The idea that each child had a fixed level of 'innate intelligence' which could be measured and presented as an Intelligence Quotient IQ score was widely promoted, most notably by psychologist Cyril Burt, who did more than anyone to advocate the widespread use of IQ tests 'for the purpose of pinning permanent labels on schoolchildren at the age of eleven' Chitty Burt provided much of the theory on which the Hadow Reports were based and was to wield enormous influence over many years - through the Spens Report to the structure of the secondary education system in the wake of the Education Act. Another influential eugenicist was Professor George Adami, who served on the Hadow committee for its Reports ofand In an address to the International Eugenics Congress in New York in September and reprinted in The Eugenics Review inAdami emphasised the importance of selecting the most able pupils for entry to the country's best schools, so as to prepare them for leading positions in society.
The children are continuing to impress with the delivery of their lines and their learning of the many songs; the next stage is to belt them out!
It was lovely to see so many of you coming along to the Arts Exhibition on Thursday evening.
There were lots of lovely comments about your work and we hope you are proud of what you achieved. Sunday 18th November Phew! That was quite a week!
We had a marvellous morning on Monday as we spent time with Jon, Louise and Mark who told us all about their different careers in engineering, project management and anaesthetics.
It was a fantastic opportunity for us all to learn about the world of work; huge thanks to all three of you for giving up your time. We tackled column subtraction on Tuesday and applied our skills to word problems later in the week.
On Wednesday, we were met with the shocking news that Susie Celery had been kidnapped from Class 8.
It was nice to be back after our short stint at Main School whilst our new windows, doors and playground were put in. We put the playground to good use straight away with hockey lessons on Monday andpractised our skills in small games.
In Maths, the children revised their understanding of column addition and in Literacy, we thought about figurative language and how to describe the senses in setting descriptions.
We have started learning the accompanying songs too and the dancers have started to choreograph their routine! We might even try and squeeze in a little Maths and Literacy! Tuesday 30th October What a week we had up at Main School. We immersed ourselves in the arts and learnt a little about WW1 as the centenary of the end of the war approaches.
We worked with Ruth Sayers, who delivered some amazing drama workshops which saw the children working in groups to capture moments which may have been witnessed at the start of the war: Excellent work was seen across the classes.
Poppies were created using textiles and we practised our sewing skills. Using recycled book pages, we produced blackout poems on the theme of WW1 and wrote imagined letters home from the trenches.
Mrs Blackburn introduced Mars by Holst to the children and worked with us to create ostinato rhythms similar to those heard throughout the piece.
There were dance lessons, delivered by Mrs Cresswell, themed around music heard in the s, and there were lots of art pieces created too.
Because we were off timetable though we still managed paceball sessions!ABSTRACT In this article I describe the ways in which pupils in England have been allocated to teaching groups during the period in which the state has provided education - roughly from to the present.
Sunday 18th November Phew! That was quite a week! We had a marvellous morning on Monday as we spent time with Jon, Louise and Mark who told us all about their different careers in engineering, project management and anaesthetics. It was a fantastic opportunity for us all to learn about the world of work; huge thanks to all three of you for giving up your time.
Enter your email address to follow this blog and receive notifications of new posts by email. Help your child explore books and language with TheSchoolRun's Book reviews activity pack, a huge collection of reading comprehension and creative writing resources for Year 1 to Year 6.
Subscribe now now to instantly download this content, plus gain access to s of worksheets, learning packs and activities exclusively available to members. Descriptive or Expressive Statistics - Statistics We define statistics as a branch of mathematics as a means to analyze, understand what we observe and explain synopses, so as to create sense and meaning of our explanations and observations.