From Daphne du Maurier’s Rebecca, to Liz Fenwick’s The Cornish House, Cornwall has provided the backdrop to some of the bestselling fiction of all time.
Inspired by the landscape around her, Du Maurier’s novels, which were largely written at her home, Menabilly, near Fowey, give an instantly recognisable image of Cornwall gone by. From the smugglers of Jamaica Inn to the tension of Frenchmen’s Creek, if you didn’t already know her books were set in Cornwall, the scenic descriptions alone would immediately give it away.
For many authors and readers, it is the landscape of Cornwall itself that provides the atmosphere for their story. Neither is it confined to suiting just one or two genres: From the romance of the sandy beach to the suspense and adventure of pirates and smugglers’ tales, to the chills of a deserted, haunted tin mine; even a dose of crisp Cornish sea air can tell a story.
Cornwall, originally Kernow, retains a sense of separation from the rest of Britain. A proud Celtic land defined by incredible geology and geography, surrounded by the sea, devoid of motorways, and set off against the bleak majesty of Bodmin Moor, it is a terrain that simply provokes imagination. Potters, artists and writers alike have honed in on its inspirational qualities for centuries. The narrow roads habitually marked with a distinctive strip of grass down the middle, and the abundance of cream teas (jam goes on the scone before the cream here), makes Britain’s most South-westerly county the perfect setting for romances and women’s fiction. Contemporary writers such as Jenny Kane, Karen King and Philippa Ashley take full advantage of its romantic appeal: the possibilities of getting lost along Cornwall’s hedge-lined lanes, only to be rescued by a handsome stranger, for example…
Television has taken Cornish-based fiction to its heart over the last fifty years. The current retelling of Winston Graham’s classic Poldark novels on television has led to a massive increase in tourism to the Charlestown area, where much of the action is filmed. The dramatic landscapes alone are a great pull for the screen audience, and it has also meant the Graham novels are selling at a rate they haven’t done since Poldark’s last televised adaptation in the 1980’s.
It not just British audiences who flock to Cornwall to visit the locations of its fiction, though. German readers are aware of a phenomenon known as “Pilcher mania.” This refers to the deep love the German reading community has for the work of bestselling novelist Rosamund Pilcher. Such are the numbers of German tourists visiting Cornwall to see the various locations of Pilcher’s novels that in 2013 The Guardian researched the issue. Although the novels were popular in their own right, it was only after The Day of the Storm was shown on German television in 1993- which was watched by 8 million viewers- that the Pilcher trail was set up. “The directors film it so well,” says Mark Pilcher (one of the author’s four children), “that it has moved on from people buying my mother’s books to Cornwall actually selling them.” Claus Beling, who came up with the idea of turning Pilcher’s work into film believed the success of the adaption was down to a general German fascination and nostalgic longing for a more traditional world, “…where a village is still a community in which everyone looks after one another.” This nostalgic feel that Cornwall evokes is certainly part of the appeal of Cornish fiction in general. We are reminded of childhood holidays, of carefree seaside moments and a freedom that everyday adult life denies us.
Cornwall is not the only place in the UK which inspires a profusion of fiction, of course. The Cotswolds, with its picture-postcard villages, and the striking scenery of both the Lake District and the Highlands of Scotland, are all locations which guarantee an author sales, simply because so many people enjoy books set in those places.
Whether you are inspired by the sight of Tintagel and its association with the tales of King Arthur, the children’s classic, Over Sea, Under Stone by Susan Cooper, or you are beguiled by Mary Wesley’s The Camomile Lawn, there is no doubt that Cornwall has a “certain something” that keeps readers coming back again and again for some ‘Cornish set’ fictional escapism.
When my son chose his GCSEs neither of us mentioned his dyslexia; there was no need. The moment we began talking about academic subjects and exams, he knew we had entered a realm in which he is automatically disadvantaged. It’s a realm that makes him visibly nervous and noticeably reduces his confidence. And he’s only too aware that it’s a realm his siblings have thrived in, easily outstripping him at every turn.
My dyslexic son has always had an uncomfortable relationship with reading and he dreads writing. Spelling is a total mystery to him. He is easily distracted from his studies as printed words and numbers inevitably fail to hold his attention if anything else, from a snoring cat to a buzzing fly, is in the vicinity. We both know his memory is terrible.
Over the years I’ve encountered “experts” who’ve implied dyslexia is a beast best subjugated through hard work and willpower. Armed with the hefty, clumsy weapons of extra work, support and tests, every dyslexic should, according to them, fight the good fight until they emerge victorious. If at first the dyslexic doesn’t succeed they must try, try, try again… until they’re the same as everyone else!
These experts do not understand dyslexia. If my son attended school then I have little doubt we would be pressured to obey this well-intentioned, results-driven but ultimately unrealistic model. Because the majority of children, teachers and examiners do not have dyslexia, non-dyslexics have precedence in our nation’s education system. Sadly, this leaves dyslexics misunderstood and struggling to keep up with their peers. The expert approach swallows up their free time with supplementary work and usually only serves to dent their self-esteem.
Home-schooling has, without a doubt, increased and improved my son’s options. He has more freedom to choose GCSE subjects he feels confident about passing, he can defer exams until he’s ready to sit them, isn’t obliged to study ten unrelated subjects per-week, and isn’t being compared to two dozen non-dyslexic classmates in every lesson. Whilst his results are important to us, we as his family view him holistically, not through the narrow lens of academic performance. His GCSE studies take up part of each day but do not dominate his time as a six hour school day followed by homework would; six subjects are studied rather than ten. This has given him more time to pursue his hobbies and interests, which are the things he loves doing and excels in – the things his dyslexia doesn’t affect.
All this can lead to the questions, am I raising a snowflake; is he a lad so protected from the realities of life that he’ll melt at the first sign of hard work?
My answer is no. I’m helping my dyslexic son to pick his battles wisely. Amongst the GCSEs he’s chosen are Maths and English Language. He will have to work harder than most to pass these difficult, core subjects even though he is studying less overall than he would do in school – the six subjects instead of ten. Because his progress will be much slower and more laborious than other children’s this is a more realistic and fairer goal.
Dyslexia is not a monster that can be fought and defeated. It cannot be slain by gritty determination and hard work alone. However, I believe it is possible to accommodate the limitations faced by dyslexic children. For my son, this has been helped by our decision to home-educate.
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’s a reason why parents usually push us to learn as much as we can at an early age and that’s because they want us to have time to learn and refine as years go by. You may remember being told that you need to have a certain set of skills to survive in life and to keep up with its demands. And it’s a question that will just keep on being asked. Indeed, as an adult you are going to thank your home and school environment for this. You are going to need and will start putting these skills to good use, starting at secondary school.
You may be wondering, of course, what kind of skills I am referring to. And you are right to do so. The word “skills” may take on different meanings. What I am referring to in this case are the two most important categories: soft and hard skills. Soft skills are the ones mostly connected to your personality and those around you; in other words your interpersonal or people skills. Even if you turn out to be the most introverted person you know, you will, at some point in your life, have to deal with an issue that requires you to address others around you. This is where soft skills come in to play. But which skills are these in particular? Glad you asked! Take a look at the following most important soft skills to start cultivating in school.
1) Communication: We can’t live in a world without communication. Learning to do it the right way, which means learning to actively listen and constructively contribute in order to find a viable solution to a problem, is the best way to go. You can start with your classmates and see where that takes you.
2) Team work: Combined with communication, this soft skill is of vital importance, starting in the classroom. Working with your classmates and being involved in your shared activities, whether it be sports or classwork, will boost your social skills and help you understand and adapt to the different personalities you will meet later in life as well.
3) Flexibility: This does not only concern your schedule. I would suggest that you look at it in a different light, as being flexible as to your opinions, ideas and beliefs. Tolerance is a powerful skill to possess.
4) Motivation: We all have those days when we want to do absolutely nothing. However, motivating yourself and then others can take you a long way into your relationships. How about starting to push yourself a little bit each day? According to research, it only takes 21 days to establish a new habit. Let this be yours. Start with yourself and see how that helps others around you.
5) Patience: They say that patience is key, and that’s definitely true. You can accomplish next to nothing without patience. How about trying to be patient, tolerant, a great listener, and diplomatic in your conversations with your fellow classmates?
We must not, however, forget the necessity of enriching ourselves with some hard skills as well. So, similarly, what do we mean by hard skills and why are they significant? In a few words, hard skills are the ones that you can learn, the learning process of which most likely starts in the classroom. They are also the skills that a prospective employer will be able to check and quantify later in your life. You can find some examples of hard skills below.
1) Learning a new language: did you see that coming? This is one of the most, if not the most, essential skills that you can learn in life. Apart from the fact that knowing a second language could lead to a more lucrative career in the future, possessing such a skill allows you to enter a culture, become familiar with its mindset, its people, its traditions and customs. Knowing a language other than your own acts as a beacon of cultural knowledge. Combined with soft skills such as communication and flexibility this can help you win people over.
2) Technology & Computer skills: you know you’ve got that, right? Whether you learn these at school or at home, these skills are here to stay. As technology advances, so should our knowledge of it in order for us to occupy a place in society. Of course, not all positions later in life require you to be a whizz-kid, but basic computer functions, such as emails and Microsoft Office are deemed imperative even when you are still in school. Take this opportunity and embellish these skills now, so that later you have time to refine them and learn new and more advanced ones should the need arise.
Now it’s time for you to mix and match! You may already possess some of the above and others you’ll probably wish to refine along with the others on the list. Ready, set, go!
One of the wonderful benefits of home education is the flexibility it provides, which can include the ability to travel with our children, learning as we go. With this in mind, my family and I decided to spend a few months on the Costa Tropical in southern Spain, working on improving our Spanish. Whilst there, I thought it may be of interest to record and inform you of some of the experiences we have.
We did the same thing last winter, and despite many people reassuring us that the children would simply absorb the language by having Spanish speakers around us, in fact it really didn’t work like that. For children to pick up very significant amounts of Spanish, or any other language, they really need to be properly immersed in it, having no option but to use it to communicate. This is difficult to do unless the children are immediately around spoken Spanish for 4-6 hours a day at least, which ours weren’t. However, they can still learn plenty of very useful new language in simple day to day situations such as shopping, or by joining Spanish groups and societies. If these societies provide plenty of opportunities to mix with local kids, so much the better.
For any traveller, the first challenge after finding somewhere to stay is finding somewhere to eat, and shopping for food is a goldmine for new and hugely practical vocabulary. Sometimes things are not as obvious as they might seem, however! We saw a grocer holding some bananas labelled with the word “plátanos”, implying that the Spanish for banana is “plátano”. On the shelf behind him were some more, but this time with a sign that read “banana” – so which was it?! In fact, both are right, Bananas are the type that we buy in the UK, whereas plátanos are a smaller, sweeter variety which is normally grown in the Canary Islands. They’re slightly more expensive, but much nicer than the regular “bananas”.
Elsewhere in the fruit and veg department, there are similar challenges; which sign relates to which item? Like a multiple choice question, we can work out the obvious ones such as “tomate cherry” and “limón”, and make a good guess at the rest. And if we’re still having trouble, nowadays we at least have Google Translate on our phones to double check – no more carrying around a dictionary!
With more travel and more exposure to different languages, educated guesses can really help. While we have to be very aware of “false friends”, we can make a reasonable guess at the fact that “ajo” means “garlic” if we know the French word “ail”. I remember travelling to Portugal as a child and learning that “bacalhau à bras” was a speciality of the country, a surprisingly delicious mix of dried, salted cod, potatoes and eggs. When I spotted “filete de bacalao” in the fish section I therefore felt that it was reasonable to assume that they were stocking frozen cod. French, Spanish and Portuguese share common roots as Latin languages, and children who learn one of them have a huge advantage when it comes to experiencing another.
Having made our food choices, we then needed to negotiate the checkout, and the word you’re likely to hear there is “bolsa?” meaning “bag?”. It is a colloquial reply if you’ve brought your own and answer: “sin bolsa”, meaning “without bag”, but this is the phrase that is used widely and it is easy to remember.
I’ll be writing more about our stay here and the ways that we’re learning Spanish together as a family, and about the learning experiences that we have while we’re here, so keep checking back to the Oxford Home Schooling blog page for more updates!
August in the UK doesn’t just mean a month of school holidays for many school and college pupils; for those who have sat their GCSE, A level, Standards, Highers, BTEC and equivalent exams, it brings to an end a long wait to see if those exams have been passed, and if so, how well.
After the A level results were released in England and Wales this year it was widely reported that, for the first time in many years, boys had fractionally higher grade marks than girls. A number of reasons have been put forward for what seems to be perceived as a sea-change, including the structure of this year’s exams. However, this may not necessarily be true. For instance, The Guardian also quotes a research group called Education Datalab which comments: “Their [boys] performance has improved relative to girls’ this year, but this might have been as much to do with the academic ability of the boys and girls who chose these subjects this year as it is to the changes to A level structure.”
In other words, the differences between boys and girls grades can depend on so many different factors that stating that boys are cleverer than girls this year, or vice versa, is a bold statement. There are so many variables to take into consideration; geographical differences, the subjects chosen (if more boys than girls do chemistry, then they are bound to have the higher percentage of good grades).
It is understandable that newspapers and the media in general feel duty-bound to report on the annual exam results. After all, those pupils are the very people who will steer our country through the next eighty or ninety years. There is a tendency however, when there is no real news to report about the annual results, to focus in on tiny differences in gender achievements or a tiny rise or fall in the overall grades received overall. More or less A grades than average can make a good newspaper headline- and good headlines sell papers.
In reality, despite what reporters say on the television, radio, in the newspapers or on social media platforms, the students that achieve the best exam results are the ones who have worked the hardest. It is those pupils who will go on to get the university places, apprenticeships, and the careers they hoped for- whether they are boys or girls.
A good teacher is someone you’ll remember forever. But what is it that makes a teacher special? What is it about some teachers that make them people you’ll tell your own children about in thirty years’ time? The best teachers tend to have some of the following very particular qualities in common.
No matter how many pupils they have in their class, they manage to make you feel as if you are important. They want to listen to you. Your opinion and ideas clearly matter to them, whether it is academic or personal. They ask you how you are when they see you.
They get to know you
A teacher who takes the time to get to know about their pupils hobbies, out-of-class interests, and personal strengths and weaknesses within and outside the classroom, will always be a better teacher than one who simply turns up to teach.
They have passion for their work
A teacher that oozes enthusiasm and is excited by their subject is going to pass that enthusiasm onto their classes.
They are intelligent
Being passionate about a subject is only worthwhile if a teacher knows their subject well. The more intelligent and well versed a teacher is, then the better they’ll teach.
They make you laugh
Everyone remembers a teacher who made them smile. They don’t have to tell a joke a minute; just someone that makes their lessons happy places to be.
They are fair
They listen to every side of an argument, be it one designed to be discussed in the class, or an argument that has erupted between pupils. Democracy in the classroom will help pupils cope with future confrontation fairly and democratically. Discussing problems as a group in a calm and fair way will help students be more independent and capable of decision makers later on in life.
They are thoughtful
Favourite teachers are always thoughtful in the way they teach. For example, rather than simply printing out a worksheet for you to do, they take time to make everything visible. They draw pictures, use charts, and explain things carefully. By bringing the subject to life they make it memorable. A history teacher may dress as a Roman soldier to help you learn the parts of the legionary’s uniform; a maths teacher might turn a difficult problem into a quiz.
They challenge you
Teachers who challenge your abilities and limits without making you feel inferior or stupid, are often favourites with pupils. Teachers that want to challenge you kindly want you to succeed.
They are good listeners
Teachers who don’t interrupt their pupils from speaking, and who encourage the shy to take a turn in class discussions without pressuring them, will always be admired and valued by their class.
The memorable moment
A teacher that naturally creates one special moment, one single random thing that makes you remember them forever, is the most special of all. That special something will only ever be personal to you. For example, a teacher who takes the time to read and comment on a story you’ve written in your own time. Or a special moment on a school trip, a conversation about your future that helped you see your way, a kind smile when you needed one the most. That moment can be anything, and when it happens, you’ll never forget it.
Grayson Perry’s art exhibition at London’s Serpentine Gallery opened on 8th June. It is the work of a master craftsman. The exhibits of pottery, tapestries, woven carpets and metal sculptures address issues of class and popular culture in post-Brexit Britain. A two headed piggy-bank with faces looking in opposite directions invites the visitor to contribute to a common fund using any of the slots that describe themselves; young, old, left, right, urban or country, rich or poor, etc. The cameo designs on the pig’s body merge Brexit and Remain – an even handed view of the politics surrounding the issue.
At the heart of the exhibition are the glazed pots, their surfaces decorated with miniature images and one-liners like “luxury brands for justice” and “I’ve read all the academic research about empathy”. Perry suggests that we have more in common than divides us. One pot has a cameo of Big Ben, Winston Churchill and Nigel Farage. Marmite adverts, the BBC and the NHS are depicted on both pots. Perry suggests that our common humanity overrides our social and cultural divisions.
In the corner of one exhibit are colleges of English eccentrics: a tweedy woman clutching a cat, a man in a cloth-cap seeking confrontation. All the images are crowded together, drawing attention to the infinite variety of Britain’s subcultures.
The woven carpets and pottery display the teeming social landscapes of Britain, moving from bulldogs, red buses, the flag of Saint George, all the way to street art. A carpet depicts Euro lorries on the motorway, cannabis adverts next to a child’s playground, a camp of homeless people under a flyover, and a boy in a baseball cap on a bike looking at Brexit graffiti scrawled on slum dwellings against a background of fields.
Throughout these visual comments on contemporary Britain, Perry is always even-handed. A beautifully glazed Cheshire cat with hypnotic swivel eyes bears the title, “I really love you, super rich cat”. It reminds the viewer that Perry himself depends on marketing and advertising to broadcast his social comments and to get his art seen. And how fascinated we all are with money and the display of wealth.
The whole exhibition is thought-provoking, one of the best craft shows I’ve seen for years. If you are interested in seeing it yourself, it runs unto 10th September.
Primarily a visual communicator, a graphic designer is someone who creates eye catching concepts by hand or by using computer software. These images are used to communicate ideas, to inspire, or to inform, via an imaginative use of fonts, shapes, colours, images, print, photography, animation, logos and billboards.
A graphic designer cannot begin a project without first winning a commission from a client, be they an individual, a small business or a larger corporation. Therefore, a graphic designer will spend some time accessing the requests they’ve had for new work, and discussing ideas with their peers. Once they’ve chosen a project they’d like to work on, they will go over ideas with the client in order to make sure that they meet specifications.
Once a graphic designer has decided on a project he or she will develop a prototype for the design. Once that prototype, such as a logo, a menu, or a poster, had been finalized, the designer will present it to the client. A great deal of customer interaction takes place during a typical working day.
3) Finalizing a design
Using a variety of design elements, the graphic designer will develop the overall layout and production design for their client using both text and images. Graphic designers need an excellent eye for detail and a good understanding of popular trends in adverting and art to be able to pitch their designs correctly for each given project.
Often working alongside art directors and communication designers, the graphic design world has strong links with public relations, advertising and promotional work. As advertising and communication via social media becomes increasingly relevant in our day to day lives, the role of the graphic designer is also becoming more important. Consequently, it is essential for a graphic designer to always be up to date with the latest computer design software so that they can remain competitive in the graphic industry market place.
An architect’s day revolves around creating and developing designs for buildings (or entire settlements), and then communicating those design ideas to a client before either helping them make that design a reality, or adapting it into a real build possibility.
Typical tasks in the day-to-day of an architect include:
1) Tackling design problems
Often working as a team, time will be spent tackling spacial issues, a structures appearance, and cost, to make sure a design can go ahead to their client’s satisfaction. For example, a client might want a building to cover a certain amount of space and fulfil a number of functions. It is up to the architect to design the building in such a way that it meets those requirements.
2) Making drawings and 3-D computer models
Architects spend a lot of time making visual models and drawings of what proposed buildings will look like on completion. These models are mostly produced on the computer, and can be displayed as 2-D or 3-D pictures, allowing a client to see every angle of the design.
3) Coordinating with multiple different parties
Architects are the link between the clients who want the building constructed, the builders on the site, and the planning permission and council officers who might need to be involved in a property build. They also have to meet with other specialists, such as structural engineers, to make sure the build goes to plan.
Employment in the world of architecture is both challenging and exciting. You get to see your idea develop from an idea into a practical plan and schematic, then into an actual building, street, housing estate, town or city. It can be immensely rewarding and even influential to the character of a community.
Architects have to have very good attention to detail, as every part of their designs has to be perfect, or the buildings they are working on won’t work, or will be unsafe for use. Consequently the hours can be long in the quest to meet deadlines with flawless design plans.
From designer to budget manager, to customer liaison, an architect’s day involves a wide range of rewarding and challenging tasks.