Parents who are fairly new to home educating often worry about curriculum. It’s a common mistake to think that without it there will be no education.
But a curriculum doesn’t constitute an education. It is equally possible to become an intelligent and educated person without following one at all – as many home schooling families are proving.
For curriculum is nothing more than a set list of subjects or course of study. And whereas it can be a useful tool guiding a learner towards prescribed outcomes (exams for example) which most find valuable, a curriculum can also have a detrimental effect.
This has been highlighted in an enlightened piece of writing by a sixteen year old pupil who recently described curriculum as having a ‘chokehold on the throats of the nation’s children’.
This was Harriet Sweatman, who won the Scottish schools young writer of the year award with her piece about going to school.
It is absolutely astounding and reflects what many of us feel about the system, including I suspect many parents who are not home educating! She goes on to say that she’s ‘been flattened by a concrete curriculum, so structured and unforgiving that I have forgotten how to function without it’. She feels that schooling has made her grow backwards, knowing less about herself now than when she started.
Can’t we just imagine that!
If you ever forget just why you ended up home educating this incredibly honest piece will remind you. I’ve copied it below for you to read.
And it also might remind you not to get hung up about which curriculum to use, whether you should be using one or not. Curriculum is a tool which can be extremely valuable, but do remember it doesn’t necessarily guarantee becoming educated – just as school doesn’t!
Here’s Harriet’s piece borrowed from the TES;
The horde of hunchbacks slouch on, dragging their feet up the school drive. Hearts heavy and school bags even heavier, but what can you do? Lockers are expensive and always wind up graffitied or smeared with Vaseline anyway. The path is lined with overflowing bins, padded with empty coffee cups from the new Costa in the village (the place that, for the bargain price of £2, will sell me the sweet elixir that promises to make up for the fact that I only got four hours’ sleep last night).
Once inside, the scuffed yet shiny linoleum floors are covered in curious stains – blood or food? We may never know. The corridor walls are painted a jarring blue and covered in stickers and posters saying that mistakes are just part of the journey. And oh, the places you’ll go! This children’s hospital aesthetic is fooling nobody. We’re too old for that.
The abrasive B-flat bell sounds and so we traipse from room to room, ankles shackled with our stresses. CCTV watches all, waiting for one wrong move. The hallways are lit only by harsh fluorescent lighting, each door leads to a new prison cell complete with wired windows, to stop us breaking them, or breaking out of them.
In reality, school is not a place where you are imprisoned. In here, you are manufactured. You move along the conveyor belt of exam seasons, hoping for the grades you need, so you can be packaged up with a pretty label saying you got straight As and shipped off somewhere else. Capitalism tells us that if we are not fit to work, then we are worthless. There is no love in learning any more. Every student has given up or is about to. We envy the people that have left already, but we have no plans for what to do if we did.
By now I am the ripe old age of 16. Apparently, by now I am supposed to have a plan. By now I should know what I want to do for the rest of my life. I am supposed to already have experience in the field. We have lost the middle ground between child and adult. I am stuck in what remains. At the age of 12, I was asked what I was going to be when I grew up. I soon learned that “I want to be a wizard” was not an acceptable answer. I still don’t have an answer.
Fear not! There is help out there. If you want to study medicine or law that is.Advice on how to get the top grades, workshops where they cut things open and show you how they work, what oozes and what snaps. Meanwhile, the painter sits taut in front of their still life, ticking off a checklist of techniques they must display. The musician doesn’t dare push the boundaries, exchanging originality for safety in the hope it will be to the examiner’s taste. The historian memorises essay structures down to the word, the linguist knows how to write an essay not hold a conversation, and the writer wades through Shakespeare trying to pick out an essay from a play that was made to be performed not studied. Whatever happened to expanding your horizons? Now we must all ensure our tunnel vision is pinpoint thin.
Well then, perhaps the real adventure is the friends you make along the way. The cast of lively characters who go on adventures: the love interest, the comedy relief, the antagonist and their schemes. Until the seating plan in the classroom changes and you never talk to them again. You may see them on your way to or from school, at breaks and lunch, but at the weekends not a whisper. These are not the friendships that novels are written about. These are barely friendships at all. After we leave, when the battles are over and the war is won, most of us will never see each other again.
When we leave, will we even survive? Yes, I can do differentiation and also integration, but can I do taxes? I don’t know how insurance works or how to buy a house. I barely know basic first aid, so let’s all hope nobody starts choking to death anywhere near me. I can talk for days about condoms, but birth control is another story. We just learn by the book everything we need to get us through exams, competing with peers for the most approval.
Primary school was better and I still miss show-and-tell. Posters about the ancient Egyptian god of the underworld, a presentation about the Wombles of Wimbledon, projects on anything that captured my imagination. At high school there is little time for such fanciful feats. Assignments where you can research what you want count for almost nothing, and even then there are strict rules. Finding out who I am and what I care about has been deemed unimportant. I have been flattened by a concrete curriculum, so structured and unforgiving that I have forgotten how to function without it. With no bell throbbing at even intervals and no marking scheme to build our lives around, how will we cope?
They say high school is the best years of your life – but not in this world, where qualifications matter more than personal qualities. I feel like I have grown backwards, as if I now know less about myself and who or what I could be than when I started. We can pretend that we are happy all we want, that our lives look just like the teen movies we used to idolise (it is true that we often burst into song, a chorus of “kill me now”, and only half of us are joking). Yes, we may be the next generation of leaders and scientists but we are also the next to be shoved on to the production line known as the world of work.
There is still time to change things. The curriculum can release its chokehold on the throats of this nation’s children and let them breathe. We can still save our siblings or maybe even our children. But for us, it is too late. For now, we just have to wait until the final bell rings and we walk out of the school door forever.
Congratulations and thanks to Harriet (and the TES for publishing it)
And if you want to learn more about using the curriculum – or not – I’ve written about it in my book ‘Learning Without School Home Education’.
See My Books page for more.