03 Jun 2016

Boys Who Live With Books ‘Earn More as Adults’

“A room without books is like a body without a soul,” words of Roman philosopher, Cicero.

New research has uncovered a strong correlation between the earnings of adults and whether they grew up surrounded by books as children.

Three economists at the University of Padua studied 6,000 men born in nine European countries and concluded that children with access to books could expect to earn materially more than those who grow up with few or no books.

They studied the period from 1920 to 1956, when school reforms saw the minimum school leaving age raised across Europe. They looked at whether, at the age of 10, a child lived in a house with fewer than 10 books, a shelf of books, a bookcase with up to 100 books, two bookcases, or more than two bookcases.

Over the period studied, the research, published in the Economic Journal, found that an additional year of education increased a man’s average lifetime earnings by 9%.

Men brought up in households with less than a shelf of books earned only 5% more as a result of the extra year’s education, compared with 21% more for those who had access to a lot of books. And those that had access to books were more likely to move to the better-earning opportunities in cities than those without books.

The men’s first job was also much more likely to be a white-collar job.

Books matter because they encourage children to read more and reading can have positive effects on school performance. A home filled with books indicates advantageous socio-economic conditions.  This may indicate that a home with books encourages cognitive and socio-emotional skills, which are important for economic success in life.

11 Mar 2016

Honour Page: Diary Entry by Beatrix

Dear Diary,

 

My teacher is absolutely horrid! She embarrassed me by reading my autobiography to the whole class, even though she knows perfectly well it’s private. Then when I was finished she let out this cackle of a laugh, the sort that made you want to hurl yourself off a cliff. When the bell went for lunch break, I marched straight to the girls’ cubicles to have a good cry.

 

Then, I heard the door groaning loudly and in came Stella. That quietened me down a little. For some odd reason, I always felt rather stupid, crying in front of Stella. I miserably pulled the chain and pushed open the door. All of a sudden my face lit up when I spotted her, all pink and pretty, washing her hands in the sink. She must have heard me crying because she immediately came over, so I started to talk things out with her. She helped me wash my tear-stained and then we played ‘hair salon’ and I was a posh lady and she played ‘washing my hair’.

 

It felt so soothing having her sharp, dainty fingernails run through my silky curtain of hair. That lasted pretty much until the end of break and when it was time to go, we bumped straight into Mrs Prye and then she started on this long lecture about ‘safety, responsibility and independence’…

 

 

By Beatrix 8yr old – “Wants to be an author in the future”

02 Mar 2016

“Some Ramblings on Reading…(and a few recommended titles)”

Anne-Marie Idowu: Some Ramblings on Reading…(and a few recommended titles)

Books are absolutely fabulous. One thing is for sure: they can never be replaced, no matter how far or fast technology advances.

For this year’s World Book Day, I have included some of my own recommended titles for kids, teens and adults below. These titles are not necessarily current bestsellers but they are great books (in my humble opinion) with stimulating material and unique lessons to learn.

Click here for: Recommended Titles

My medical/scientific background always makes me curious about things and their effects on us complex human beings. Amongst everything else, I have developed great interest in cognitive science and applied psychology; but most of all a passion for learning and all the processes it encompasses.

 

I truly believe that there is a major difference between believing something based on somebody else’s knowledge rather than one’s own knowledge (whether it is true or rational or not). That is why Milestones Methodology encourages the use of reflexive questioning in our lessons so that students are encouraged to come to their own conclusions. It can be quite tricky to separate the objective from the subjective but we try to create a healthy balance of the two.

I like to encourage my students to always initially explore the understanding of a topic because it lays the information down in the part of our brain responsible for higher cognitive functions and thinking. For example, I avoid making sweeping statements such as, “global warming is bad for the planet”. I help them to discover the information and encourage them to make their own conclusions.

 

That is not to say that I do not challenge them or pass on my own knowledge and opinions but I want them to be analytical and inquisitive from early on. I am not interested in developing passive kids that can regurgitate textbooks; I am here for the next generation of actively brilliant minds that create their own theories and challenge the beliefs of our society. It is always great to get kids to question you and not get irritated; if you really think about the questions they ask, it can teach you a vast number of things and help you open up your mind.

 

How does this relate to reading?

Well…scientifically, reading has a profoundly significant effect on how we think; it lays down the cognitive processing infrastructure that we use all day, every day, throughout our lives. Don’t worry that’s a topic for another day.

 

The amount of exposure to reading material also positively correlates with vocabulary growth. In fact, studies carried out by Dr Keith Stanovich et al. show that the amount of reading one does can predict vocabulary and reasoning abilities, independent of the education they’ve had.

We can testify to this. At Milestones we have had students from low performing State schools that have transformed their grades and learning progress across all subjects simply through our intensive engagement to reading programme.

 

An additional benefit is the development of critical thinking skills such as the ability to decontextualize. What I mean by that is the ability to stand aside from a media context and process it in an abstract manner. This is analogous to the non verbal reasoning tests kids sit these days for entrance exams and those aptitude tests some us had the pleasure of sitting when applying to law or medicine or competitive jobs in the financial world.

 

I guess my message is…do not underestimate the importance and effects of reading especially for those kids of ours that are still developing those incredible brains. Get them to read everything: recipe books and instruction manuals!

25 Feb 2016

An Introduction to the Wonderful World of Horology

An Introduction to the Wonderful World of Horology

 

Horology

noun

  1. the study and measurement of time.
  2. the art of making clocks and watches.

 

Horology (say it out loud! Sounds incredible right?!) arrived in our wonderful English language via Latin as Horologium, and once we deconstruct this wonderful word, it makes more sense than just sounding great! Hora or horo means “hour or time”; whilst logy or logia refers to “the study of [whatever the prefix is]” as in theology, geology etc. in this case “hour or time”. Now put the two together and we arrive at possibly the most fascinating art on the planet!

 

Now I’m sure you’ve been taught that the center of time is in Greenwich at the prime meridian, and that’s how we get time zones etc. but at least for the extent of this blog post, I’m going to convince you that the center of time is Switzerland, Geneva, Switzerland to be slightly more precise. However, I won’t go into too much detail of why that is, as it can get a little bit boring! But an easy reason to remember is that the BEST watches are made in Switzerland, and this is why you often see ‘Swiss Made’ on very expensive watches. Similar to how the best shoes are often made in Italy. Must be something in the water!

 

The design of watches is incredibly intricate and can often take weeks to manufacture one, which is often only entrusted to the perfectly steady hands of one very talented watch maker! Most ‘cheap’ watches (take the word cheap with a pinch of salt here, as cheap in the horological world is anything under around £2000!) have a common uncomplicated movement called “Quartz” which you have likely come across before, maybe on some of our own watches. To the majority of watch aficionados, the movement of the watch is the most fascinating and important part of the watch. To the untrained eye most movements look very similar, so many people cannot justify paying thousands of pounds for a ‘fancier’ movement of hands on a watch face. However, it is very easy to understand once a few differences have been pointed out.

Quartz movements are very popular and used in the majority of ‘cheap’ watches as they are very cheap and easy to manufacture, plus they require minimal maintenance aside from battery replacements. They tend to be low cost since they are battery powered and have few moving parts. Quartz watches aren’t as desirable to most watch enthusiasts because they lack the technical craftsmanship and engineering that mechanical timepieces have. A quartz movement utilizes a battery as its primary power source and is typically the type of movement that you will find in your standard watch. To create power in quartz watch movements, a battery sends an electrical current through a small quartz crystal, electrifying the crystal to create vibrations. These vibrations keep the movement oscillating and drive the motor to move the watch hands.

On the other hand, mechanical movements are often chosen over quartz movements for luxury watches because of the level of quality and craftsmanship of mechanical movements. Skillfully created by expert watchmakers, these movements contain an intricate series of tiny components working together to power the timepiece. Although the general design of mechanical watches hasn’t changed much in centuries, technology has allowed for more precise engineering and a greater attention-to-detail. Unlike quartz movements, a mechanical movement uses energy from a wound spring, rather than a battery, to power the watch. This spring stores energy and transfers it through a series of gears and springs, regulating the release of energy to power the watch. We’ll stop here before we get too technical! To the eye however, a mechanical watch has a sweeping movement of the second hand that appears to move continuously without stopping. However, a quartz watch has a ticking motion, stopping on each second.

 

‘Mechanical’ is itself is an umbrella of several movements or ‘calibers’ as commonly referred to in Switzerland (the center of time remember?).  Most of these are referred to as a series of numbers however the most popular are ‘automatic’ or ‘self-winding’ and ‘manual’ or ‘hand-winding’. These two movements are another two umbrellas with another several movements, so once again we’ll stop here before it gets too confusing!

 

Finally, another major component of luxury watches, are the complications. These are: date, calendar, chronograph, power reserve, moon phase, time zone, minute repeater and tourbillon. Most watches that contain a calendar function require constant adjustment to ensure the correct date is displayed. These watches will reset after completing 31 24-hour cycles, representing a full month. Since our calendar contains leap years and an irregular number of days per month, watchmakers developed two advanced complications to track our calendars more accurately so that the date doesn’t have to be adjusted every month. As long as the timepiece is wound and running, the calendar complication will be functional and accurate. An annual calendar complication is a complete calendar displaying day, date and month with minimal adjustment. The complication automatically adjusts the date displayed on the timepiece based on 30- and 31-day months to ensure that the correct date is always displayed. This complication requires setting the date once per year, at the end of February. The perpetual calendar complication also displays the day, date and month, but it requires even less adjustment than an annual calendar. This complication not only knows the number of days in each month, it also knows the year so that it will automatically adjust for leap year. The next time a perpetual calendar will have to be adjusted is in the year 2100. A chronograph is a complication that describes the timing functionality of a timepiece, known more commonly as a stopwatch. It allows the wearer to measure intervals of time without affecting the normal time telling function of the watch. The chronograph changed the world because it allowed for incredible accuracy in recording time —from 1/100 of a second up to 12 hours. While the basic idea of a chronograph is the same from watch to watch, there are three different types of chronographs that exist in watches today. The “brain” of a mechanical watch resides in what is known as the escapement, which includes a delicate hairspring mounted on a balance wheel that rotates back and forth (each rotation equates to a tick on the watch). Due to the nature of the design, and gravity effects of lighter or heavier spots in the balance wheel, the rate of timekeeping will vary when the watch is in different positions. In a standard mechanical watch, the escapement is fixed, and it is impossible to regulate it to keep the exact same rate no matter which position that watch is in (dial up, down, crown up, down, etc.). Enter the tourbillon. In a tourbillon, the entire escapement is housed in a rotating cage, and the whole assembly is constantly moving. That means no matter what position the watch is in, those timing variations are essentially canceled out. A watch that has several complications is referred to as a Grand Complication because it contains the most complex achievements in watchmaking. It is extremely difficult to engineer a timepiece with so many complications because space is limited and there are so many components.

So in closing I hope now you wish to get lost in the wonderful world of horology, remember that Switzerland is the center of time and understand why one can spend a small home on a Rolex!

 

Jargon Buster

 

Caliber – the movement of the watch

Horology – the study and measurement of time or the art of making clocks and watches

Dial – the watch face

Crown – the knob on the side of the watch that is turned to set time

Bezel – the border around the dial

Aperture – A small opening/window found on the dials of some watches in which certain indications are given, such as the hour and the date

Chronograph – A watch with a stopwatch function. A Chronograph both measures and displays elapsed times in addition to showing conventional time

Chronometer – A precision watch with a movement that has been rated by the official Swiss testing laboratory called the Controle Officiel Suisse des Chronometeres (aka COSC)

Escapement – The device at the heart of virtually all time-keeping mechanisms. It provides the impulses to maintain the oscillations of the balance wheel or pendulum which governs the rate at which the escapement lets the wheels and hands of the watch revolve

Power Reserve – An indication of the state of wind in the main spring. A hand on the dial points to the number of hours the movement will work before it runs down

Swiss Made – A watch may only bear the Swiss-Made label if the assembly work of the movement and watch was started, adjusted and controlled by the manufacturer in Switzerland. Furthermore, the law requires that at least 50% of the components of the movement be manufactured in Switzerland

Tachymeter – A feature in chronograph watches that measures the speed over a predefined distance

 

 

 

 

 

 

31 Dec 2015

Words you should know for the 11+ and 13+

Verbal reasoning can be notoriously hard to train children up for. In particular, a lot of children stumble on vocabulary expectations. Similarly, children who are very competent in English Literature can be completely stumped when asked to define the meaning of words in a context.

Even the most voracious reader might not know some of the language examiners choose to present students with. Below are a list of words commonly found on examination papers and some tips for learning them.

Learning tips:

  • Is your child artistic? Make flip cards. Buy coloured card and get them to cut our squares and write the word on one side and a definition on the other. Play vocabulary games with them.
  • Does your child like to be the one in control? Let them test you on the meaning of words and get them to explain the words you “get wrong”.
  • Is your child a techno whiz? There are a million apps for vocabulary expansion. Get your child to play at least once a day. Small doses frequently has been proven to improve vocabulary much more than giant, off putting chunks.
  • Is your child visual? (And are you very patient!) Try acting out the different words in a charades style affair.
  • Your child should be learning a new word a day minimum.
  • Buy a fun word calendar.

 

Here are some of the words:

CURIOUS, PERISH, ARTICLE, ANXIOUS, CORRECT, DOSE, WORTHY, DISTINCT, LIMB, ABUNDANT, DISTRESS, ERECT, APPEAL, STRESS, ELECT, BRIEF, OCCUR, HALT, SUBMIT, OCCUPY, CEASE, AROUSE, HOLLOW, MERE, WITHER, COMPANY, SINCERE, DENY, COMPANION, LATTER, LIBERAL, GRIEVE, MODEST, FUND, RESTORE, DISPUTE, PIONEER, BOX, RURAL, REPENT, VESSEL, MORTAL, CONSENT, RARE, SELDOM, CONTEMPT, LODGE, RETAIN, CONCLUDE, DIN, OATH, CONVINCE, STOUT, PROCURE, SOW, SCRIPTURE, ENDURE, CONSIST, EARNEST, CLAMPED, BUZZED, FROWNED UPON, CONTINUOUS, OVERGROWN, DECEPTIVE, BRISK, COSY, REFRESHING, UNINSPIRED, ENCRYPTION, SCORNFULLY, UNVEILING, CONTRASTING, IMMINENT, RENOVATED, TRANSMITTING, SINISTER, EMULOUSLY, AFFIRMATIVE, DINGY, SORDID, DISTAINED, RAVAGES, OBEY, DISOBEY, INDIGNANT, COURTEOUS, SELFISH, ENCOURAGING, SECLUSION, PROGRESSIVE, RAMBLED, CONSCIENCE, BENIGN, DELIBERATE, SHUN, INCESSANT,

31 Dec 2015

How to improve your creative writing

When it comes to creative writing a lot of students can feel they simply do not “get it”. Telling stories might not be their forte and adding on the time pressures inherent to exams can cause a real dilemma. It is important to remember that we all tell stories in our everyday lives and that there is a formulaic process for creative writing. This formula involves three key tips that will guarantee success.

Let’s be honest: you’re going to need to plan. Some of this planning should occur in the exam room. But some can happen before you walk through the exam door.


 

STAGE 1: BE PREPARED.

Before you go into an exam you should have thought about characters. Here’s how to get started on the task.

  • Take inspiration from the greats, all writers take elements from “stock characters”. Stock characters can range from the orphan, to the geek, to the misunderstood genius, to the loner.
  • For example, think about some of the main characters in the much loved Harry Potter series and ask yourself what about them makes those characters makes them special, memorable and relatable?

-HARRY POTTER- he is an orphan, this makes the audience SYMPATHISE with him. He has a distinctive facial feature (a scar in the shape of a lightning bolt), this signals he is somehow SPECIAL. He is signalled as different from the Dursleys who he lives with. This importantly makes the reader want him to SUCCEED.

-HERMIONE- is not from a wizard background and people make fun of her for this this makes her RESILIENT. She is also quite bossy and this often creates HUMOUR through its contrast to the laid back nature of characters like Ron.

  • Having well rounded, thought out and varied characters who interact with each other and who DEVELOP is very important in creating a story that someone will actually want to read.

Can you think of any characters of your own?

They might not spring to mind immediately but think about strong characters in your life. Your grandad, your favourite character in a TV show, your best friend or invent someone new. Make sure you can explain to yourself how they act and why. To help you do this you can create a character profile, what is their family like, what do they look like, what do they like to do, how old are they – how has their life experience affected them and why?

Make sure you have a small portfolio of characters who you think are interesting. You do not have to use these in an exam and shouldn’t use them if the question isn’t appropriate but it will acclimatize you to the process of invention and how it is actually just a process of collaboration between things that you have seen, read, heard, thought or even dreamt of.


 

STAGE 2: START TO PLAN YOUR STORY.

This is essential, unless you’re Jack Kerouac you simply cannot just start writing. But don’t worry there are tools to help you do so.

Top Tip: If you are completely stumped for ideas you can create a mind map of different ideas and start to draw inspiration.

Think about your story as having four points:

Point number 1: Introduce your reader to a scenario.

  • Where are we?
  • Who is the reader meeting?
  • What do you want the reader to focus on first?
  • WHO IS SPEAKING- what is the voice the reader is hearing
  • How are you going to set the tone of the theme your story will be about.

Top Tip: familiarize yourself with the difference between first and third person narratives and how this affects what you read.

-It is easier to focus on characters as you can go into an exam with a stock list of them. (as mentioned in STAGE 1)

-DON’T GO TOO FARFETCHED. Writing about aliens, explosions and disaster is hard to do in a limited amount of time and can divert attention from your narrative arch, characters and descriptive language. Keeping the story simple will allow you to broadcast all of your talents without getting swept up in writing Mission Impossible 5.

Point number 2: Set up a challenge to this scenario.

Is the challenge emotional: the main character is lonely, the two main characters have had an argument, an important building is going to be demolished, somebody has died, somebody has to move away.

Think about what you want the reader to FEEL about this experience and think about what your characters would FEEL about this experience. Is one character more emotional, is another more withdrawn?

Think about how to convey these emotions.

  • TRY TO SHOW EMOTIONS INSTEAD OF NAMING THEM. In order to show an emotion, describe the physical and internal responses of your characters.

Let’s say you want to convey the emotion sadness.

  • Bad description: Sally wept and wailed and beat her fists and thought she would never feel happy again.

This description is too clunky and over the top.

  • Good description: Sally kept her gaze on a few squares on concrete at her feet, she could feel her shoulders arching forwards towards the ground and after a few moments, sensed that a few cold warm tears were trickling down her cheeks.

This description uses body language attached to certain emotions to help convey how Sally’s feeling are impacting her.

Point number 3: Have something change in the plot.

  • This change will either be to improve the situation or to leave it on course for an unhappy ending.

Point number 4: Resolve the story.

  • It can be happy, or unhappy or best of all, a little bit of both.

STAGE 3: USING DESCRIPTIVE LANGUAGE TO IMPROVE YOUR WRITING.

Use descriptive language!

  • Talk about what you see: colours, talk about the weather, talk about the feel of the air around you, talk about the smells around you.
  • Talk about you can touch: textures, soft, hot, cold, velvety.
  • Talk about the smells around you: deliciously freshly baked bread, grass after it has just rained, polluted city streets.
  • Talk about what you can hear: birds chirping, your little sister crying, two people shouting.
  • Talk about what you can taste: are you in a location with a particular type of food.
  • Think about the TIME OF YEAR: Practice stock phrases for winter, summer, autumn, spring. “The morning had the rejuvenative feeling of Autumn- I was surrounded by my favourite fiery shades of red.” , or Winter “icicles crunched beneath my feet like splinters and it was dark”.

If you do all of these things you should get by swimmingly.

31 Dec 2015

How to read a poem

Poems can be intimidating. But the most important thing to remember before approaching a poem is not to feel intimidated. Poems are abstract and defy immediate “understanding”, and therefore reading a poem requires developing a new skill set.

Unlike typical forms of literature, poetry is not about understanding in a literal sense. Poets such as T S Eliot acknowledge that: “Genuine poetry can communicate before it is understood.” .

T S Eliot is highlighting exactly what is spectacular about poetry, the fact that it is simply about getting a feel for the words and trying to extract who you can. It’s like being a literary archaeologist. Any archaeologist will need tools. Below you will find the necessary literary tools to understanding poetry better.


THE BASICS

Top Tips: Always read poetry with a pencil in hand. Read the poem once SLOWLY. Then re read it underlying anything that strikes you.

Voice : Work out who is talking. Are they young? Are they old? Are they female? Are they male? Are they an animal? Do they represent a particular race?

World view and themes: Are they making an argument for/ against something. Are they representing a particular historical or political viewpoint. Is the poem about race, class, memory, gender, death? Top Tip: Look at the title for clues as to the subject matter. Also, look for clues in the language – are certain words repeated.

Tone: one of the most important things to grasp. Does the VOICE seem happy, anxious, sad, angry?

Setting/ Plot: Where is the poem taking place and is there a particular activity happening. Top Tip: poems are condensed, try paraphrasing what exactly is happening in the poem, this will help you unpick it.


LITERARY DEVICES:

Sensory language: Are there words that evoke particular sounds, smells, colours, textures or tastes. Acknowledge them!

Simile : When two things are compared using ‘like’ or ‘as’. I.e. ‘our new lamp shone like the sun’, ‘our new lamp was as bright as the sun’.

Metaphor : A metaphor is when something is compared to something else without using the word ‘like’. I.e. ‘Samuel is a pig when he eats”.

Personification: When something inanimate (i.e. a table, the sun) is described as having human emotions/ doing a human activity. For example, ‘the sun smiled’ or ‘the sea heaved a great sigh’.

Symbolism: This is when you use an object or a word to represent an abstract idea.

  • Life is a roller-coaster: A famous line from a Ronan Keating song, this is symbolic because it indicates that there will be ups and downs in life.
  • If a character is wearing a certain colour it could symbolise something.

Hyperbole: Is when you exaggerate for effect. For example, ‘the minutes of my exam crawled by like years’.


SOUND:

This can start to feel very abstract when you are a newcomer to poetry. But keep calm- even if you find the terminology confusing you should get used to looking out for the definitions. I.e. always check to see more than one word in a sentence that start with the same letter (AKA alliteration). Or checking how the poem SOUNDS- does that line sound harsh, is it hard to say? Or does the line sound softer, is it easy to say?

Top tip: point, evidence and explanation is still required. So scan the poem for these sound tips then explain their effect. I will give some examples of what the effect might be.

Constanance: Repetition of the same consonant two or more times in short succession, as in ‘pitter patter’ or in ‘all mammals named Sam are clammy’.

Effect: Constanance can alter the rhythm of the poem. Making it a bit slower a bit heavier, in the above example you can argue the language itself has become a bit ‘clammy’.

Assonance: Resemblance of sound between syllables of nearby words, arising particularly from the rhyming of two or more stressed vowels, but not consonants (e.g. sonnet, porridge). The sound created by repeating vowel sounds can be very light and soft.

Dissonance: The use of harsh-sounding, unusual, or impolite words in poetry to create a disturbing effect or to catch the reader’s attention by interrupting a smooth flow of words.

Sibilance: Repeating the ‘s’ sound. For example,‘The sausages sizzled slowly’.

Onomatopoeia: A word that sounds like what it is. I. e. ‘POW’ and ‘BAM’.


Here are some poems for you to practice on:

A Donkey and The Thought Fox by Ted Hughes, I Wandered Lonely as a Cloud by William Wordsworth, Stealing by Carol Ann Duffy and The Follower by Seamus Heaney.