Parents and Supervisors Association
Large
Families Support Group
Hi. My name is Sue and I
am the Large Families Convener. I have 5 children
on the Correspondence
School roll, ranging from Year 2 up to Year 8. This I think,
gives me
a good insight into the special problems encountered by supervisors of
several children covering several different age levels, which we are
expected to capably handle, despite having no formal teaching
training.
Supervisors of large families have unique problems all
their own in
implementing delivery of the Correspondence School
curriculum. The common
complaint is the disjointed nature of the
curriculum.
For example, (and this is a common problem) while out
in the shed planting
a bean seed in a pot with your 5 year old for
their Science lesson, all
your other children have now dived out the
door and are playing on the
trampoline.
We have requested of the
Curriculum Writers at the Correspondence School,
sets of matching work
to be worked through by all our children at the same
time . We would
expect for example that with a set of matching Science
sets covering
Year 1 up to Year 8, we will all be out in the shed planting
bean
seeds, and our 5 year old is writing "We planted a seed", while our
12
year old is writing about his observations on his 3 different test
pots, and
the children in the middle will be writing something
appropriate for
themselves at their level.
At present, Pilots
are being written to address these problems, and will be tested out on
some of our large families on the school roll. If you would like to
participate in a Pilot Programme, feel free to contact us and we will
endeavor to put you in touch with the relevant staff at the Correspondence
School. We can also put you in touch with other parents in similar
situations, where problems can be aired, and common problems can be
identified, and brought to the attention of the Correspondence School
Curriculum Writers.
Cheers,
Sue
If you would like to contact Sue send an email to
Please include the name of your nearest town.
