Internet Safer than the streets of London


Is the Internet safe, well it’s as safe as another public place. It is safe with supervision and guidance. I asked my mum how she self about me living alone in London at 22, she said it was scary but she new that I was sensible and would make good choices, so while London wasn’t overly Safe the choices I made would be safe. I think about all those parents who don’t like their children catching public transport because it’s not safe. Turns out being on a train with security guards (in Perth this is all night every train), cameras and good lighting way safer than stepping out of your parked car to walk to the front door of a quiet street. I know which makes me feel unsafe.

While we were all looking for strangers turns out that the danger is on the net sitting in your room, alone not sharing. I’ve had people find my Instagram and say they live in my local area and would like to hangout. In this modern Generation Safe internet is hard to find.

SAFER INTERNET DAY is on Tuesday the 7th of FEB get involved at


Neutral Natural Nudes

Walking in to any high street store you will find neutral natural colours, they are so warm and inviting with a beautiful sense of calm.  This all comes down to colours and the emotions we acoicate with them, Red is fast, yellow is happiness, orange is joy.

Today I’m sharing some classroom inspiration to develop an idea of Calm in your class.

Photos taken from missreggio, play-basedclassroom and sarahkhoggteachingportfolio 

Calming colours make us all feel more content, meaning we are comfortable and able to take risks. When your classroom is filled with examples of perfect art work and writing and solid colours it can make a child feel they need to be perfect and mass produced. Wood and cotton all come with flaws and differences. It’s what makes them special.

Shop this look 


Coding for Girls

Now, equality would say that you shouldn’t target an opportunity by gender, but today I am, because women and girls are far behind in a particular set of skills needed for current and future workplaces. Coding is the language that tells computers and digital devices what to do. I like to think about it as a more complex form of this:

Benedict Cumberbatch as Alan Turing in the Movie the Imitation Game.

While The Imitation Game does talk about code making and breaking it is portrayed as a system of guesswork, your constantly looking for that one string to pull on,  once you find a string to pull on to all comes together.

Back to Karlie, who I alluded to last Tech Tuesday. Karlie Kloss is a model, yep a runway model, she is also a Taylor Swift Girlgang member. She is also a Techie, she vlogs, and instagrams better than most. She helped to run a scholarship programming school, last August.

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This photo comes from the Schools website

21/600 got to go last summer, and I would say more people will apply this year. FYI 14 of the chosen girls had never coded before. Programs like Karlie’s are stepping stones towards improving coding amongst young girls and giving them better skills for the future.

Info about the 2016 Northern Hemisphere Summer can be found at

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This is my Fav blog post about the school.


General info about the school can be found here:

This includes lots of stories about the program, in Video form (I love a video)




Is Contemporary Teaching a new thing?


Contemporary Teaching is all about staying modern and current, a lot of people think it’s something new, but I see it more as an extension of play based learning. It is about designing a classroom that is interactional and play based. Love this article you should all read it.


to write or not to write

It has long been discussed the pros and cons of Computers, Now I am pro computers personally I think that they enable so much communication and enlightenment across the world. I recently watched the pilot episode of The Honourable Woman, where a foundation pay for Fiberoptic cable to be laid across a country to enable high speed internet. So Im all very Pro Technology, I get inspired so easily.


Today’s Discussion comes from a article from the Australia Broadcasting Commission  entitled:

Finland scraps cursive writing lessons, sparking discussion over future of handwriting in classrooms

As Discussed before Scandinavian Countries are  leaders in education, due to political and social choices. They are currently often setting the tone for others aspire to.


Finland is going to in the coming Step15 academic year take the time allocated to cursive hand writing and move it to typing skills. The article talks about if this will impact on education in Australia, it then talks about exams moving to computers in the coming years.


My 1st year out of university, there was a motion to add typing to a school where i worked workload. after much debating I don’t remember what was decided. Either way it got me thinking about what typing and cursive  achieve, I did this by thinking about how you , as a teacher, assess achievement. Typing its easy it’s words pre minuet with a level accuracy. Cursive is pages writed with in a timeframe with good style and reablity.  So Its how fast you and share an idea with another ensuring the 2nd party can read it. They are the same There for I just divided the 30mins in my class about hand wiring into half on hand writing and half on writing.

NOTE: writing is incredibly important to leaning, it is important to teach readable print it is important to learn to write but perfect cursive is moving towards being old fashioned.  Click for more 

Example Doctors have horrid wiring and yet what they write are some of the most important communications in the world after all the wrong dosage, could kill you.

For more on this topic check out The NY times and there peer referenced article about hand writing. whats lost as handwriting fades  “Essay Writing reference”


Article Review: School starting age: the evidence

The thing I took most from this article was the link to research, history and current international success. and how we ignore all of this. I am not sure why. To me it reminds me of the age old idea that a “test or Exam is the worst way to identify if someone knows something.” and yet universities use them all the time often to assess up to 40% of a unit of work.

I also love the statistic that says that children who start formal literacy education at 4 yrs. old (U.K.) compared with 7 yrs. old (New Zealand) are no better off when they reach the age of 11.


Worth a read.

School starting age: the evidence

Earlier this month the “Too Much, Too Soon” campaign made headlines with a letter calling for a change to the start age for formal learning in schools. Here, one of the signatories, Cambridge researcher David Whitebread, from the Faculty of Education, explains why children may need more time to develop before their formal education begins in earnest.

 In the interests of children’s academic achievements and their emotional well-being, the UK government should take this evidence seriously

David Whitebread

In England children now start formal schooling, and the formal teaching of literacy and numeracy at the age of four.  A recent letter signed by around 130 early childhood education experts, including myself, published in the Daily Telegraph  (11 Sept 2013) advocated an extension of informal, play-based pre-school provision and a delay to the start of formal ‘schooling’ in England from the current effective start until the age of seven (in line with a number of other European countries who currently have higher levels of academic achievement and child well-being).

This is a brief review of the relevant research evidence which overwhelmingly supports a later start to formal education. This evidence relates to the contribution of playful experiences to children’s development as learners, and the consequences of starting formal learning at the age of four to five years of age

There are several strands of evidence which all point towards the importance of play in young children’s development, and the value of an extended period of playful learning before the start of formal schooling. These arise from anthropological, psychological, neuroscientific and educational studies.  Anthropological studies of children’s play in extant hunter-gatherer societies, and evolutionary psychology studies of play in the young of other mammalian species, have identified play as an adaptation which evolved in early human social groups. It enabled humans to become powerful learners and problem-solvers. Neuroscientific studies have shown that playful activity leads to synaptic growth, particularly in the frontal cortex, the part of the brain responsible for all the uniquely human higher mental functions.

In my own area of experimental and developmental psychology, studies have also consistently demonstrated the superior learning and motivation arising from playful, as opposed to instructional, approaches to learning in children. Pretence play supports children’s early development of symbolic representational skills, including those of literacy, more powerfully than direct instruction. Physical, constructional and social play supports children in developing their skills of intellectual and emotional ‘self-regulation’, skills which have been shown to be crucial in early learning and development. Perhaps most worrying, a number of studies have documented the loss of play opportunities for children over the second half of the 20th century and demonstrated a clear link with increased indicators of stress and mental health problems.

Within educational research, a number of longitudinal studies have demonstrated superior academic, motivational and well-being outcomes for children who had attended child-initiated, play-based pre-school programmes. One particular study of 3,000 children across England, funded by the Department for Education themselves, showed that an extended period of high quality, play-based pre-school education was of particular advantage to children from disadvantaged households.

Studies have compared groups of children in New Zealand who started formal literacy lessons at ages 5 and 7. Their results show that the early introduction of formal learning approaches to literacy does not improve children’s reading development, and may be damaging. By the age of 11 there was no difference in reading ability level between the two groups, but the children who started at 5 developed less positive attitudes to reading, and showed poorer text comprehension than those children who had started later. In a separate study of reading achievement in 15 year olds across 55 countries, researchers showed that there was no significant association between reading achievement and school entry age.

This body of evidence raises important and serious questions concerning the direction of travel of early childhood education policy currently in England. In the interests of children’s academic achievements and their emotional well-being, the UK government should take this evidence seriously.

– See more at: