Indeed, a notable characteristic of successful independent schools is that they offer extensive programmes catering for these intelligences as part of their ‘extra-curricular’ or ‘cocurricular’ programmes, with culture, sport, community service and leadership training all stressed. Wellington College has developed its own ‘octagon model’, where the mission is to identify, nurture and develop all eight intelligences or aptitudes which lie within each child. These are made up of four sets of pairs: the logical and linguistic, the creative and physical, the spiritual and moral, and the personal and social aptitudes. With less time in a school day, and fewer teachers per student, state schools have had less opportunity to offer this kind of education. In December 2009 the Sutton Trust announced that it was launching an experiment into a ten hour day to include time for wider enrichment.6 The Sutton Trust is drawing inspiration from the Knowledge is Power Programme (KIPP) in the US, which utilises longer school days to offer a broader vision of education.7 The 2009 Nuffield Review of 14-19 education and training called for ‘The re-assertion of a broader vision of education – in which there is a profound respect for the whole person (not just the narrowly conceived ‘intellectual excellence’ or ‘skills for economic prosperity’).’8
6
‘New report reveals stark education gaps beyond the classroom’. http://www.suttontrust.com/news.asp#a068
7
‘Factory Schools don’t give real education’, The Times, 22 December 2009.
8
Richard Pring et al, Nuffield review of 14-19 Education and Training, England and Wales, Nuffield Foundation, 2009. 31