We want to give children a number of things but we can't actually control what they learn.

History shows that the more we do to try to quantify education the less it becomes about the child and the more it becomes about control. The best we can do is stimulate their apetite for learning.

 

In today's techy world there are fewer things in education that 'wow'  a child into wanting to explore. In fact children are becoming risk averse; reluctant to be creative because everything they produce is judged mercilessly by the standards of others.

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The result is that children aren't learning HOW to learn beyond the school gate. Some schools even claim that learning only happens in school!  Hence the campaign for attendance.

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But there is at least one context in which children learn far more deeply outof school than in.

Aeromodelling.​​

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When we make a glider we default to expecting it NOT to fly - at least at first. We forgive its dive to the ground on the first few attempts. And it in these few minutes that Aero activities score over many others. By adjusting a glider children see the results of their intervention in a magical way - flight!  Problem solving is purposeful, transferrable and practical. When a child sees the direct result of their solutions they engage in a personal way with their creation.​

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Common ailments in our day are perfectionism, fear of failure, fear of missing out. Many children lack the most basic practical skills because they don't fix things or they don't make things - even in school now.

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A Context for learning - one of many

Aeromodelling has always been a Home Learning context usually within the family. 

Aeromodelling provides solutions to all the above;

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• Flight is of universal interest, application and daily use.

• Defeating gravity is a challenge which involves failure and success

• Designing a plane involves testing and observational skills

• Your plane becomes personal to you - you engage in a way that is almost a relationship. 

• Flying is physical and dynamic, technical and very intellectual.

• Every moment in a flight is a problem to solve, a situation to respond to.

• The wellbeing of your plane is your responsibility.

• You can collaborate with others to build a plane

• There is skill in flying and challenges to be achieved at the highest level.

• Aviation is a rich context for careers into the future.

• And play? Its also great fun.

• Community? People in the aviation industry share a love for flight and things that fly.

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So why is aeromodelling not taught in UK schools?

All forms of creativity are taking a hit right now. Many aspects of STEM are only modelled on screens rather than with kinesthetic projects.  The problem is that teachers are no longer experts in a subject but specialise in 'teaching' schemes that others have devised.  Time and resources are in short supply. 

Aeromodelling has been a high investment subject - reaping amazing rewards but the UK is no longer committed to engineering. Manufacturing has been moving to other nations on a global level but recent politics is questionning the credibility of that policy. We cannot allow our key industries to be outsourced wholesale - we need our own power, minerals and creative minds. Education is still focused on getting quals; quals you only nee for your first college interview -  for a degree which is no longer esteemed;  to get jobs that no longer exist or don't exist yet.

 

Aeromodelling is taught in Chineese schools. Think about that.​

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But the old 'new world order' is changing. Concluded by the World Economic Forum. The UK amongest others needs to gear up for economic resilience and resourcefulness without loseing the ability to cooperate and collaborate. And so we in T&S are committed to this bigger picture - growing inovators, doers, movers and shakers  - especially those who misfire with state education.

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