Product reviews for Trivium in Practice

Martin Robinson's first book, Trivium 21c, struck a chord with educational professionals who were perplexed and frustrated by a commonly occurring portrayal of pedagogy as a struggle between -˜traditionalist' and -˜progressive' approaches. Trivium 21c asserted that by drawing on the practices of the past, a balanced educational model could be created in which students develop a body of knowledge, a capacity to analyse and an ability to communicate effectively. Employing an engaging style, which in itself embodied the meshing of the old and the new through the combination of a classical lyricism with contemporary wit, Robinson's book caused many teachers to experience a -˜this is it, this is the answer' moment. As a result, schools around the UK began to experiment with Robinson's model and his new book, Trivium in Practice, provides an insight into the experiences of some of these schools.

One of the immediately striking things about the book is the diversity of schools types portrayed. It would be easy to assume that institutions attracted by an educational model drawing on a classical tradition would largely come from the -˜old school' independent sector. Indeed private schools are represented here but they are joined by various state schools serving a diverse range of socio-economic groups. Clearly, the Trivium resonates across the educational landscape. 



Equally noteworthy is the range of ways in which the Trivium model is drawn on by the schools. Robinson does not present the Trivium as an -˜off the shelf' curriculum to be delivered; rather it is offered as a prism which can be used to reflect on and refine practice. The voices in the book are largely those of teachers and leaders from the profiled schools and what comes across very clearly in their words is a sense of thoughtfulness and nuanced insight that has been facilitated by working with the Trivium. Their stories are all very different but one common factor alluded to is the professional satisfaction that evidently comes from engaging with deep thought about the fundamental purposes and nature of education; something which is not easily achieved in the maelstrom of contemporary school life.