The Vernacular and the Global: Fulbridge Primary School, Peterborough
Editor’s introduction The main theme of this chapter is how a school has developed a local, vernacular curriculum which takes as its starting-point local histories, geographies and resources as the means to galvanise children’s learning. This work is based upon Kolb’s model of learning from experience and particularly demonstrates how different mediums, such as sculpture, film, animation and drama, can be used to explore curriculum links with writing. This did not, however, lead to a situation where children were labelled as one of the four Kolb learning stylists: convergers, divergers, assimilators or accommodators. Rather, this approach enabled teachers to rethink how they could design the curriculum to meet their children’s needs and interests. This curriculum – described by the schools as the Peterborough Curriculum – is characterised by:
■ the complementary involvement of external practitioners to support and extend the work of teachers.