In 2018 the BBC reported that over the last three years the number of children who are being homeschooled in the UK has risen by around 40%. It’s not hard to see why; for parents, ensuring their child’s schooling is top quality is vital, and home schooling is definitely worth consideration as the new school year starts. Whether you’re considering homeschooling for your little ones or terrible teens, choosing to self-teach offers the perfect method for many parents who seek a more hands-on approach in their children’s education. In the UK, as a parent you must ensure your child receives a full-time education from the age of 5, moving through Key Stages 1-3 and on to GCSE and potentially A-Level education.
So is homeschooling right for you? Whatever the age or abilities of your child(ren), learning from home presents many benefits. Let’s look at a few of these advantages, which may help you decide.
Two of the main reasons influencing UK parents’ decision to choose homeschooling include protecting their children’s mental health and the ability to avoid exclusion. Being in a large classroom environment can present a number of challenges for children, including exposure to bullies, feelings of inadequacy from being around superior-performing peers and being singled out for being ‘different’ from other children. Many children may feel as if they simply don’t ‘fit in’. Home schooling offers a solution to avoid these situations and protect your children’s mental health and wellbeing.
The chance to learn one-to-one rather than one-to-many offers many children the chance to feel fully involved and immersed in their own learning. This increases their chances of remaining engaged and interested in their studies. This also allows you, as a parent, to build a stronger bond with your child; to be able to identify their strengths and weaknesses and work with them on these. It is attention that they may not get in a large classroom environment.
Homeschooling allows your child to proceed through their education at their own pace rather than that of scheduled class. Every child is unique, with their own abilities, and these abilities may vary from subject to subject. If your child needs more help with Mathematics and less so with English, you can adjust their learning schedule accordingly.
This means more healthy sleeping patterns and time to study – you have the time to flex your child’s learning timetable around your lifestyle and circumstances. You can take holidays when you want, too. A definite win-win.
Homeschooling offers many benefits over more traditional school classroom study. It’s worth weighing up the pros and cons of both options before making a decision to homeschool of course, and there are plenty of resources to do this, including the UK Government’s website, which can provide further advice.
Many of you who are doing exams this year will be revising or starting to think about revising. As a tutor, I am often asked, “What should I revise?” The answer is, unfortunately, everything that you have covered in the course. No one except the exam writers know what is going to be in the exams in any single year, so always make sure that you cover everything.
Barnaby Lenon, an ex-headmaster at Harrow, has recently written in a blog that GCSE students should revise their course at least three times. The same applies for A level students, but officially there is no magic number given as to how many times you should do so. Usually, however, it will be more than once. Some lucky people, the exceptions, can read something once and it will “go in”, but more will have to go through the course over and over again for it to sink it. We are all different, and this is the main point with revising – what works for one person will not work for another.
With all this in mind, there are some tips below. Remember, some will work for you, some won’t.
• Find a good place to work. Some of you will like quiet, others will like some noise. We all work best in certain places. Some students may like to work in a library, others in their room, others in a coffee shop. Find a place that works well for you and stick to it.
• What time works best for you? Some people work better early in the morning, others in the afternoon, others late at night. Again, stick to what works for you. If you are a night owl, it’s pointless to try and force yourself to get up early and study – it just won’t work as well. Use your strengths and find the best time to suit you.
• Avoid distractions. There are so many distractions today: mobile phones, television, emails and so on. It can make it hard to study. If you are reading this now but also looking at your social media feed on your phone, for example, it’s doubtful all you are reading will go in. So avoid such distractions if you can. Turn off your phone. Turn off your emails. If you find it hard to do this, give yourself a time limit, “I will revise for one hour, then spend five minutes looking at my phone.”
• With the above point also in mind, some students find it hard to sit down and study for long periods. Others prefer it. Again, you should do what suits you best. If you do find it hard to sit for long periods, give yourself a reward. One student I worked with played volleyball at national level. He found it very hard to sit down for long periods and study. Consequently he was doing hardly any revision. We came up with a plan. He would revise for 50 minutes, then go outside and play with a ball or go for a jog for ten minutes. Then he would revise for 50 minutes again and so on. This worked well for him. You may find a similar reward works for you, looking at your phone, going for a walk, making a cup of tea, watching TV, phoning a friend and so on. Decide on your time limit and give yourself a reward.
• Aim to study for no more than two and a half hours without taking a break. You are probably not revising as well as you would if you carry on revising after that time.
• Making and reading notes and using flashcards can all work well for some students. Others can make recordings of their notes and listen back to them when they are going for a walk or even when they are sleeping at night – Mind maps and memory palaces can also be useful when revising. Again, find a method that works well for you and stick to it.
• If you are reading something and it isn’t sinking in or you don’t understand it. Try a few of the following techniques…
o Read it out loud. When you do this, sometimes it seems to make more sense.
o Try and explain it to someone else – You may find that you know far more than you think you do when you explain it to another person.
o Read it in another way. There are a lot of resources online today, so if you don’t understand your notes or textbook, look online and find another explanation.
• Making a revision timetable for when you intend to revise your subject is also useful. You may be revising for more than one subject, so work out when you are going to study and make a plan for each subject.
• Practice exam papers and old TMAs under “exam conditions.”
• Try to take off a day a week. You decide which day. Take some time off from all that studying.
• Try to start revising as soon as you can. The earlier you start to revise, the more revision you will do.
Remember, you have revised before. You know what has worked well for you and what didn’t. So if you have a good way of revising, stick to it. But if your way hasn’t worked so well, why not try another option from those listed above? There is also of course a lot of advice out there online and in books. The best way to revise is the way that works for YOU! So find your best method and stick to it.
Finally, though success in them is all about your hard work and revision, I am still going to wish you this – Good luck with your exams!
There is a lot of talk in the newspapers and on the news at the moment about the UK struggling not to fall into a state of recession, but what exactly does this mean? What is a recession?
In simple terms, a recession is a period of temporary economic decline during which industrial production, employment, and trade reduces significantly. When economic commentators talk about recessions, they use the GDP (Gross Domestic Product) as their reference point or technical downturn indicator.
A recession begins after an economy that has peaked begins to fall too quickly. It comes to an end as the economy reaches a low point before picking up again. Between this dip and its peak, the economy enjoys a period of expansion, with low unemployment, steady wage rates and good trade links and sales. A recession kicks in when economy experiences two successive periods of “negative growth.”
There are different levels of recession, with some less damaging than others, and being easier and faster to recover from. There have been six major post-war recessions, in 1974, 1975, 1980, 1981, 1991 and 2010. All of these economic dips took years to recover from. In the case of 2010, the UK took four years to begin to rise out of trouble, and with economic uncertainty hanging over the country due to Brexit, economists believe that the chances of us dipping back into recession again are high – if we haven’t done so already. One of the biggest problems about declaring a recession is that we can only be sure if one has happened once it is over and the economy heads back towards a period of growth.
Some recessions are certainly more serious than others, and don’t affect just one country at a time. Between 2007 and 2009 there was a global recession which drew attention to the risky investment strategies used by large financial institutions across the world. As a result of this wide-spread global recession, the economies of virtually all the world’s developed countries were damaged.
During a period of recession people have less money to spend; it’s harder for shops and businesses to make money, and to pay other peoples wages. As a consequence, unemployment levels rise.
Recessions, however awful, are a normal part of a country’s economic cycle. Every area of business experiences periods of growth and decline. It is only when several things go wrong with the economy at one, that a recession is declared. So it could be said that at least there will always be a light at the end of the tunnel. Let’s just hope our next tunnel, if we have to go through one, doesn’t turn out to be that long.
Blue-Sky means having the pleasant appearance of a blue sky. A completely blue sky has no opaque objects, in other words no clouds. Similarly, Blue-Sky Thinking was considered to be empty thinking (i.e. a blue sky without clouds) and in this case without the tarnish of any ideas at all. More specifically, Blue-Sky Thinking means fanciful thinking, hypothetical, not practicable or profitable in the current state of knowledge or technical development. The use of Blue-Sky goes back to 1906, when it was used in the context of Blue-Sky securities, which are worthless securities. Those people trading in worthless securities, something that would later be referred to as junk bonds, were said to be selling “Blue-Sky and hot air” and so were called “Blue-Sky merchants.” In 1948, Blue-Sky securities indicated a bad investment or a fraud.
Blue-Sky was used in a different way in the 1920’s, in a work called Raymond Robins’ Own Story, by W.Hard, which refers to Lenin and Trotsky never giving any Blue-Sky talk. In other words, they never promised anything without the power and the will to deliver. Later, in 1956, the phrase Blue-Sky book came into being in the U.S. This type of book is a literary work which lacks any expert knowledge or specific technique. Similarly, there is a quote in the Times in 1977 regarding Blue-Sky technologies, which are those where there are no real world applications immediately apparent. So Blue-Sky carries a theme where there is nothing useful, nothing concrete or practicable. Ref: English Oxford Dictionary.
Blue-Sky Thinking is currently considered to be thinking that is not based or connected with the realities in the present moment. It allows for creative ideas where there is no restriction or limitation placed on them from current thinking or beliefs.
There is a similar usage, which is the phrase, “Thinking Outside The Box”, which means thinking creatively, freely, without restriction or conventional constraint. The origin of this is from the U.S. in the late 1960’s/early 1970’s. There is an early example in the Aviation Week & Space Technology Magazine, in July 1975, which says, “We must step back and see if the solutions to our problems lie outside the box.”
The ‘box’ represents rigid and unimaginative thinking, so out of the box is a distinct contrast. Thinking outside the box and Blue-Sky thinking essentially mean the same thing, the latter phrase being the older of the two.
These phrases described above relate to the work of Edward De Bono, a psychologist and inventor, who gave encouragement in the U.K. to find solutions from outside our normal thinking behaviour. He also coined the phrase Lateral Thinking, in 1967, and went on to develop it as a method of structured creativity.
All this given to the world of business and beyond, from a simple, pleasant sight of nature and environment.