Transcript

OK. So you're going to do your work now, Jack? Yes? Jack has very fixed ideas. And if he wants to do something, he's going to do it his way. And it doesn't matter what I say or what anyone else does. He's going to do it his own way. With this curriculum, Jack is encouraged to work in the way that suits him. If I tried to make Jack sit down and complete a worksheet that meant nothing to him, he would absolutely rebel. And he would be a very unhappy child. He wouldn't want to come to school. And he wouldn't-- if they're not happy, they're not going to learn at all. He carries out the task in the end, but in his own way. Jack is a highly intelligent boy, but he has an awful lot of problems with fine motor skills. He really isn't interested in writing at the moment. And he's still very much at the scribbling stage. But because we have allowed him to work and develop at his own pace, we can say that there has been a good improvement. This was Jack in September. And here, he was supposed to be practising the letter C. And as you can see, we have a lovely colourful scribble. He was not interested in that at all. But he could tell me what the letter C, who it was in letter land, the sound the letter made. And he knows lots of things that start with that letter. Four months later when we were covering the letter T, Jack had been asked to produce some lowercase ts on this sheet of paper. But Jack had it in his head that he was going to produce capital Ts. And this is a very definite capital T. And for Jack, that is a big improvement. It really was a breakthrough. And I was very pleased with that. I think this shows that given encouragement and time, children will produce the goods in the end.