Learner Centred Education (LCE) and the benefits of it.

 The fundemental principles at the heart of learner centred education (LCE) is the idea that students have rights, a voice and learning enhances their experiences and capabilites. It is about empowering students to take ownership of what they learn and not be passive learners. Teachers need to be the facilitators that guide and not just authoritarian figures that impart knowledge. 

Traditional pedagogies see the teacher as the centre of the classroom and learning. They often are overlaoding students with knowledge, much of which has little value in their daily lives.

There are 7 miniumum standards for learner centred education. They are:

1.  Lessons much be engaging - motivating the students to learn.

2. There must be a respect between the teachers and the students. No form of humiliation or punishments to degrade a student.

3. The lessons must be built upon prior knowldge and skills that the learners have. It must be at the appropriate standard and level of reach. 

4. Learners have the right to their opinion and there is a focus on dialogic teaching. 

5. Curriculum must be relevant to the learners present and future lives - meaniful to them in their private and social lives.

6. Curriculum and pedagogy embrace skills and attitude outcomes as well as the aquisition of knowledge. 

7. The assessment process must be meaningful so learning is improved by it.

Here are some of the ways that LCE can be brought into a learning environment:

* Collaborative group work - encourages discourse and sharing of opinions. Learners can benefit from each other and the discourse can lead to higher levels of thinking.

* Student choice - giving students the choice of 'how' they explore a subject, inquiry or task. When given the same task, 5 people could all choose a different way to approach it and all would be valid and acceptable.

* Do authenic tasks - by this I mean that they are relatable to the learner and 'real life'. It uses and builds upon skills and knowledge that the learner already has and is relevant to their everyday lives. 

Many studies have shown that when learners are engaged and involved in their learning (LCE), they become more active and motivated in what they do. This then leads to better outcomes and learners that enjoy and aquire skills relevant to their lives. For me it makes sense to give children an active role in their education. This way learning is not a chore, rather a life long adventure. 

I can't say I have met any child who enjoys merely learning from a text book and gaining knowledge from an authoirtarian figure. Sparks fly when children collaborate, think outside the box, discover, create, be critical and have agency in what they do. 

So when we want to see a change in attitudes towards learning. We need to put those who are learning at the centre of it. 

The Societal Pressures of Educating your Children

 Everyone wants the best for their children and many chose to home educate because they feel that the education system is not offering the kind of holistic education you want for your child. Many chose alternative educational settings or private schools as they feel they offer something extra. Despite this the I am constantly hearing parents comparing their children to others and panicking they are not on the same level or are 'behind'. 

The current school system in the UK is still producing the same type of learner that it was 40+ years ago. A obedient learner, a passive receiver of knowledge who is expected to be able to reel off the knowledge learnt in high stake exams. The individual is not celebrated for their unique skills and talents, they are judged on a grade received. Are we really under pressure to work to a outdated system created by people that are out of touch?

The idea of always catching up and expecting your child to be at the same level as others will leave you and your children stressed and not enjoying learning. Child centred learning is an idea that many educationalists and governments strive to achieve but without major changes to all aspects of the system it will not be accomplished. The fact is, is that many governments don't want to lose the level of control that the current system brings. 

Each child learns in their own way, has their own interests, skills they excel in and enjoy.  To expect all children at a certain age to be all exactly at one level and enjoy the same things is ludicrous. I believe when each child is celebrated and learning is focused on the child rather than the system, we will start really excelling as a society and create individuals who enjoy learning and achieve great things. 

It is really worth thinking when choosing workbooks and curriculums what is the benefits to my child of this work. Can it be taught in a way that involves them and links to their world and current understandings?  Is a page of maths drills really the only way to teach percentages or would a project be more relevant and enjoyable? 

It is time to really start trusting our children and allowing them to be a partners in their education. Being able to say my child are at a certain level like everyone else is not my goal. I want so much more than that and when I realised this, societal pressure and expectations started to worry me a little less. 

What is in your hidden curriculum?

The hidden curriculum is what is learnt in an educaional setting informally, meaning it is not a prescibed subject or area on the formal curriculum. It includes things such as social and political norms, values and expectations. In a school setting this may be the behaviour policy, what is expected of you at school, (you passively listen and work hard you will be successful), uniform, how you interact with others and the teachers, hierarchy and what is expected of you. 

 Many schools stress conformity, obedience, compliance and punctuality. All the things that would make great docile industrial workers that conform. While some of the things in the hidden curriculum can be beneficial to students for their lives and learning how to behave in society, many of the values and norms may have a negative effect on students in the 21st century and is something that needs to be addressed. 

 Is the hidden curriculum crushing creativity, criticality, individuality and motivation in schools? Ability grouping in schools are still widely used. While this system can make the job of teachers easier, is it telling the children in the lower groups they will not succeed in their exams and are predetermined to take a certain type of job? Do pupils in the higher group have too much pressure to get certain grades? 

 The hidden curriculum is something that needs to be addressed whatever setting you teach in as it is affecting young people and how they experience learning. Norms, values and expectations that are present in a educational setting need to be for a positive purpose for the learners and teachers. Who is creating the norms and values? Is it political figures, teachers, peers? What is the reason behind them? The hype and pressure around exams for example being the focus of education has a detrimental effect on many young people's wellbeing and self worth. 

 Even for home educating families there is a hidden curriculum. You need to be aware of what is being imposed implicitly or explicitly to your children in your home. Make notes on the norms, values and expectations that your want for your home-school and think of ways that demonstrate these.

Weather Observation free worksheet

Notes from Khutbah - 7 Qualities that are the keys to happiness and wellbeing by Abu Idrees

 These 7 qualities were mentioned by Skaykh Abdur Rahman bin Nasr As Sa'di (rahimahullah)

1. Knowledge - Ilm. Knowledge is the path that will draw you closer to Allah.                                                                  Seek dua:                                                                                                                                               رَّبِّ زِدۡنِي عِلۡمٗا                                                                                                   ‘Rabbi Zidni Ilma’
                                        O my Lord increase me in knowledge                                                                                                                                                                                                                  

2. Rasik fil Ilm - Another level of knowldge. The Rasikuna fil ilm are the people that are rooted and grounded in knowledge. They are the people who manifest and reclaim the truth from falsehood.                                                                                                                                                                                                                                                                                                         

3. Believe in everything that has come from the Book of Allah and the religion of Islam. The Qu'ran and the Sunnah. When you are unclear of something, bring ayah and proofs to clarify things. Do not pick and chose.                                                                                                                                                                                                                                                                         

4. After Allah has guided us - we ask for Afwa wa Affia - forgiveness and wellbeing. We make dua not to be like those who deviate.                                                                                                                                                                                                                                                        

5. Acknowledge the favour of guidance is from Allah. It is from Allah's Rahma (Mercy) and favour to give us knowledge. We ask Allah to not deviate our hearts after we have been guided.                                                                                                                                                                                                                                                                                                         

6. Ask Allah for his mercy. All good is from the rahmah (mercy) of Allah.                                                                                                                                                                                                                                                                                                                                                                       

7. Have belief in the day of judgement and remember that we will stand in front of Allah

It is time for the UK to move away from high-stake testing!

 

The UK education system still revolves around high-stake summative assessments throughout a child’s education. Starting with Year 2 and 6 SATs, end of year assessments and ending at age 16 with GCSEs; these assessments are there to grade a child in way that they feel a number or result defines them. Children are taught from a young age that these results especially GCSEs determine who you are/become and what options you have for your future. Is this really the best way of assessing progress and encouraging learning? I would argue the system is outdated and causes much fear and anxiety among young people. It does not encourage a deep connection with learning that allows students to explore and express their learning in different ways.

 

To assess a child, you need to look at far more than a grade from an exam. This does not tell you that they can complete a project, work effectively in a group, show empathy and compassion to those around them, be creative, are great at sport and many other things. So many children leave school feeling they have failed as they did not get a grade that suggests they have succeeded. Even schools are putting pressure on students for grades as the school’s results matter.

 

Canada is a country that is trying to move away from high-stake testing and the student’s yearly grades comes from formative assessments. Teachers consider what the students do throughout the year. Homework, coursework, projects, class-work, discussions and observation are all forms of assessment used and allows a teacher to gauge actual progress and understanding. This way gives all students an opportunity for success and to be motivated in their learning. I would argue that it is also much better for the mental health of our youth as well.

 

I believe that we need a system that celebrates all children and the different ways they learn.

 I believe that we need a system that celebrates all subjects and not just STEM.

To achieve this high-stake testing needs to go. Testing for school ratings needs to go.

Stress and pressure for students and teachers needs to go.

We need to go back to learning, teaching and preparing students for the 21^st Century we live in. We need to teach in a holistic way and not just teach for exams. Assessments can still happen in a system like this, they would just take a different form – like Canada. Assessment would be formative – happen all the time and celebrate more than just correct answers on an exam!

Making the most of time spent in the car!!

I think most people can say they spend more time than they want in a car and usually we have our children with us. I am not just talking about longer road trips and days out, I am talking about all the little trips too (to the shops, to activities etc). 

 

What occurred to me is that I can utilize this time better, make it a learning experience with fun activities. Also keeping the children engaged can also help avoid conflicts arising from siblings being  sat too closely to each other!! 

So here are some of the ways I use out time in the car for learning and fun.

• Put an audiobook or lesson on the radio. If I don't have a CD, use your phone and Bluetooth it to the radio. You will be amazed the books you will get through!  

• Discuss a current read aloud book that you are reading or a documentary that you have watched together. Ask questions or opinions to keep them engaged.

• Tell stories. Make one up, tell one that your grandparents used to tell you. Ask a child to retell one of their favourites.

• Do some mental Maths                                                                                                                         A way to get all ages engaged is to chose a number such as 25 and ask them all how many ways can they make it. The older children can use more advanced methods such as multiplying/ division/ squared and square roots and younger children addition or subtraction. 

• Counting car

           Give each child a different colour car to look for and they have to see if they can spot a certain                 number. On longer trips I go for 100 cars but for smaller children or trips, go for 10 blue cars or                 20 red cars. I still remember doing this as a child. 

• Practise memorising. We use the car time to practise Ayahs (verses) from the Qu'ran - we have CDs to do this, but you could just practise what you already know. 

• Play memory games. 

        I went shopping and bought......    is one of our favourites

        How to play:
        The first person says: I went to the shop and bought (then pick an item). 
        The second person repeats and adds on their item. 
        I went to the shop and bought .............. and ............

        The third person does the same adding the 2 previous items and their own item.

        The game continues until somebody forgets an item - they are then out. 

• Play I spy with my little eye. 
• Good for all ages but especially for younger children learning phonics.
• For older children or to take the game to another level, try it in another language that you are learning or know. 

• Play the alphabet game - pick a topic (animals, Countries, foods) and then go through the alphabet and think of something beginning with each letter. This game is great as you can focus on a topic you have been studying. 

• For a longer trip when you have time to prepare, give the children a check list of objects and things that they have to see and tick off. 

These are a few of the things we do to keep us busy, learning and having fun in the car. Some are good old classics but some are things we have just started doing the past year and are working well.

Why do leaves change colour in Autumn?

Photosynthesis Worksheet

Learning theories - which is the best way to teach?

 With rising anxiety levels in children and teacher recruitment in crisis, the education system needs a overhaul. 

Some national are starting to make the move and change things in curriculum and pedagogy but are they going far enough?

 Which way is right? Do they all have pros and cons? Is the answer to use the best bits from each theory? 

All I know is that we need to bring back the joy of learning to students and prepare them for a fast paced changing world. 

I will look at four different theories of learning and how they affect and are implemented in the classrooms.

* Behaviorism

* Experiential 

* Dialogic 

* Participatory 

Behaviourism is the learning theory that is the most traditional and although it may be seen as 'old fashioned' still permeates many classrooms. 

The main features of this learning theory is to modify learners behaviour by rewards for positive behaviour and punishment for behaviour considered negative. The idea is to maintain the control and motivation of the learner. 

Things such as reward charts and detentions are used in this method. It is built on rigid routines. 

A behavioursit classroom with often have the same look. Children all facing forwards towards a teacher at the front of the class. A teacher giving a lesson, questions being asked that require recall and are answered with a hand in the air. Lessons are often based on a activities such a worksheet that reinforces the lesson through recall. 

Experiential learning theory defines learning as 'the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience' (Kolb, 1984, p.41).

The idea is that learning happens when experiencing something new and creating new mental processes from this. Learning is seen as a cognitive process in which individuals mental process and changed and developed through experiences.

Piaget (1936) saw the process of new experiences are seen and interpreted through the meanings already held by the individual:

Assimilation: building new experiences into existing Schemata (ways of organizing thinking about the world.) through processes.

Accommodate: Building new schemata where necessary for new idea

Children are curious and involved in their own learning. An example of a experiential classroom is a Montessori classroom, where children make creative choice in their learning. The environment is set up to allow free choice of hands on learning with different tools and activities.

Dialogic learning theories are based on the ideas that communication and dialogue are the ways that higher mental processes are brought to the individual. Thinking and communication are seen as entwined with learning and development.

Dialogic is distinct from behaviourist based teaching question -answer, listen - tell. 

Dialogic learning requires:

* Interaction that encourages children to think (think in different ways).

* Questions that encourage more that a simple recall answer.

* Answers that are justified, followed up and built on.

* Feedback that encourages, informs and leads forward thinking.

* Professional engagement with subject matter that liberates classroom discourse.

* Classroom organization and climate that enables the above to take place (seating with students facing each other for example).

Participatory learning theory focusing on learning happening through collaborative communities. 

The main ideas are that students are co-constructors of their learning. They have a say in what and how they learn.  The benefits of working in a community is that learning happens between individuals, problem solving happens and ideas and knowledge are shared. New practices and knowledge are created - innovation happen.

The teachers role is is to provide opportunities, to facilitate and direct where needed.

If we think back to a time before schools were institutions that children attended - children learnt in their communities, from extended families, neighbours and community members.

In the participatory classroom it is necessary to call on others in the community and learn communally.

***********************************************************************************

Each theory is important in different ways but for me the behaviorist classroom is best left in the past.

Dialogic, experiential and participatory learning theories all have aspects of allowing students to make decisions and take some control over their learning and how they learn. I don't think I could pick one as each has benefits and creates opportunities. 

Experiences are what we live for, dialogue and communication is key for furthering our own thoughts and communities and learning from participation is essential to move forward.

The joy has been lost in learning and in my opinion teaching and I think the lack of teacher agency has a lot to do with it. Teachers are struggling to creatively teach 30 children in a class outdated curricula.

The time for memorising facts is over; the 21st  century calls for new skills such as critical thinking, creativity, collaboration and more. 

New School year worksheet

Home school rules poster

What makes you happy?

A free positive downloadable worksheet.

Why I feel the UK education system needs an overhaul

 I was asked today by a friend why I think the UK education system is failing. 

This got me thinking, I am passionate about the rights of children to an education but also about children flourishing and having their needs met. All children are different, learn in different ways so this needs to be catered for.

What needs to be asked is:

'What is the purpose of education?'. 

This answer will be different depending on who you ask.

There are three conceptual models for education:

Human Capital -This theory considers that education is relevant for creating skills and knowledge that serves as an investment as people being productive workers and helping the economy.

The rights based Model - Education is a basic human right.

 Article 26 UN Human rights 1945 – Everyone has right to an education and should be free at elementary level.

 Education is everyone’s right. There is value in education itself rather than what is achieved from it

 (Things that limit this idea could be things such as poverty, war, violence towards girls. 

Capabilities Model:

The capabilities model highlights social justice and quality of life – aim is to remove inequality.

Widening actual opportunities a person has to develop capabilities which will expand their choice of functioning.

 

I believe the UK system is based upon the Rights based model and human capital. While there is value in both of these, I personally prefer to focus on a capabilities model. Where children are encourage to flourish. Teachers are some of the most passionate people I know who want the best for children but are very constricted by the system, paperwork, assessments and curriculum. They do not much have agency in the classroom.

Here are some of the reasons that I think the UK education systems needs an overhaul:

1. The 5 day a week, 6 hours a day school with large classes still hints largely at the the education system introduced in the industrial revolution that aimed to prepare students for factory life. Society has changed dramatically and we are no longer trying to produce complaint factory workers that essentially just turn up and conform. We are  in a time where we need thinkers, those who will create and be innovative. 
2. The curriculum is decided on by governments. They are deciding what is important for the children to learn. Is what they deem relevant to be included really what children need to be learning? Does the history curriculum reflect the multicultural society we live in?                   Many teachers I interviewed deem what they are teaching a waste of time considering the technological world we are living in. A high school science teacher from Wales said to me:    'Why am I insisting my students memorize formulae when we are in a time when everything is at the click of a finger - especially for children who do not want to pursue science at the next level'.  Something to ponder over. When thinking like this, even the exams are out of date.
3. People learn best in different ways and children are no different. Where one child may be a auditory learning and listening to the teacher works for them in terms of retaining information, another child in the class may need to be hands on and use materials to help them understand something. Where schools do try to incorporate different activities, large classes and lack of staff often lead to the same style of learning; teacher at the front of the class speaking to a class about a subject and then they complete worksheets or work in books. 
4. Children are starting academic formal work at 4 years old. I feel this is too early for formal work. In many of the top performing countries, children do not start formal education until they are 7 years old. Before that they learn life and social skills through play. When children are slightly older, they will be more emotional and intellectually ready to learn and progress much quicker and easily. 
5. There are too many tests and exams from a young age that is putting unnecessary pressure and stress on children. Schools have become too focused on statistics and results. Teachers are teaching to the test a lot of the time. What is wrong with teacher observation and class work to monitor progression?? Not all children perform well in exam conditions and find it easy to memorize information.
6. Teachers are the ones that are spending everyday with the children yet they have little agency over what and how they can teach. With prescribed curricula and tests it leaves little time for teachers to use their skills and make learning accessible for everyone in a fun way.

I am aware that different curricula are used throughout the UK. England, Scotland and Wales and using different curricula. All of the points I made i believed are aimed at all of them however Scotland's Curriculum for Excellence and Wales's new Curriculum 2022 are improved and aim to put the child at the centre of their learning with capacities. I think the implementation has been problematic so the above issues still are arising.  

I would love to see a education system that starts formal education at 7 years old and embraces every child as an individual. Different learning styles and choices of what and how to learn for the children. I think a big focus should be on the global drivers (technology, demographic change and sustainability) as they are relevant for the next generation we are educating. 

Education systems around the world each have positive and negative points but definitely can be learnt from and embraced. 

Book review - Clever Lands by Lucy Crehan

 A must read for those interested in education and how different top performing countries run their systems. 

This book is written by Lucy Crehan, a teacher from a London inner city school. Working in an area where they is lots of deprivation, Lucy felt that all the work she was putting in wasn't making a difference to the children. She first hand saw how systematic disadvantages affected many of the children in her school and limited their future options. 

Lucy began thinking about the education systems from around the world that were classed as the top performers (well above the UK). She was curious at what these systems did for students and teachers that puts them above the rest.

Lucy spent a year travelling to 5 different countries, stayed with teachers or families and went into the schools to see first hand how things were done and to explore their education systems. 

 The 5 countries were:

• Finland
• Japan
• Singapore
• China
• Canada

Lucy goes into details about all the systems, about what is expected of children, how parents view the systems, how teachers are viewed and more.

She finishes the book with 5 principles for a top performing education system. 

Coming from the UK where children start school the September after their 4th birthday, the main thing that stuck out for me is that in Finland, Singapore and China children don't start school until they are 7 years old. In Japan and Canada they start at 6. 

What is focused on before this in pre-school is that children learn life and important skills through play. I love this and the fact that these children are out-performing their counter parts in the UK shows that there is no adverse affects in starting formal education a bit later. 

This is a principle that I would love to see implemented in the UK. Children starting formal education at 7 years old. Having taught in the foundation stage and seen some of my children struggling to grasp things at 4 years old, I believe this would hugely benefit children, their mental health, development and their academic progress.

The boy in the Striped Pyjamas by John Boyne

I was recommended this book from my sister as we had been studying World War 2. 

We read this aloud and the children listening were between ages 12 and 7. It is a gripping read and rather emotionally upsetting in parts. 

This book is told in through the voice of a child - Bruno (age 9). His father is a soldier (Nazi) who works for Hitler and moves Bruno and his family to Auschwitz where he has been posted in 1943. It is written in a way that hooks you and is understandable even for children. 

Bruno's innocence is demonstrated through the book as he has lack of understanding what his father does and what is happening to the people behind the camp. The book led to many discussion while we were reading about the behaviour of humans and the atrocities of what happened in the concentration camps.

A big theme of the book is the friendship that Bruno makes after moving to Auschwitz with a Jewish boy that is behind the fence. Bruno does not understand about the camp his new friend is in and what his dad is involved in. 

He tries to learn more throughout the book but is often conflicted when believing his father is a bad person. The book takes a twist that none of us expected at the end (Be aware this is upsetting and my children were very emotional when we finished). 

I would recommend this book as we all enjoyed the read and learnt more about the holocaust and the atrocities that happened. I would definitely say it is for late ks2 age children + (ages 10years +) for reading alone. My 7 year old enjoyed the book as we read it but needed the discussions we had about it as we went to allow her to understand more. 

Things I wish I had known when starting out home educating!

 With more people than ever choosing to home educate their children, I thought a post of some of the things I have learnt over the years would be good. Those things I wish I had known at the start!

 

1.      You cannot replicate school at home. It didn’t take me long of trying to do school at home to realise it does not work and that the reason I took my children out of school was to give them an individualized, flexible education to suit them.

I was not teaching 30 children in a classroom anymore; I was not teaching at a pace to fit everyone’s needs and tick boxes. I was teaching my children – each with their own learning style and personality and I had to move as fast or slow as they needed in a way that suits them.

 

2.      Don’t compare!

Following on from first point, your child is an individual. Do not compare them to their siblings, other home-schooled children or public-school children. Each child shines in their own way, each has skills specific to them.

Also don’t compare yourself to other home-school families. Each family rolls the way that suits them. Different families often lean towards what their families enjoys the most and what works for them; whether this is sport, literature, science, nature adventures, maths, computers or languages (the list is endless).

You need to find what suits your family, what you enjoy and build your home school around this.

 

3.      You do not need to follow any one curriculum. Coming from a teaching background, my experience was from the English National Curriculum and the Welsh curriculum which my children followed when in school. I feel that these curriculum put limits on learning. They only delve to a certain level and ultimately it is the government and education ministers that are deciding what is important or relevant for your children to learn. We just need to think about what history is taught in schools and this point is well and truly made.

Things to think about when choosing what to follow is to consider what you want your children to learn and what they themselves want to learn.

There are so many different curricula to chose from, it can get overwhelming and expensive. I would try and get samples, listen to reviews and really work out what works for you. I have got to the point where I have constructed my own curriculum and pulled parts of many different ones that I feel work for us. Never feel constricted by a curriculum. Learning is not limited or tied to guidelines. Learning is lifelong and happens all day, everyday.

 

4.      You will have days when things are hard and don’t go to plan. That is real life. What I have learnt is that when things happen, and life gets tough. Take a break – allow yourself time to refresh and then move on.

 

5.      Don’t buy too many textbooks. I made this mistake and bought so much when starting out. I am still dealing with some of them now. The problem with this was that many of them did not suit my children’s learning styles and some I didn’t like the way they are set out or taught. In my opinion many of them killed the subject, they were boring and uninspiring. Textbooks are not the only option so think big when deciding how you will teach subjects.

 

6.      Treat each child as an individual and work out what style of learning suits them best (Visual, auditory, kinestheic or reading/writing). Home-schooling allows you to customize the education you provide for your child. Not all will learn at the same speed, in the same learning style and be interested in the same subjects.

 

7.      Education is not a race! The school system makes us believe that children should all be at a certain point at a certain age. The reality is that there are developmental brackets (usually 3-4 year span) that children develop certain skills within, it all depends on the child. So expecting children to all read at the same time is not realistic. When we think back to when our children were babies and toddler, there is often months difference even between siblings for when they crawled, walked and talked. Each will hit developmental milestones when they are ready. Academic learning is the same. 

 

8.      Flexibility is key. One of the great blessing of home-schooling is that you do not have to fit into the 6 hour, 5 days a week slots that public schools do. You can work when it fits your family. Morning, afternoons, weekends. Use this to your advantage. Have spontaneous trips out, meet up with friends and embrace the freedom home educating gives you. 

 

9.      You will be questioned and judged. Family, friends and strangers will question your choice to home educate. They will question your ability; they will question what the children are learning, and they will question you about socialisation and claim you are making your child awkward! 

Be confident in what you are doing for your family and don’t let others bring you down.

 

10.   Making connections, spending time with family and friends, experiences and days out are a big part of home-schooling. Embrace them and don’t question the idea that you are not sat at a table for more hours. I was always worried that we were not spending enough time doing worksheets but when I started to document our trips and experiences that involved many learning experiences, I was really surprised at how much we managed to fit in.

 

Below are some of the things that I have found useful since starting our journey:

(Again they worked for me but may not work for everyone).

·        My printer

·        My laminator

·        My binder

·        Academic diaries (page a day).

·        Khan Academy for maths tutorials for older children

·        Twinkl for worksheets

·        Canva templates for making educational worksheets, planning and timetables.

·        OpenLearn free short courses for those age 13 years+. (The open University)

·        Maths Cubes

·        Handheld white boards and pens

·        A pencil case of sharpies in my handbag for when out and about (pebble art)

The importance of learning Tawheed and teaching it to our children

Tawheed is the most important aspect of our lives and so teaching our children it is very important. 

It is the foundations of our religion.

Tawheed is to single out Allah in all forms of worship and actions. Allah created us to worship him alone. It says in the Qu’ran  

“And I did not create the jinn and mankind except to worship Me.” (Soorat adh-Dhaariyat:56).

There is not a chapter in the Qu’ran that does not mention aspects of Tawheed and clarification of what opposes Tawheed  - Shirk.

 

“Why Tawheed first?

Because this is the methodology of Allaah which He has legislated for all of the Prophets (‘alaihimus salaatu was-salaam).

There is no Messenger who called his nation except that he began with Tawheed – calling them to believing in the oneness of Allah without partners.

 

In the life of our beloved Prophet Muhammad (Sallahu alahi wa Sallam) we can witness this calling to Tawheed.

After the revelation, Muhammad (Sallahu Alahi wa Salam) spent 13 years in Makkah calling people to Tawheed. Worshipping Allah only and not associating others in worship with him. There was such an importance of establishing Tawheed in the hearts of the Muslims that many of the other obligations that we know as Muslims today ( such as Zakat and Fasting) were not revealed until the Period after the Prophet made Hijarh to Madinah.

 

Actions are not correct without the basis of Tawheed.

There is no benefit from the Qur’aan or from the Sunnah or from the sciences – all of them – except  if we construct them on the pillar of Tawheed.

 

These are some books I would recommend for teaching your children about Tawheed.

Teaching Children about Real Food

Food is such a main part of our lives and I think that over the past 20 years real food has took a back seat to processed convenience food which has been detrimental to our health and well-being and our children are growing up with processed food the ‘norm’. 

 

We need to take back our kid’s taste buds, our kitchens and homes that have been taking over by the food industry.  The food marketing industry is huge, it is no wonder children crave and chase the processed foods. It is our job as parents to market healthy, home made food to our children. We mainly eat a North African diet which is fresh cooking but I find the more my children are exposed to processed and fast food, this is what they prefer and crave. Of course it is addictive - these food contain many additives to enhance flavour and appearance of food.

 

As a society I feel there is much disconnection to our foods; how they fuel and are needed by our bodies. A way to create children that are knowledgeable about fresh foods and how to cook from scratch is to GET THEM IN THE KITCHEN. Discuss foods as you eat and prepare them to help children understand how they are needed and are impacting our bodies.

 

When children are involved in their food, they are more likely to eat them, enjoy them and not chase the processed fast food that is everywhere! By cooking fresh and teaching this, we are all avoiding many chemicals that are packed in foods to preserve them, colour them and enhance flavour.

 

We have started making homemade tomato ketchup and oat-milk and more bread. Is great knowing what exactly your children are eating and for them to see how simple it is. We also have been re growing our lettuces!

 

        

Take your children’s favourite take away or processed dishes (burgers, pizza etc) and create them with them at home – a healthier version. 

 We have all seen the ‘eat 5 fruit and Veg a day’ campaign but in my opinion is does not go far enough.

There are 13 essential vitamins that are needed by our bodies and many minerals – each have a function and I think it is important children understand these and in what foods you can find them.

Some ideas for activities:

Make a list of all the main vitamins and minerals and draw under each one what food you can find it in. You can make this into a poster, PowerPoint or leaflet.

Make a ‘eat the rainbow’ poster. Draw foods from each colour of the rainbow and how they help our body.

Draw around a child on a big piece of paper. Label the parts of the body alongside the vitamins, minerals and foods that are used to help them function.

 

Obviously for younger children it can be simplified.

Example:

Red food such as apples, tomatoes and watermelon help to keep your heart strong.

Orange foods such as carrots and mangoes help your eyes.

Yellow foods such as pineapple help your body to heal if your have a cut or scratch

Green food such as salad, broccoli and kale helps you fight off sickness.

Blue and purple foods such as blueberries and grapes help keep your brain strong and functioning.

White foods can give you energy.

 

Not only is it important that children know how to prepare fresh food and what benefits they contain, it is important for children to think about where their food has come from.

Questions below are some that can be used as conversation starters.

Where was it grown?

How far has it travelled to get to my plate?

What impact does this have on the environment?

One idea is to get children to check the labels of where their foods have come from and them look on a map to see the distance it traveled.

Would it have come on a lorry, train, boat or plane???

 

Talk about the importance of eating locally and how this is beneficial to the environment.

 

In some countries I have visited, it is as simple as some fruits and vegetables are only available at certain times of the year when in season and they are delicious. I think we all know that strawberries in winter are not nearly as good as in the summer.

 

Some of the benefits of eating seasonally are:

The flavours are better and is more nutritious as it gets to the shops and your plates quicker.

They are cheaper.

More environmentally friendly and you support local farmers.

I am only just touching on this subject as there is so much to say, but my leaving comment would be 

Get them in the kitchen cooking from scratch 

start growing some food

visit farms

pay attention to food labels.

The Importance of Play

Today the 5^th August 2020 is National Play Day and because of this I thought it would be good to write about the benefits of play – for all ages.

 

“We don't stop playing because we grow old; we grow old because we stop playing.”

 George Bernard Shaw

 

In our hectic modern lives filled with technology, play has taken a back seat to screens and other commitments. Because of this children and adults are missing out on many benefits associated with play. Early child development is taking a hit and physical, social and emotional development is suffering.

 

Here are some of the benefits of play:

• ·        It helps physical development – fine and gross motor skills
• ·        Play is essential for healthy brain development
• ·        It can help develop social and emotional skills – can enhance communication and cooperation
• ·        Can make you feel happy and can reduce stress
• ·        Helps nurture imagination and creativity
• ·        Can help you learn about your environment, taking care of it and caring for other people.
• ·        Can be a way to deal with difficult emotions and trauma.
• ·        It can stimulate the mind
• ·        It can improve relationships
• ·        Can reduce obesity and associated illnesses

 

Play can take many different forms from imaginary play, to throwing a frisbee on the beach or playing charades with friends. There is no right or wrong way to play and there doesn’t have to be a point to the activity beyond having fun and enjoying yourselves.

 

Play is crucial for child development but also for adults. Benefits such as stress relief, learning and connecting with others are all involved in play.

 

 Play has been lost for many somewhere between childhood and adulthood. I often observe pre-teens torn between wanting to be grown up and keeping up with the trends among peers and them wanting to hold onto to play and enjoy the pure joy of it. Peer pressure and technology definitely play a role in this but also, I believe as a society we frown upon older children playing and expect them to behave ‘like adults’. LET THEM PLAY!!!!!!

 

Incorporating more fun and play into your daily life can improve the quality of life, mood and family relationships. Make time to turn off all screens, leave your worries and to-do lists and play. Carve out time for children to be away from screens – however much they may resist at first, I believe once they get involved in play, they will benefit from the time and prefer it to being sat behind a screen.

 

Don't let play disappear, there is no age limit on play, so play with your children more, play with your friends and family and see the benefits.