Unusual Education Chapter Notes | Year 7 English IGCSE (Cambridge) PDF Download

Unusual Schools: Lumiar Institute, Sao Paulo, Brazil

The Lumiar Institute in Sao Paulo, Brazil, redefines traditional education with its innovative approach. Unlike conventional schools with fixed lessons and timetables, Lumiar operates without structured classes. The adults at Lumiar are not traditional teachers lecturing entire classes. Instead, some act as advisors and coaches, working closely with individual students to guide their progress and help them select projects that spark their interest. Other adults serve as experts in fields like music or engineering, available for students to consult when they need specialized knowledge. This structure fosters personalized learning, allowing students to pursue their passions with tailored support.

Assessment at Lumiar also breaks from tradition. Students do not sit for exams; instead, they maintain a learning portfolio that documents their achievements and skills throughout their school years. This portfolio serves as a comprehensive record of their growth. The school day begins with students and staff collaboratively deciding how and where they will work, utilizing the school’s ample space, which lacks conventional classrooms. Students can opt to use the library for independent study or engage in play, emphasizing flexibility and autonomy. Once a week, the community gathers for an assembly called “The Circle,” attended by all staff, students, and parents. During this time, they discuss new project ideas, address behavior issues, and celebrate student successes, fostering a sense of community and shared purpose.

School of One, New York City, USA

In New York City, the School of One revolutionizes mathematics education through technology and personalization. Each day, math students begin by viewing a large screen displaying a variety of activities tailored to their individual needs, interests, and abilities. These activities cater to different learning preferences: students who thrive with direct teacher interaction can meet one-on-one with a teacher before joining a small-group activity, while those who prefer technology can engage in computer-based tasks. Options also include learning from online tutors or participating in traditional classroom settings, ensuring every student finds a suitable learning path.

At the end of each session, students take a short test that informs the staff’s planning for the next day’s activities. This continuous assessment helps teachers monitor each student’s development and design tasks that align with their progress, promoting steady improvement. For teachers, working at School of One differs significantly from traditional schools. They spend less time on administrative tasks like paperwork and record-keeping, allowing them to focus on building relationships with students. This approach makes students feel valued, as their views and abilities are central to their learning experience, creating a supportive and engaging environment.

School Uniform: The School Uniform Debate

The debate over school uniforms is explored through two contrasting blogs written by students at an English school planning to introduce a new black-and-yellow uniform, complete with a mandatory hat. The first blog, “The Terrible New Uniform,” expresses strong opposition. The writer describes the uniform as universally disliked, claiming it looks awful and sharing that even their pets seemed to disapprove when they tried it on. They assert that all their friends—100 percent—oppose the uniform and predict that students will leave the school if forced to wear it. The tone is emotional and exaggerated, reflecting the writer’s frustration and desire to persuade the school to reconsider.

In contrast, the second blog, “A Brilliant Decision,” enthusiastically supports the new uniform. The writer compares it to designer clothing, praising its black-and-yellow design and the accompanying hat. They describe widespread excitement among students when the uniform was introduced and claim their goldfish approved of it. The writer states that everyone they asked supports the uniform and urges the school to adopt it, confident that the entire student body will agree. Both blogs use persuasive techniques, but their biased perspectives highlight the divisive nature of the uniform debate, with each writer aiming to sway readers to their viewpoint.

School Uniform by Armani: An Expensive Uniform

An article titled “An Expensive Uniform” examines a controversial decision by Taimei Elementary School, located in a wealthy area of Japan surrounded by designer shops and expensive homes. The school, led by a headteacher who seems proud of its prestigious location, has introduced a new uniform designed by the exclusive brand Armani, costing 80,000 yen—three times the price of the previous uniform. This decision has sparked outrage among parents, who question how families with limited means can afford it and criticize the school for not consulting them. The article subtly implies that the school’s leadership is out of touch, prioritizing wealth and status over practicality.

In Japan, school uniforms are a norm, intended to foster pride and durability while reducing pressure to wear fashionable clothing. However, the Armani uniform undermines these principles, as its high cost creates financial strain. Parents’ comments, such as “What happens to families who can’t afford this uniform?” and “It’s outrageous! Why weren’t we asked?” underscore the community’s frustration. The article suggests that the school’s decision reflects a disconnect from the needs of its families, influencing readers to view the new uniform as an impractical and elitist choice.

Homeschooling: The Homeschooling Debate

An article titled “Is Home Schooling the Answer?” explores the pros and cons of homeschooling. It begins by noting that children learn at different speeds and have varied interests, which can make traditional schools with fixed timetables challenging. Intelligent students may feel bored in large classes, while less confident students can feel lost, resulting in an environment where “nobody wins.” Homeschooling offers a solution by providing one-on-one attention, allowing learning to be fully customized. For example, a child who enjoys reading and listening can focus on those methods, while a hands-on learner can engage in practical activities.

Supporters of homeschooling, including child development expert Ben Richards, argue that tailored learning experiences lead to better progress. A 2009 study supports this, showing that homeschoolers scored higher on tests than traditionally schooled students. Parents who homeschool often value the control they have over their child’s development, believing schools can stifle creativity and curiosity. A survey of homeschooling parents suggests they feel schools restrict freedom and individual thought. However, critics highlight drawbacks, such as limited opportunities for social interaction and teamwork, which can delay the development of social skills and friendships. The article counters this by noting that children can socialize through neighbors, sports clubs, and other organizations, suggesting that well-executed homeschooling could be ideal for modern education.

Homeschooling: My Homeschooling Disaster

In a personal account titled “My Homeschooling Disaster,” a man named Farouk reflects on his negative experience with homeschooling. His parents chose to educate him at home to avoid a local school with a poor reputation, but they lacked teaching qualifications. While kind and passionate about books and poetry, they were unprepared to teach subjects like chemistry, leaving Farouk with significant gaps in his education. Instead of structured lessons, they relied on textbooks, which Farouk often struggled to understand. This lack of guidance left him unprepared for exams, resulting in no qualifications and difficulties finding employment.

Farouk also missed out on social connections, becoming lonely and resentful of his parents for isolating him from peers. He believes school provides essential structure and purpose, preparing students for adult life through routines and social experiences. Reflecting on his struggles, Farouk attributes his lack of qualifications and skills at age 16 to homeschooling, viewing it as the root of many of his problems. He sees no justification for having been kept from school, emphasizing the lasting impact of his unfulfilling homeschooling experience.

A New Challenge: Wonder

The novel “Wonder” by R.J. Palacio introduces August Pullman, known as Auggie, a boy born with a facial deformity who has been homeschooled due to frequent medical issues. In the first extract, “Why I Didn’t Go to School,” Auggie, now preparing for fifth grade, expresses terror at starting a real school. He clarifies that his homeschooling was not due to his appearance but because of 27 surgeries since birth, which, combined with frequent illnesses and unexplained medical issues, made school impractical. Now stronger, with his last surgery eight months ago, Auggie faces the prospect of school with apprehension. His mother, a former children’s book illustrator, has been his teacher, though she struggles with subjects like fractions. Auggie admits he only wanted to attend school if he could be like other kids, with friends and a normal social life. He cherishes his friendships with Christopher, Zachary, and Alex, but feels distanced as they’ve moved on to school and new friends, leaving him nostalgic for their childhood playdates.

In the second extract, “Christopher’s House,” Auggie overhears his mother discussing his potential transition to school during a visit to his friend Christopher’s home. Shocked, as she had never mentioned school before, Auggie resists the idea, supported by his father, who believes he’s not ready. His mother argues that school would offer more than she can teach, suggesting Beecher Prep, a nearby school, as a better fit than his sister Via’s larger school. Despite his parents’ differing views, Auggie’s fear of change is evident, and his father reassures him that he won’t be forced to attend.

The third extract, “Choose Kind,” shifts to Auggie’s school experience, where his teacher, Mr. Browne, introduces the concept of precepts—rules about important things, like mottos or quotes that guide decisions. When students suggest ideas like rules, schoolwork, family, and the environment, Mr. Browne emphasizes that the most important thing is “who we are,” encouraging self-reflection on what kind of person each student wants to be. He points out the school’s plaque, “Know Thyself,” reinforcing that self-discovery is a key purpose of education. Mr. Browne shares his September precept: “When given the choice between being right or being kind, choose kind,” setting a tone of compassion for the class.

The Last Class

The play “The Last Class” opens on a rainy morning as two schoolgirls, Sisi and Chen, hurry to school. Sisi complains about the weather ruining her hair and dreads their new teacher, Mr. Ling, whom she’s heard is old and strict. Chen counters that her brother described Mr. Ling as brilliant in a unique way, piquing their curiosity. Inside the classroom, Mr. Ling, a 60-year-old, well-dressed teacher, reflects on his final year before retirement. The stern headteacher, Mrs. Zhou, reminds him of a past conversation about a mysterious fabric screen on the classroom wall, which she finds perturbing and plans to remove. Mr. Ling, though saddened, agrees, noting that students love the screen.

As wet students enter, Mr. Ling welcomes them warmly. Later, Sisi and Chen whisper about wanting something exciting to happen. Mr. Ling announces his retirement, revealing that this class will be his last after 35 years of teaching. When Chen asks if he’ll miss teaching, he thoughtfully confirms he will. Sisi, inspired by her brother’s stories, asks for something exciting, and Mr. Ling mysteriously agrees they can do something special.

In the second extract, after lunch, Mrs. Zhou reiterates her request to remove the screen, and Mr. Ling complies. Chen asks about the screen, and Sisi shares that her brother called it the highlight of his year, though he remained secretive. Despite Mrs. Zhou’s disapproval, the students plead to see the screen’s function. As heavy rain darkens the sky, Mr. Ling relents, instructing the students to touch the glowing screen and close their eyes, promising a careful but thrilling experience. The scene builds anticipation, hinting at the screen’s unusual and possibly magical properties, setting the stage for an unforgettable moment in Mr. Ling’s final class.