The National Curriculum Handbook sets out the programme schools are required to teach.The Code of Practice 2000 details a ’continuum of need’. ’Need’ can mean a variety of things and is not a unitary concept, though it does suggest a lack of something. Biologically we need food, shelter and warmth. ’Social needs’ however are the need for friends and acquaintances. When meeting these needs, the self-esteem needs, where being competent and recognised become important. In this way, ’needs’ may be ’seen in a variety of ways: physical, emotional, social, aesthetic, spiritual, intellectual’ (Maslow, cited in An Introduction to Teaching, Desforges,C.1998)
Culture can be concluded as a phenomenon that has an effect on everything. It can be defined in many ways. Culture is learned, not genetically inherited. An important definition of culture identified by Hofstede “Culture is the collective programming of the mind which distinguishes the members of one human group from another”. Hofstede (1980)
Within the classroom the adults and children have different attitudes about their cultural identity, as perceived by them and by others. Though important to each individual, some may choose to change their own culture. In today’s society this is possible, by marriage, education or immigration. Just by making the move to a neighbouring village or across the town can have an impact upon people’s own culture, changing it to whatever degree they may choose. Furthermore, some may wish to be included in more than one group, therefore becoming bicultural. Bicultural education should be an enriching experience, broadening the range of choice for cultural identity.
Relations and interactions with predominant environments become inherited and remain part of the culture known and recognised. However, each generation adds something new of its own, which is then passed on, hence cultural shifts and temporal change. Each generation believes their culture to be the correct one, this may be when this is the only one learned, therefore, the indication that the need to educate our young people about diverse cultures and right and wrong is now, more than ever, a priority. This is critical when culture prescribes the behaviour that may be considered acceptable within a social group.
In order that children understand the influence the past has upon the present they need to engage in historical debate. The NACCCE report further emphasises this point whilst discussing change ‘a knowledge of the past is essential to understanding the present (NACCCE 1999), this may then help them to consider how they may influence the future (Cogan 2000). This could be in relation to environmental factors such as global, pollution and conflict between nations, not merely a political exercise. (Cogan 2000)
By encouraging responsible behaviour both in and outside the classroom children’s self confidence is increased and they begin to develop social and moral responsibilites towards authority and each other. The development of links between learning that takes place in the confines of the classroom and the outside world will help children to appreciate their role as citizens. Encouraging the development of enquiry, teaching children how to communicate for different arenas and participate across a wide range of experiences will further extend children’s knowledge about what kind of citizen they want to be and indeed can be.
However, due to media coverage and as a result of personal experiences it is clear that there has been a decline in the process of encouraging positive citizenship roles to the younger generation. This is further reported by the government within the Crick report (1998) and is the reason why it is now at the forefront of the education process to encourage the development of citizenship. Reports such as the Crick report have been processed to highlight the requirement of such a subject to hit right across the curriculum. Citizenship is now statutory at key stages three and four, and guidelines exist for key stages one and two. Within my current workplace citizenship has been allocated one hour per week teaching time as the headteacher recognises the importance of an early start to educating children of the role they will play in later life within society.
The NACCCE outlined the importance of teaching for today’s society ‘The Government is committed to planning an education service that will meet the challenges of the twenty-first century’ (NACCCE 1999). Previously, provision was through general guidelines. The guidelines sought to establish development through a cross-curricular approach. Ensuring awareness was extended beyond subject knowledge in order to create a broad and balanced curriculum.
A report for the Qualification and Curriculum Authority (QCA) Citizenship and Personal Social and Health Education (PSHE) Team produced by Jean Rudduck, (March 2003) cited in Erickson and Schultz (1992) highlighted the importance of such work in developing pupils’ identity. Jackson (1922) suggests that ‘developing voice’ is an important way of helping young people form ‘a critical awareness of their own ends, means and capacities in learning’ an echo of the argument put forward in support of citizenship education.
Schools councils may well provide this outlet for ’developing voice’. Both in primary and secondary, schools councils are becoming more prevalent. Moreover their powers are affecting the culture of schools. However this may depend upon the school. The management of the school council may indeed have an effect on how successful it is. Some schools may hold the council as a show of tokenism. Children may well be seen to have a voice, however they have little or no choice in the issues discussed. They may not be encouraged or even allowed to formulate their own opinions. Hart emphasises this point in exclaiming that adults may be manipulative in using the children’s voices to carry out their work (Hart 1992).
Newly qualified headteachers are beginning to convey in schools new initiatives and think about how schools can be enriched by providing a variety of learning. As further education and teacher training take into account research into children’s learning and the many documents published for example the Crick Report and the NACCCE report.
Children’s learning can be enhanced by using a variety of strategies which develop and encourage creativity. Creativity is the theoretical framework that underpins practice.
According to Peter Jenkinson (2002), creative partnership is potentially one of the most powerful programmes linking culture and education in a generation. He continues that it will provide significant shifts in schools and in the creative and cultural community.
Everyone has the right to access and participate in culture, and that education understood in its broadest sense should be a key priority for all creative and cultural organisations
Jenkinson, P. (2002)
The NACCCE report (1999) proposes that creative and cultural education are related, creativity drawing from cultural contexts and culture a product of the ‘complexity and diversity of human creativity.’ It is therefore a must that educationalists recognise this and ‘promote them through the school curriculum’ (NACCCE 1999)
In order for this to happen planning must be part of the process and considered in the learning outcomes. However, this can cause difficulties. The teachers hours of teaching are carefully monitored, it is very difficult for them to have the time to plan for each subject to involve so many different areas, even the most experienced teachers have difficulty. Over the previous years the focus has changed and more ‘innovative’ teaching is looked for, teaching which
‘Provides a broad range of worthwhile curricular opportunities that cater for the interests, aptitudes and particular needs of pupils… taking particular account of the effect of any innovative practice’
Ofsted (2003)
Though, the internet does provide a rich source of information. Help with planning cross-curricular work is also included in the unit plans issued by the QCA. The Office for Standards in Education (Ofsted) is looking for evidence of this when observing schools. The framework for inspecting schools sets out guidelines; within this framework they set out the criteria in which they will inspect.
Of particular significance is the detailed look at children’s relationships, the organisation of the classroom and seating in groups of children, termed streaming in some schools. Such elements may be included under the term ‘hidden curriculum’. Kelly emphasises that the hidden curriculum is those things which students learn ‘because of the way in which the work of the school is planned and organised but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements’ (Kelly 1988:8). This would agree with the findings of Roland Meighan (1981: 52) when he suggests that the hidden curriculum may be ‘all the other things that are learnt during schooling in addition to the official curriculum’ cited in The Morality of The School Bottery, M. (1990).
It is important to identify the significance of balancing the needs of the individual with those of society. According to Sugrue (1997) the teacher has responsibilities not only to the children, but also to society by shaping learners into good citizens and educating them in cultural traditions. ‘Children’s needs and interests must be tempered by social requirements’ (Sugrue 1997)
In conclusion teachers must be aware that they are contributing to tomorrow’s society and therefore children have a right to fulfill their potential. Schools are required to encourage learning that enables the children to succeed with society’s requirements. Sugrue (1997) debates Entwistle’s (1970) ideas ‘Respect for individual difference must be protected and promoted, needs and interests recognised, while wider social interests and responsibilities cannot be ignored’.
