Opposite Sides of the Same Mountain

In some ways Danish and English schools are completely different species, whilst in other ways we are uncannily similar. We are like two mountaineers aiming for the same summit, but on opposite sides of the mountain, with different views, opinions and equipment.

I am Headteacher of an 11-18 School in a mining village in north Nottinghamshire, soon to become one of England’s first 3-18 ‘all through’ state schools. I was delighted to be given the opportunity to visit Copenhagen to gain inspiration from some of the successful multi-age work going on in Denmark. It was a wonderful privilege to spend time with Anker Mikkelsen (ex-Headteacher of the famous Hellerup School) and his wife Karen (ex-Headteacher) both of whom now offer very high quality consultancy. Through their contacts and reputation and the imaginative work of Mia Lange from EVA I was provided with a packed and thought provoking programme, and wish to thank them and all staff at Magelguard school, Utterslev school, Hellerup school, Sundskolav and Nordbyskolav, who took the time to make me so welcome.

I arrived with a list of questions:

• How do you ensure coherent education across all ages?
• How do you embed a common philosophy of learning across the whole school?
• How can pupils of all abilities have suitable individual learning programmes?
• How can individual underachievement be quickly identified in team work?
• How can buildings contribute to the development of a learning philosophy?
• How can gifted & talented pupils benefit from ‘all through’ education?
• Does more freedom of learning lead to poorer behaviour?

I was successful in obtaining clearer solutions to some of the issues, but an even greater number of challenges presented themselves, many of which require answering in both countries.

I quickly realised that we shared a common desire for a high quality education across all ages, but that we approach from different points. In Denmark all development stems from the pastoral care of the pupil, (I repeatedly heard “if the pupils are happy they will learn”), in England the situation might be described by reversing the statement to “if the pupil can learn they will be happy”, here pupil satisfaction is important, but not at the expense of progress.  This shift in approach led me to be uneasy about some aspects of the Danish system, and would I am sure lead Danish teachers to have similar concerns about English schools. Some key issues which appeared in the comparison of ‘all through’ schools are shown in the table below:

Denmark:

1. Pupils identify with a year group ‘family’ which they stay with
2. The pupil  plays a key role in determining their learning environment & activities for the day
3. Project work is the key to delivering the large curriculum
4. Specialisms are mainly delivered for the older age groups
5. Afternoons are for relaxation and enjoyment for most pupils
6. Assessment is best achieved through pupil logbooks 

England:

1. Pupils have the opportunity to work in classes of other ages if beneficial
2. The learning programme for the pupils matches their needs but is determined by staff
3. Project work is useful to pull together strands of the curriculum once taught
4. Subject specialism is beneficial from an early age
5. Afternoons are a good time to consolidate work (sometimes through play)
6. Regular assessment and tracking are a key part of teaching & learning

There is no doubt that some of the school buildings I saw are very imaginative, elegant and eminently fit for purpose. There were large amounts of light and dual usage of most spaces, with great opportunity for change & diversity. The buildings felt as if they had the potential to become the most exciting and wonderful learning establishments in the world, and as an educator I could think of few more appropriate surroundings to ply my trade. 

This perhaps explains my slight feeling of frustration as I reflect on what I saw. I have the feeling one gets after a failed sneeze, after the expected high is not achieved. At times I admit to being very bemused. In so many way the Danes live their philosophy of understanding and tolerance (what other nation would allow a free state in the most expensive land in their capital city?), yet on a number of occasions I saw artificial barriers that even we repressed English would be surprised by!

• Why can’t the after-school equipment be used by the subject teachers?
• Why don’t the teachers & teaching assistants work & prepare together?
• Why are the wonderful chemistry labs rarely used?
• Why make the movement of teachers between teaching phases so difficult?
• Why must formal education finish so soon after lunch?

Education across the world is still years behind the technological development; I feel this is where the solution to our problems lies. Surely it must be possible to have a system which has freedom and structure? I refuse to believe that the two are mutually exclusive. If we are to build such wonderful innovative schools, surely our procedures and methodologies should not be based in the past?

I have faith we can both make it to the top of the mountain (particularly if we borrow Danish equipment!). We both have some painful times ahead, but I am sure the view from the summit will make the climb well worth while!

David Harris
Principal

Serlby Park - A 3-18 Business and Enterprise Learning Community

www.serlbypark.notts.sch.uk

To go to Dave Harris' profile please click here