would be felt and respected. Figuratively, the raised Keep acted as a physical manifestation of the Norman’s dominance over the Anglo-Saxons with the upwards gradient effortlessly representing the authoritative function and higher superiority of the Lord, which was the fundamental aspect of the feudal system. Additionally, as many academics tend to emphasise, the fact that they were often located in order to command road and river routes for defensive purposes meant that their possessors were also well placed to control trade, and thus could both exploit and protect mercantile traffic.

Another key development in castle building occurred approximately 200 years after the Battle of Hastings, during the reign of Henry II. Prior to Henry’s accession, England had been burdened by civil war and a period known as the “anarchy” under his predecessor, King Stephen. Taking advantage of the confusion and lawlessness displayed throughout Stephen’s reign, the barons had become fiercely independent. They had not only issued their own coinage but also built a significant number of adulterine castles and had unlawfully adopted a large sum of the royal demesne. As a result, in order to establish royal authority, Henry set about demolishing these illegal castles en-masse, on which he expended some £21,500, and further highlighted his supremacy. Thus, as seen under the Normans, castles were again used as a means of establishing royal authority. From here the British landscape was significantly altered for a second time, which, in a period lacking efficient communication and technologies would have been a highly visible emblematic change impacting all members of society from the richest of the gentry to the everyday medieval peasant.

As a result, whilst is it important to appreciate the architectural styles and physical construction of medieval castles, I believe it is vital to acknowledge their symbolic nature, and appreciate how through the introduction of such fortresses, peoples’ lives would change forever.

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Critical Thinking: “the important thing is not to stop questioning.” – Albert Einstein

Richard Gale, teacher of Biology at WHS, looks at the value of critical thinking and how we can use this to help make logical and well-structured arguments.

At some point we all accept a fact or an opinion without challenging it, especially if we deem the person telling us the fact or opinion to be in a position of authority.

Challenging or questioning these people can seem daunting and rude, or at worst we could appear ignorant or stupid. However, if we never challenged or questioned ideas or perceived facts then the world would still be considered to be flat, and we would not have the theories of relativity or evolution.

This is what Einstein is getting at, that all ideas and preconceived facts should be questioned otherwise society will stagnate and no longer advance in any field of study. This process of constantly asking questions and challenging ideas is known as critical thinking.

It is said that someone who is a critical thinker will identify, analyse, evaluate and solve problems systematically rather than by intuition or instinct; almost a list of higher order thinking skills from Bloom’s taxonomy. The reason for placing critical thinking as a key higher order skill is because, as Paul and Elder (2007) noted “much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced.  Yet the quality of our life and that of which we produce, make, or build depends precisely on the quality of our thought.”

In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information by asking questions to understand the links that exist between different topics. It requires learners to weigh up and determine the importance and relevance of evidence and arguments, identifying arguments that are weak and those that are stronger; to build and appraise their own arguments, identify inconsistences and errors in arguments and reasoning, doing all of this in a systemic and consistent way. Then they should reflect on the justification of their own assumptions, beliefs and values. As Aristotle put it “it is the mark of an educated mind to be able to entertain a thought without accepting it.”

Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value. They will always seek to determine whether the ideas, arguments and findings represent the entire picture and are open to finding that they do not. In principle anyone stating a fact or an opinion, and I am definitely including myself here as a teacher, should be able to reason why they hold that fact or opinion when asked questions and should be able to convince a class or an individual that those ideas have merit. Equally, as I know my pupils would attest too, pupils should be able to reason why they hold their opinions or ideas when questioned. Whilst this may seem daunting and at times a bit cruel, being able to think critically has become a very important skill with the onset of the new A levels.

In Biology, under the reformed linear A level, there has been in increase in the percent of marks awarded for higher order thinking skills, termed A02 and A03. A02 is to ‘apply knowledge and understanding of scientific ideas, processes, techniques and procedures’ whereas A03 is ‘analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to issues.’ This is weighted between 40-45% of marks for A02 and 25-30% for A03 skills of the overall percentage across the three papers. The pupils taking the exams are expected to critically interpret data and theories, as well as analysing and interpreting the information they have learnt in completely novel situations. The following quote from Carl Segan is now more significant as knowing facts is no longer enough for pupils to succeed: “knowing a great deal is not the same as being smart; intelligence is not information alone but also judgment, the manner in which information is collected and used.”

Thankfully, we can develop and train ourselves – and others – to be critical thinkers. There are a plethora of guides and talks on how to we can develop our skills as critical thinkers, and choosing which one is most useful is tricky and to an extent futile as they all repeat the same basic principles but with different language and animations. I have tried to summarise these as follows:

  1. Always ask questions of the fact or information provided and keep going until you are satisfied that the idea has been explained fully.
  2. Evaluate the evidence given to support the idea or fact; often miss-conceptions are based on poor data or interpretations. What is the motive of the source of the information, is there bias present? Do your research and find the arguments for and against, which is stronger and why?
  3. Finally, do not assume you are right, remember we ourselves have bias and we should challenge our own assumptions. What is my truth? What are the truths of others?

We can practise these skills when we are in any lesson or lecture, as well as when we are reading, to help develop a deeper understanding of a text. Evaluating an argument requires us to think if the argument is supported by enough strong evidence.

Critical thinking skills can be practised at home and in everyday life by asking people to provide a reason for a statement. This can be done as they make it or by playing games, such as you have to swap three items you current have for three things you want, and then rationalising each choice. You can even engage in a bit of family desert island discs, taking it in turn to practise your Socratitic questioning (treat each answer with a follow up question).

There are a few pitfalls to consider when engaging with critical thinking; the first of these is ignorant certainty. This is the belief that there are definite correct answers to all questions. Remember that all current ideas and facts our just our best interpretation of the best information or data we currently have to hand and all of them are subject to re-evaluation and questioning. The next one is more relevant to critical thinking and is naïve relativism – the belief that all arguments are equal. While we should consider all arguments we cannot forget that some arguments are stronger than others and some are indeed wrong. Even Isaac Newton, genius that he was, believed that alchemy was a legitimate pursuit.

Critical thinking is not easy; you have to be prepared to let go of your own beliefs and accept new information. Doing so is uncomfortable, as we base ourselves on our beliefs but ultimately it is interesting and rewarding. As you explore your own beliefs and those of others through questioning, evaluating, researching and reviewing, know that this is enriching your ability to form arguments and enhancing your opinions and thoughts. You do not know what you will discover and where your adventure will take you, but it will take you nearer to the truth, whatever that might be. Whilst on your journey of lifelong learning remember to “think for yourselves and let others enjoy the privilege to do so, too” (Voltaire).

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Should standardised exams be exchanged for another form of assessment?

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Jasmine (Year 11) explores the merits and weaknesses of exams as the formal assessment of intelligence, discussing whether an alternative should be introduced that suits all students.

Exams – the bane of existence for some but an excellent opportunity to excel for others. Thought to have been founded in China, with the use of the standardised “imperial exam” in 605 AD, they are the education system’s way of assessing the mental ability and knowledge of students whilst also creating a practical method of comparison to others in the country. They are therefore an important factor and indicator for employers. But does this strict, tight method really work for assessing intelligence or is it just a memory game that is only achievable for a select few?

I asked 80 students in a survey if they think that exams should be exchanged for another form of assessment and the results concluded that 78% agree that they should. However, when asked about their reasoning, it was mostly due to stereotypical dislike for the stressful period. Some who agreed with the statement also mentioned the unrealistic exam conditions that would not occur in daily life. An example was set forth that during a language oral exam a great amount of pressure is put on the students causing them to become nervous and not perform to their best ability. However, in a real-life conversational situation they would not have to recite pre-prepared answers and the pressure would be taken off so the conversation would flow more naturally. This shows that although someone may have real fluency and talent for the language, their expertise will not be notified and rewarded accordingly

Among many students, examinations are accused of being memory tests that only suit a certain learning style; and the slow abolishment of coursework at GCSE level is contributing to this. This could be shown by the fact that many people in the country have learning difficulties such as dyslexia. These students may be particularly bright and diligent workers however, their brains do not function in the way exams rely on them to. Nonetheless, if they are put in front of a practical task that they have learned to do through experience, they are deemed to be far more knowledgeable and perceptive. Studies show that by learning something consistently for a long period of time it stays in our memory but though it is important to ingrain essential facts into our brains, especially at GCSE level, GCSEs are mostly comprised of learning facts over a period of around 2-3 years and then a final exam at the end; which does not particularly show consistent learning and is more just an overflow of information.

Stress levels caused by the lead-up, doing, and waiting period for results that subsequently follows are also a major factor in the argument that traditional standardised tests should be augmented. According to the NSPCC, from 2015-2016 there was a 21% increase in the likelihood of counselling sessions being for 15-18 year olds affected by exam stress many of whom would be doing GCSEs and A Levels. Some say that the stress these tests cause is necessary for success and mimics the stresses of the real world; but how essential are some of these exams like non-calculator Maths papers when nowadays most people of have calculators on their phones? Exams are also said to create healthy competition that prepares people for the struggles and competitive nature of the modern working world and also motivates students, but can’t this be done with another form of assessment that is more suited to the individual student?

However, the use of different approaches to examination may, in fact, lead to the risk of the test being corrupted. This would mean that grading would be mainly subjective and there would be more scope for unfair advantage for some rather than others. The restrictive nature of our exams today with a set time, set paper and set rules does ensure that fairness is a priority but is the actual exam really the most equal way to test so many different students?

Standardised exams are not the best way of determining the knowledge and intelligence of students around the world. This is due to the stress and pressure they cause, the fact that they are only appropriate for certain learning styles and their ill comparison to real life events in the working world. Changing the form of these assessments may, however, cause grades to be unreliable. My suggestion would be smaller and more practical examinations throughout the course that all contribute to the final grade as this puts less pressure on the students and helps those who rely on different learning strategies to excel and demonstrate their full potential.

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A little knowledge is a dangerous thing.

Daniel Addis, Teacher of Classics here at WHS, offers an insight into the need for breadth in students and teachers’ education and how they can acquire it.

They say a little knowledge is a dangerous thing. If we consider the Dunning-Kruger effect (demonstrated on the diagram to the right) we might agree. The principle is that ‘knowledge without sufficient experience can lead to an overestimation of ability’. It is no surprise that Donald Trump has been nicknamed the ‘Dunning-Kruger President’ in articles by the New York Times, Bloomberg, and the Independent. I recall an interview where he tries to explain uranium to his audience:

“You know what uranium is, right? This thing called nuclear weapons like lots of things are done with uranium including some bad things.”

The ignorance is palpable. One cannot help but feel that he has learnt a lot of this information in the very recent past. He has absorbed so little of it that he has become overly confident with his knowledge of the subject. I hope I am not alone in feeling thoroughly worried by this man and his proximity to the proverbial big red button. A little knowledge is truly a dangerous thing.

In the face of this, we should surely adopt a Socratic approach; “the only thing I know is that I know nothing.” By acknowledging our own ignorance, we do not risk the negatives of living beyond our intellectual means; the embarrassing demonstration of knowledge half-baked, the pub quiz question we definitely know the answer to being wrong, or a lack of understanding in the political climate leading to nuclear war. ‘Ignorance is bliss’, or is it?

As teachers, we have progressed to the far end of the Dunning-Kruger graph. We have the experience to move beyond the initial confidence level, through the trough of timidity to the position of expert in our subject. We are authorities on the syllabus and all is known to us. Hurrah!

But is there a danger that we could be elsewhere in the Dunning-Kruger graph? If we consider the graph to concern the sum of human knowledge rather than just the knowledge of our own subject, surely the specialisation in our own area of expertise, to the detriment of other knowledge, means that the level of overall experience is low. We do not have the breadth of knowledge required to move beyond the initial peak of overconfidence. And we have seen the danger of that…

It is important in our role as teachers that we continue to broaden our horizons, to learn more about the wider world beyond our subject and our specialty. By advocating our individual areas, we can damage the overall learning of the student. Naturally, we want to promote our subject, the bastion of our intellectual development. There is a reason we have attached ourselves to these monikers of learning, such as an inspiring teacher or a book that had us gripped from cover to cover. Particularly for the 6th Form or for options lower down the school, we want to sell our subject, to show students how our subject can pique their interest. We have to be incredibly passionate, otherwise our subject may be disregarded and all that knowledge remains unutilised and undiscovered.

We are particularly fervent in the Classics department for this very reason. I can guarantee every Classics teacher has memorised the ‘why learning Classics is still relevant and important’ speech due to how often we have to spout it. This breeds an element of competition in teachers, who feel they must defend their subject against the onslaught of other options. We are in a fight to keep our relevance and our numbers high. This has engendered an ‘Ivory Towers’ model of teaching, where each subject is in opposition to the others rather than collaborating to gain the best results for students.

Whilst the British system of subjects is fantastic for producing a depth of knowledge in those students who study them, we as teachers need to be advocating a far broader array of knowledge. What is an education that only focuses on one area? How can we truly learn Shakespeare without understanding Greek Theatre? How can we truly learn physical Geography without an understanding of the scientific elements that fabricate our world? How can we truly learn French without knowledge of the history of the Europe?

It is our responsibility as teachers to keep learning, expanding our horizons, and putting our subject in context with others. The ‘Ivory Towers’ model is not only defunct, it is damaging and we must try to move beyond it. Students will be learning the same skills in a variety of classes. Understanding of major concepts such as justice and morality can happen in History just as much as R.S. Analysis of literature is not just the preserve of English, but of MFL and Classics as well. Logical processing and methodology occurs in Maths, Sciences, Geography, Languages, History, and more. The similarities are much more prominent than the differences.

I will stop at suggesting a thorough re-examination of our entire curriculum. I think our subject-based system allows students to study what they are interested in with a depth and insight that other models of teaching do not allow them. However, they need to be exposed to a wider array of material in order to develop the cultural capital needed to be high functioning members of our society. Unfortunately, it does not happen naturally. The percentage of students who decide for themselves to delve beyond the syllabus is disappointingly low. We, as teachers, need to be the examples for them to follow. The syllabus is a base point but we must indicate what else is out there for them to discover.

I appreciate this sounds an awful lot like hard work. Not only learning your specification but what others are teaching as well?! The job of a maniac! However, there is an easy solution… Explore and Rosewell lectures. Sit and listen about the wider world. From brain surgery to rainforests; classical myths to Chinese politics; just sit and listen. Enhancing our own learning can only help our students and demonstrate to them the benefits of the holistic education. By developing the breadth of our own learning, we build the level of scholarship throughout the school. We tear down those ‘Ivory Towers’. We create a love of learning beyond the minimum required. Moreover, we can show that it is worth the time. Unfortunately, we are time poor as a profession. However, demonstrating that it is worth that hour to listen to a lecture will increase its value for everyone; students, staff, friends, parents etc. The more people we can have attending these lectures, the more our collective intellectualism will grow and flourish. If we consider the methodology of our recent visitor Guy Claxton, we should be facilitating and encouraging learning by the students and allowing them to do the majority of the research and discovery. What better way to embody this ideology than to show support for extra-curricular and cross-curricular learning by an expert in the field.

There is a famous expression ‘Jack of all trades and Master of none.’ What a negative ideology, I have been tarred many times with this linguistic brush. “Why would you want to try many things when you could be really good at one thing?” “Why would you do something if you are not the best at it?” It creates a culture of fearing the unknown, of deriding those who are not experts but are enthused. No one wants to be a Jack, but people rarely finish the expression. In full:

‘Jack of all trades, Master of none, but better than a Master of one.’ 

Let’s stop being Masters and be Jacks. Let’s broaden our knowledge of the entirety of what the world has to offer. Let’s Explore. You never know what you might learn.

Twitter: @AcademicSch_WHS