Editorial Dr Robert Morgan

Editorial

Bring in the new! A new Ofsted framework in November 2019; a new Conservative administration voted in by the public in December 2019; a new decade; a new relationship with the European Union in January 2020 and a new editor for ‘Primary First’ in the same month. That said, however, teachers are always wary of the new and being ‘new’ does not always mean that change will be better’ or that ‘old’ was always right. Christian Schiller wrote: ‘Nothing stands still. Each generation in turn succeeds its elders in circumstances which are different, and itself becomes different. Each generation in turn, itself educated in the past, attempts in the present to educate its children who will live in the future’ (1984, p. 57). He later described that change was continuous, irregular, that nothing stands still. Perceptively, Schiller argued that schools should contemplate the ‘cross-section’ of old ideas and that which is a bold creation to inform their practice. Teachers are all too aware of gimmickry, new measures that are introduced without research underpinning it, or a new minister setting out his or her stall looking for immediate impact and setting a specific direction. Being able to provide continuity of what works well that gives pedagogy an assured presence in the classroom matters. There is a need to look at the ‘new’ with healthy optimism, with among other things; Ofsted’s new focus on ‘deep dives’; Amanda Spielman’s brave focus on ‘undiscussables’ and the shutting down of debate; the implementation of teaching relationships and sex education from September 2019 and mental health provision. Then there are new things which seem to have more pessimism involved: the reduction in the arts and foundation subjects, the phenomenon of ‘up levelling’ words and parts of creative writing and a return to behaviourist-focussed pedagogy. Teachers can look at the continuity underpinned by careful analysis of the old and the new and allow their teaching to have its freedom in the classroom: change needs scepticism but not always cynicism, continuity needs appraisal but not rejection. This new decade, as part of the ongoing fourth industrial revolution will probably see teachers looking for freedoms to equip children with the necessary skills to thrive in a rapidly changing world which may see artificial intelligence become more prominent in teaching and assessment, a reduction in teaching assistant numbers, holograms beamed into classrooms to replace some teachers, and a tighter allegiance to centralized provision and monitoring. This journal is not afraid of new ideas or different points of view.

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Editorial Dr Robert Morgan Editorial Board Peter Cansell, Stuart Swann, Robert Young Photo Credit Sam Carpenter Primary First journal is published three times per year by the National Association for Primary Education. Primary First, 57 Britannia Way, Lichfield, Staffordshire, WS14 9UY Tel. 01543 257257 Email: r.a.morgan@gre.ac.uk

©Primary First 2020 Spring Issue No part of this publication may be reproduced, copied or transmitted in any form or by any means without the express written permission of the publisher. Whilst every care has been taken to ensure the accuracy of the editorial content the publisher cannot be held responsible for errors or omissions. The views expressed are not necessarily those of the publisher.

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