Feeling grateful…

Thoughts on waking: a bus! Thank goodness the heating is still working. I hope the water supply is back on. Didn’t like those odd noises in the night.

Later…yes, we have water. Now to put the kettle on for a restorative cuppa.

Snow Day!

An extra day, a bonus day, a Snow Day! Can’t get out the front door, roads slippery, no buses, no trains…so….writing and tidying and planning the next stage. One submission has been sent off re an astronomy book. With a new job to look forward to after Easter, I am getting my paperwork and house in order ready for the more limited time.  Excited!  Looking forward to the increase in funds 🙂

A Grand Day out

Yesterday I enjoyed spending much time with the splending Lockyer telescope at the Norman Lockyer Observatory, talking to people and sharing my knowledge and enthusiasm for the telescope, Norman Lockyer and the Observatory.  The sun eventually obliged with a sun spot.


Life is fleeting

Life is fleeting
tis but a breath
from life to death

Sorrow and joy
like petals
strew the way
as hand in hand
we wend
with strangers
and with friends
through life’s
sometimes rocky path

Caring and sharing
to The End.


Wow.  Up in the clouds.  Bluebells, an orrery and held spell bound once more by the great Dr Allan Chapman.  His talk spanned the history of planet research throughout the 19th century encompassing the discovery of Uranus, helium, Norman Lockyer, orreries and much, much more!

Today was the official unveiling of the restored Victorian Orrery.  It was rebuilt by John and Bill.  Amazingly it even has the moon going up and down on its elliptical path around the Earth.  The unveiling was done by Dr Allan Chapman, a regular speaker at NLO events, and an all-round good man.  He is able to stand in front of an audience and talk to them naturally with no recourse to notes or pictures during the talk.  A real masterclass in how to give a talk.  I was thrilled that quite a few young ones from both Astroscout groups came along…a better attendance ratio than the adult Observers’ Group!  A member of the History Group introduced himself to me and offered to come along to one of our sessions to talk about space art.  John Bardsley was delighted to see a picture of himself with a write up on our display board.  He is such an inspiration to me and over the years he kindly and patiently showed me how to use the Lockyer telescope.  I also had an interesting conversation with Colin about the future of the observatory and the nature of Friday evenings.  I can see me becoming a Director one of these days…

The Friday evening Astroscout session went really well with the children using paper plates to record the information I had given them about A Trio of Stars: Arcturus, Spica and Antares.  I am trying to teach them to identify the first stars to appear in the lighter evenings and to inspire them to get out and look for them.  The whole plate represented Antares with a tiny, pea-sized circle for Spica in the middle.  It worked well in showing the relative scale of the different stars.

Devon is in full bloom now with the pretty wayside colours of pink, white and blue against a backdrop of varying hues of green.Allan Chapman orrery


Published Author

Having had a short story selected for inclusion in an anthology which has now been published, I can now count myself as a Published Author.  Exciting!  Gives me hope for the future.   ‘Trying for Boots’ is about an inspirational wheelchair rugby player and is included within ‘For Sale: Baby Shoes Never Worn’ an anthology to raise money for Make a Wish Foundation.  Available on Amazon.

Daytime Television

As much as I am enjoying the delights of Homes under the Hammer, Escape to the Country/Sun/Winter Sun or wherever and the many, many antique shows I do wonder to whom the programme of delights is aimed.  The adverts are definitely geared to the elderly and/or infirm.  Given that most views would tend to be housebound for reasons of age, infirmity or unemployment why not use the schedule for some decent drama repeats, or…deep breath…documentaries.  Maybe I am mistaken but surely the majority of daytime viewers would not have the means or the motive to upsticks or take up property renovation or go browsing around market stalls…

Draft Education Essay

Would welcome feedback on the following essay please:

Essay on Education
Karen Hedges

One of the saddest sights I have seen is that of two small, lively boys standing outside a Year 1 classroom for misbehaviour. To me, this sets the scene for a repeating pattern of falling further behind with work, misbehaving to cover lack of knowledge, being sent out of the classroom, falling further behind, etc, etc. Surely it would be better to help such children learn in a different way until they are able to appreciate the joy of learning. Many countries do not begin teaching writing, for example, until children are much older than we do in Britain. Over the years, my work as a Teaching Assistant has given me the opportunity of observing various classroom settings and situations, teaching styles and behavioural issues. I have seen so many sad sights within the educational system that I really hope one day things will be very different. Within the current discussions over curriculum issues there is a real opportunity for changes to be made to the wider education system.
Starting at Year 1, I wonder whether disruptive pupils could be given extra help in reading rather than being simply being sent outside the classroom. There seems to be a pattern of misbehaviour in those who are falling behind their peers. It is no good for students to continue struggling with any subjects simply because their grasp of English is insufficient. This approach just leads to more support needed in the classroom rather than leading to independent learners. For example, I was horrified recently to witness a student struggling with alphabetical order, to be told to hurry up in order to complete two more tasks in that particular lesson. Moving on to the next task before fully understanding the first, seemed totally illogical to me. Physical punishment that was used in a bygone era is often quoted as being a viable deterrent to bad behaviour. It probably was. I just wonder how much learning went on within an environment of fear.
High ability students, on the other hand, are easily bored and expect lessons to be stimulating and to move their knowledge and understanding of subjects forward. In some caes boredom can lead to bad behaviour. Indeed, I have urged restless students to try harder questions with the result that they become engaged and are no longer restless. Within Years 7 and 8, extension work could be set as appropriate and the student would be given relevant or no homework (ie not more of the same). Such students are often doing activities of their own devising or involved in clubs and activities that provide a good substitution for unnecessary homework while extending their learning experience. An effective reward system (this is important for continued motivation) could drop out of the monitoring system.
It is easy to overlook or take for granted regular high achievement. By the end of Year 8, high ability students should be in a position to look ahead to making informed Key Stage 4 choices. It is important that detailed career guidance is offered at an early stage to ensure that students are aware of all the options open to them. Where high ability students have a broad range of expertise, individual guidance is important to help them identify particular areas of interest and to avoid studying too many subjects simply because they are good at them. The Gifted and Talented Programme should be in a position to monitor the effectiveness of the above and to offer practical support by way of extension materials to teachers and offer extra curricula activities such as science-based outings or visits by experts. This would also provide teachers with staff development opportunities to use their specialist knowledge.
Turning now to a couple of wider issues, one of which would be to reconsider the school leaving age. Rather than raise the school leaving age, thought should be given to lowering it for some students to allow them to pursue apprenticeships or other training related to their skills and abilities. This would get round the issue of some students just wasting time until they can legitimately leave. Some students I have worked with were just waiting until they could join the army and were simply not interested in doing anything towards a career once they joined. Two years of their lives spent in waiting.
Another serious issue for which thought certainly needs to be given is regard to the employment prospects for less able students or those who wish to pursue a more practical way of earning a living. The change to modern employment prospects is particularly highlighted when driving through Dorset. It is empty now when in previous generations the land would have been a hive of activity.
Overall, the approach to learning needs to be geared towards ensuring every student has sufficient basic English and Maths skills to access the curriculum. Particular attention should be paid in Years 1, 5/6 and 7 to such skills. It would be helpful to re-assess any student joining a school at any stage. Differentiation – to suit the ability of a particular student – needs to be in place for those that need it to ensure students leave school with skills, not only to find work, but to enjoy life to the full and as independently as possible.

Content of the National Curriculum

A national curriculum is valuable in these times of movement and change. Ideally it should at least minimise the adverse effects of moving upon the education of young people.
Everyone says they want to raise standards and the government consistently says they are doing all they can. The latest is the promotion of grammar schools. Surely, this is divisive and will only raise standards in certain schools. The alternative approach would be to change the curriculum in the less well performing schools and bring it into line with the better performing ones? For example, if private schools teach Latin, then teach that in all schools or at least offer it to the more able. It would be advisable to teach a broad overview of history, chronologically, rather than the present trend for dipping in and out of time frames to focus on particular projects (particularly in primary schools) of Second World War, Victorians, Egyptians etc. Literature would be well placed to concentrate on reading the classics – they have not stood the test of time for nothing – as they contain background historical and social history detail bringing history to life thus complementing that subject. Learning about the Introduction to contemporary authors would also broaden children’s experience of reading and encourage them to write stories and articles themselves. In terms of geography teaching, travel biographies would offer additional enrichment, for example the diaries of Mungo Park. History of science which is often overlooked could easily be included alongside this approach.
Grammar schools are sometimes viewed as a cure all panacea yet real time experience has proved varied over the years. As someone who ‘failed’ the 11 Plus I was sent, not unwillingly, to the local mixed secondary modern. University was not a word which cropped up. Careers advice was appallingly bad and, rather than look at our skills and qualifications, we had a brief, fruitless chat about what we wanted to do, rather than open our eyes to what could be available to us and sent to the equivalent of the local job centre. I remember vividly the member of staff picking up a wad of index cards and reading out the job titles until some caught my imagination… In adult life I, along with many others, learned that we had not so much failed the test as the system had failed us in that there were insufficient grammar school places. Certainly in my own area there was one grammar school serving a vast area containing many large primary schools. The comprehensive system is, as yet, by far the most effective way of ensuring all children benefit from as wide an education as possible in order to reach their own potential.
As a final thought, my own love of language stems in no small way from the variety of hymns and songs learnt at both primary and secondary school. While working in the education sector I was struck by the absence of hymns and singing generally. I didn’t always understand all the words in those timeless hymns but I loved the sounds they made and learnt what they meant later.

About a Fiji boy…


“Wow”, the young student doctor breathed in joy and wonder as my baby slithered into view, “that is the first time I have seen a birth.  Thank you for sharing this with me.”

I took my eyes off my newborn son and glanced at the young doctor.  All at once the years dropped away to a scene of blue sea, blue sky and a hot burning sun. We were hot, we were tired, it was the midday heat but we were determined so see something of this non-touristy Fiji island on our one and only day there.  What a glorious stopover to our main destination of New Zealand!  Fiji was the Hot House at Kew Gardens brought to life.  Eyes widening in wonder as we strolled down a road lined with grand colonial houses.  The rain hosed down yet we didn’t care; it was so hot the rain dried before it hit the ground.  We took a taxi to the nearest beach.  The sea was too hot to cool off in so my husband and I found a shady spot under a tropical tree.

“English?”  said a voice, breaking into our slumbers.

We looked up to see a Fijian boy looking at us eagerly, “I learn.  I go London soon.  I learn to be doctor.”

We sat up; the boy was about twelve years old.  We admired his ambition.  He told us he was learning English from a retired Englishman on the island as well as at school.  He was determined to learn as much as possible because all the scientific text books were in English. The University of Oxford was his aim. He told us about life on the island, about the seaplanes, the sudden downpours of rain; which we were to experience again later that day.  We took photographs and his name and address and promised to send him a photograph.

The taxi came to take us back to Nadi, the main town.  By this time the sky had been filled in with ominous grey clouds.  With no warning the clouds dropped their load.  The water emptied out instantly.  Later, the small village lake took on the appearance of a primeval swamp when the hot sun began to cause the water to steam.

Steam…water…my baby cried as the nurse cleaned him up before handing him to me again.

I looked at the young doctor and simply said “Emori.”

“Yes.  Hot English lady under shade!  I told you I would be a doctor.”

“We sent you the photograph – did it reach you?”

“No…but never mind.  I went to college and then to London University.  My uncle is a dentist in London.”

My husband reached for my hand and, looking at Emori, said, “what about Edward Emori?”

I smiled with pleasure; we so admired Emori’s determination that to name our son after him would be a reminder of a wonderful day and of a friendship renewed on the day of my baby’s birth.