Åbent brev til politikerne

Kære politikere,

I 2020 blev vi på Den dansk-franske Skole udsat for et voldsomt retsligt og økonomisk overgreb: STUK (Styrelsen for Undervisning og Kvalitet) fratog os vores statstilskud og anvendte efterfølgende friskolelovens hårdeste sanktion ved også at fratage os vores status som friskole. Vi valgte imod alle odds at fortsætte vores virke, rent juridisk under en “hjemmeskoleordning”.

I alle årene før, og alle årene efter, har de certificerede tilsynsførende med tydelighed og ros godkendt vores undervisning.

Vi har nu efter et længere forløb stævnet styrelsen med den påstand, at deres lukning af skolen i 2020 var ulovlig og ugyldig.

Det klare mønster der tegner sig, er, at STUK gang på gang agerer magtfuldkomment og ud fra rent politiske motiver. I 2008 gik det således ud over scientology-skolerne, i 2017-2019 var det de muslimske skolers tur og under den nuværende regerings forsøg på at opretholde folkeskolens skrantende elevtal kan ingen friskole eller skoleinitativ længere vide sig sikre.

Retsforløbet bliver vigtigt for hele Friskoledanmark, dels fordi det er første gang, at nogen bryder STUKs overgrebsmønster og dels fordi det næppe kommer til at ske igen indenfor en overskuelig fremtid. Derudover vil det uundgåeligt blive et centralt spørgsmål, hvad stå mål med-kravet og tilskudsbetingelserne for en friskole reelt indebærer. Dette spørgsmål er af principiel karakter, hvorfor skolen har anmodet om, at sagen behandles ved landsretten.

STUK har i årevis kørt på frihjul og er nu uden for demokratisk kontrol. Med andre ord lider rigets skolesystem under usædvanlig dårlig ledelse og konsekvenserne er alvorlige: eleverne flygter fra folkeskolen og lærerseminarierne kan ikke fylde uddannelserne. Vi taler her om samfundets angiveligt vigtigste funktion – stedet hvor vi som samfund kan opnå størst gevinst ved at give børnene de bedste muligheder i den alder, hvor de er mest modtagelige.

Det er en stående katastrofe.

Vil I støtte os i vores kamp for at løse det?

I skal også være velkomne til at sætte jer ind i det detaljerede forløb, som findes og kan følges på http://blog.ecolefrancodanoise.dk/vi-fortsaetter-selvfolgelig


Med venlig hilsen, på vegne af Den dansk-franske Skole


 Nicolas

— 
Nicolas Guilbert
Leder
Den dansk-franske Skole
Tagensvej 188
2400 København NV
http://www.ecolefrancodanoise.dk

Interdisciplinary science education under the umbrella term S.T.E.A.M.

Learning core sciences from a hands-on approach

S.T.E.A.M-based education encompasses the practice and learning of Science, Technology, Engineering, Art and Mathematics. STEAM is an educational discipline that aims to spark an interest and lifelong love of the arts and sciences in children from an early age.

Science, Technology, Engineering, Arts and Math are similar fields of study in that they all involve creative processes and none uses just one method for inquiry and investigation. Teaching relevant, in-demand skills that will prepare students to become innovators in an ever-evolving world is paramount for the student’s education and to help them establish pathways and careers within fields around S.T.E.AM.

S.T.E.A.M empowers teachers to employ project-based learning that crosses each of the five disciplines and fosters an inclusive learning environment in which all students are able to engage and contribute.

As opposed to traditional models of teaching, educators using the S.T.E.A.M framework bring the disciplines together, leveraging the synergy between the modelling process and math and science content, for example, in order to blur the boundaries between modelling techniques and scientific/mathematical thinking. Through this holistic approach, students are able to exercise both sides of their brains at once.

And so with that Wednesday afternoons now have a little more focus around the S.T.E.A.M acronym. With dedicated time from 1pm until 3pm being set aside for teaching with myself Chan’nel (Nel) with whom some of you are familiar with already. Over the course of the next 48 weeks, the children will grasp hands-on learning practice whilst also learning exciting topics that hopefully engage their minds to think further outside the box. I’ll be updating the school’s blog post with images and work that the children create from these topics.

Learning about fingerprints and evidence collection for Forensic sciece theme.

The following topics are what the children will be learning for those wanting to keep up to date with the learning.

  • June: Forensic science,
  • August: Astronomy,
  • September: Green Chemistry,
  • October: Plant biology,
  • November: Microbiology,
  • December: Environmental science,
  • January: Genetics and Genetic engineering,
  • February: Cooking and food science,
  • March: Aerodynamics and hydrodynamics,
  • April: Biotechnology,
  • May: Material science.

So be sure to follow along and maybe learn a little something too. – Nel

Kommunalt tilsyn 2021

I december afsluttede vores tilsynsførende Knud Nordentoft sit tilsyn med skolens undervisning. Knud har en lang karriere bag sig, bl.a. som skoleleder på en række skoler, pædagogisk chef, lærer og certificeret tilsynsførende.

Det er altid en fornøjelse at have Knud på besøg. Han indgår relationskompetent i interaktionen med børnene, forstår de subtile spil i gruppen og har altid givet skolens personale og ledelse konstruktiv, værdifuld feedback. Han arbejder struktureret og grundigt og vurderer ud fra bl.a. interviews med de enkelte børn og test, hvorvidt undervisningen opfylder friskolelovens stå mål med-krav.

Det er nyt for kommunerne at skulle udføre tilsyn med en skole under friskolelovens §35 om hjemmeundervisning, som kræver, at der føres tilsyn med den undervisning, hvert barn modtager. I praksis bliver det til en meget udførlig rapport per barn – sammenlagt flere hundrede sider, dokumenterende et tilsyn, der har strukket sig over flere uger.

Tilsynets konklusion var, at skolens undervisning blev godkendt for alle børnene.

Det var også tilfældet sidste år og der har været god progression siden forrige tilsyn. Og som Knud siger: “Hvis STUK har set det samme som jeg har, så giver deres beslutning ingen mening.” (STUK valgte i foråret 2020 at “lukke” skolen ved at anvende friskolelovens hårdeste sanktion).

Her følger nogle typiske uddrag af tilsynsrapporterne:

“Endvidere kan tilsynet observere en god og naturlig progression i alle fag siden sidste års tilsyn.”

“Hun siger selv: ”Jeg kan meget godt lide skolen, der er gode omgivelser og struktur!””

“Resultatet er klart over middel.”

“Hun siger selv: ”Jeg trives godt og er meget glad for selv at kunne vælge, hvad jeg vil lave!””

“[…] er i rigtig god faglig trivsel.”

“Hun siger selv: ”Jeg kan godt li’ at gå på den her skole. Jeg er glad for science og dansk og jeg har gode, gode venner!””

“Arbejdet med social trivsel bygger på positiv kommunikation og gode rollemodeller både blandt børn og voksne, og det fremstår eksemplarisk og virker efter hensigten”

“Han siger selv: “Jeg har mange venner og lærer meget””

“Hun har gode og stærke relationer i såvel til små som store børn og til de voksne, både i undervisningstiden, pauserne og selvvalgsmodulerne.”

“Hun siger selv: ”Den her skole er meget bedre end den gamle!””

“Han trives desuden godt i miljøet, herunder når der er leg eller legende aktiviteter. Dette bidrager til at gøre Hans meget læringsparat og motiveret for at lære.”

“Han siger selv: ”Jeg er glad for skolen, og jeg kan godt li’ engelsk og matematik!””

“Endvidere kan tilsynet konstatere en god, stærk og stabil progression i alle fag siden sidste års tilsyn”

“Hun siger selv: “Jeg trives godt på skolen og jeg kan li’ alle. Dansk er mit bedste fag!””

“Han arbejder meget godt, interesseret og grundigt med projekterne, og han lærer rigtig meget.”

“Han siger selv: ”Jeg er meget glad for den her skole. Der er en god differentiering, og der er gode udfordringer!””

“Han løser opgaverne ubesværet og med ganske få fejl.”

“Han siger selv: ”Jeg er glad for skolen, og jeg har mange venner, og der er en god legeplads!””

About those HUM-themes

Why Christmas comes early this year.

Burning Santa Claus in effigy. Dijon, 1951. Photo: Le Parisien.

We introduced “theme weeks” this year, to have some over-arching structure on classes that otherwise can become pretty splintered as the age difference in the group is so big. It’s nice to work on something together.

It quickly transpired that this age group needs much more than five days for a given subject, so the “week” in “theme week” quickly oozes out into a month.

I feel our “Ancient Egypt” theme went pretty well. “Ancient Greece” was arguably less focused because there were so many other things going on. At the end of the “Halloween theme”, when I asked the kids “why do we celebrate Halloween?” they all said “to commemorate our ancestors”. Not a word about candy. This felt like victory, but maybe they were just being nice.

We are starting our Christmas theme insanely early this year, because we seriously need to do some more drama. For one thing, theater is something everybody can contribute in regardless of age, and it is also perfect for practicing languages orally. Theater covers almost all the stuff self-study leaves out in language learning.

But if we’re going to do this well, we need lots of time. Putting up a play has to be guided by teachers, it just doesn’t work as a student-driven project. At least not yet.

Christmas also fits seamlessly in the historical timeline we’ve been working on this year, as the Nativity plays itself out in the Roman Empire. And then there’s the old Norse traditions around winter solstice, too. “Christmas theme” can be a veritable Trojan horse for lots of stuff.

Just so there’ll be no misunderstandings here: There will be some amount of scripture these weeks because the historical aspect of Christmas becomes unintelligible without a degree of background knowledge. What to believe or not to believe is the parents’ business.

Priming your child for a day in kindergarten

Just some ideas for things you might find fun:

  1. The week’s morning song. If possible, get your child acquainted with the song (usually mentioned in the weekly EFD Newsletter). Some of you are clearly doing this already. Many of the kindergarten kids contributed fiercely to “Go Down Moses” last week!
  2. Talk about what day today is. We review the weekday each morning in kindergarten. There’s always an opportunity to talk about what month it is too, or what season.
  3. What words contain this letter? Again, something we talk about every morning. A child picks a letter from a stack of cards, and we try to find words that include the letter. This is a game that can be played almost anywhere, any time. (You don’t need a stack of cards!)
  4. Talk about the menu: We ask every day at the morning meeting if anybody knows what we’re having for lunch. On Mondays it’s hard for Lucia the cook to know, for logistical, vegetable delivery-related reasons. But on Tuesdays there’s always soup and bread, and Lucia sends out the week’s menu as soon as she can afterwards. Knowing something about the day gives a sense of ownership and control. And the rest of the children are impressed by the ones that have appropriate and interesting information.
  5. Retell stories. We’ve read (or rather: Lise has read) and play-acted “The Three Billy Goats Gruff” this week. The kids know it more or less by heart already. (“Les Trois Boucs bourrus” in French. “Bukkene Bruse” in Danish.) It’s a fun story to tell together.
  6. Sing songs: Popular songs in the kindergarten right now are “Un éléphant qui se balançait“, “Hode, skulder, kne og tå” (“Têteépaulesgenoux et pieds“), “Hjulene på bussen” (“Les roues de l’autobus“) and “De skøre knogler”. Please tell us if the children are particularly fond of any songs at home! (In any language.)

Revenge of the EFD robots

We will be represented at the first Maker Fair in Copenhagen this weekend. We will have our own stand, and so will our own Nell, “Little Pink Maker”.

Here’s a sampling of what we have to offer:

“Maker fairs” are gatherings of assorted creators, inventors and tinkerers. There will be quite a lot of interesting stuff to see and do. Check out the whole programme.

Hopefully, we’ll also get this one running by the time the fair opens:

A god for children and war

We had our first experimental family field trip today, and visited Glyptotekets exhibition “Bes. Demon. God – Protector of Egypt”. We ended up at Islands Brygge afterwards to swim, dive and eat our packed lunches.

Bes was the god for childbirth, children, sex, fertility, play and war. An intriguing combination, and also one that makes you wonder what’s left to be a god for.

A cool thing about being with many kids at once is that some very basic truths really get hammered in. The trip went pretty well, but not so well that there was nothing to learn from an educational point of view. Here are some lessons I learned today that can probably be applied to adults and work settings as well:

Make sure everybody knows the schedule. Imagine being a child, and nobody tells you what is going to happen afterwards. Will there be lunch? Are you soon going to play? How long will you be expected to stare at ancient artifacts behind glass? You don’t know if nobody tells you, and you’re too small to have much of a say yourself.

Decide on two or three facts that you want to stick. Everything about ancient history is exciting to me. But I have some general outline I can fit every new fact into. Part of teaching, it seems, is whittling large concepts down to building blocks that can be used to build that kind of outline. If you learn two or three things, you’re way ahead of most.

Make a story. I’m sure a lot of work was put into this exhibition, but to a lay person it still came pretty close to looking like a random collection of very old and weird bric-a-brac. Creating some kind of narrative beforehand would have been a good idea. And quizes and treasure hunts (“find these figurines”, in this case) should be saved for last. Otherwise they become very distracting.

Our first family field trip has now been planned, executed and evaluated. The trip went well, the next one will be even better.

Below, we are doing Bes’ signature facial expression.

The great reading challenge

Typical EFD scene. (Anna Munch)

This year, we have an exceptionally large group of pre-readers in school. Almost a quarter of the kids have come straight from kindergarten. They all know the alphabet and most can at least read syllables, but before summer vacation few in this group could confidently read instructions in their textbooks. 

Traditional reading training, where one inexperienced child laboriously works his or her way through a text while everybody else listens in exasperated boredom, is highly inefficient. In a multi-age group as ours this can to some degree be “hacked” by pairing older kids with younger ones, allowing all pre-readers to practice more and spend less time listening to their not very competent peers. 

But the real magic happens at home. No school can surpass fifteen daily minutes of reading time with parents. 

One very satisfying method is the parent reading a short piece once, and getting the child to read it thrice. After the third reading, the child has attained a higher confidence in recognizing the more complicated words. In my experience, the time immediately after dinner is the best for these kinds of activities: It is a clearly defined time slot that occurs every single day, and a period that is normally relatively uncluttered with other appointments and activities. 

I have shamelessly copied an idea from Copenhagen Libraries, and made a bookmark you can use to note down what you’re reading with your child. We will print them out, but you can download them here, as an attachment to the ticket.

Even just reading aloud while your child is lying in bed staring at the ceiling improves reading ability and language comprehension. I am personally a big fan of reading above the child’s presumed level. Unless it’s pornography, crime fiction or political memoirs, most books for adults can be appropriate bedtime reading for children. I must admit this occasionally results in responses and conversations with the kids that do not appear to have anything at all to do with the book itself. But the very worst that can happen is the parent reads something interesting and the child falls asleep. 

Our ambition is for every recent graduate from jardin d’enfants to read at a functional level by Christmas. (Defined in this case as “able to read instructions in age-appropriate textbooks”.) This presumes a much faster pace than school authorities expect, but is doable. A group of 100% readers will release an enormous potential of learning and independent work in the Spring semester 2022. Sometimes grand ideas just don’t work out. But we have to aim at something. And no school gets anywhere without help from the homes.

The HUM update: Theme weeks

Maybe the people who made this had something different in mind. But for our purposes this is an ancient Egyptian school.

As you know, the time after lunch at school is dedicated to the students’ own projects. This hasn’t worked out for everyone. And even those who do succeed in steering their ship to port, don’t do it quite as often as I know they could. So this year we are trying out a much tighter framework: Theme weeks.

Each week this Autumn has it’s own HUM Theme, mostly centered around world history. The week will be rounded off on Fridays with presentations and a form of party or event. Sometimes these events will be during school hours, sometimes we will drum up a larger happening for parents. The point of these parties is creating a clear deadline, and offering a sense of satisfaction through completing a project and cooperating with the others.

Typical projects will be decorating the school according to the theme, making 3D maps and paintings, learning and telling stories, making appropriate food, practicing appropriate music. There’s hardly any limit, really. Casting tin figurines, putting on plays, making costumes. There will also be quizes and games to keep knowledge retention at an acceptable level.

Kids who are busy figuring out how to split atoms or discovering alternative solutions to Fermat’s theorem, completely divorced from any school-mandated theme, will of course encouraged to pursue this. But from experience most children need some kind of scaffolding. Later this semester we will do some brainstorming and let the students decide on themes themselves.

To be honest, I have been continually amazed at how much our kids clearly learn even while goofing off and avoiding formal school work. A typical example is seeing six-year-olds manipulate six-digit numbers while playing board games. However, we all need a distinction between free time and work. Worming oneself out of doing any kind of assignments is no longer an option. Kids who just don’t take to the cursed projects will of course be given other options.

World history and all it’s adjacent pleasures (civics, economics, religion) thus being taken care of, we free up time during the “HUM days” to concentrate entirely on Danish, English and French during the morning work hours. Even here, though, we will look into theme-related texts and assignments.

I’ve tried to set this up so that subjects encountered during HUM theme weeks crop up again later. Archimedes and Pythagoras in ancient Greece turning up in math, Roman costumes being recycled several months later in the Christmas pageant and so on.

It is all very clever. On paper, at least.

Any encouragement from parents to create excitement about these themes is greatly appreciated. We will have some theme related, voluntary field trips for the whole family outside of school hours. Tickets for various projects will be posted well in advance and linked to in the EFD Newsletter, giving everybody a chance to decide in advance what they want to do. (See here for an example of project options during the upcoming “Bootcamp week”.)

What matters, in the end, is if this works for the students. Fortunately we evaluate every week at conseil on Fridays, so any displeasure will not be kept a secret for long.