Chapter 1

Questions

Question 1

How would you define the knowledge economy?

• Why is this an important influence on education policy in the 21^st century?
• How do you think has this influenced the school curriculum for the 7-14 age group?

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From chapter GLOSSARY: 'a term used to identify the use of 'intangibles' such as knowledge, skills and innovative ideas in the 'information age' as resources to bring about economic advantages for countries'.

This influences education policy, which is partly aimed at developing the skills needed for the country to remain competitive within the knowledge economy.( see page 10-11 )

The school curriculum has developed in response to the need for certain skills and approaches to learning that underpin the knowledge economy. A greater emphasis on creativity, thinking skills, problem solving and collaborative working can be seen in recent changes to the primary and Key Stage 3 curriculum.

Question 2

What are the various influences that might affect changes to Government policy on education?

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International influences such as comparative test results, or particular policies; events of public concern; research findings;

Question 3.

How would you define school ethos? Can you given an example of 'norms', customs or 'rituals' from a school with which you are familiar? How do these support or expose aspects of the school's ethos?

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This can be hard to define exactly – sometimes seen as 'the way we do things here'.

From chapter GLOSSARY: 'the distinctive character and fundamental values of a particular social grouping'

Possible examples of norms or customs could include: calling all teachers 'sir' or 'miss'; procedures for entering classrooms or assembly halls; senior members of staff being available in the school playground or entrance at the start and end of the school day;

Rituals might include: public celebration of achievement in school assemblies; standing items on staff meeting agendas for each year head or key stage leader to report on events or issues

The examples of school customs given here are ambivalent and could support a positive ethos ( respect for teachers, safe movement in school, positive relationships with parents and pupils) or possibly expose less positive aspects ( impersonal relationships with teachers; policing of pupils in school and on the playground).

The examples of rituals given here suggest a positive ethos in terms of valuing pupils' achievements and sharing key issues with the whole staff on a more democratic basis, but could also expose less positive aspects if only certain kinds of achievement were publicly celebrated, or if the staff meeting had a 'blaming' or 'shaming culture as opposed to a 'sharing' one.

Question 4

What are the important factors in transition between primary and secondary schools? What strategies can schools adopt to try to ensure pupils experience a smooth transition that does not interrupt their progress?

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Maintaining academic progress; ensuring good pastoral care, especially for vulnerable pupils; See pp 20-22 for discussion of strategies.

Chapter 2

Questions

Question 1

How would you define values as they relate to education? Why is it important that teachers consider their own values in relation to their professional lives? (p27-28)

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From chapter p.27 "Values are principles, fundamental convictions, ideals, standards or life stances which act as general guides to behaviour or as points of reference in decision-making or the evaluation of beliefs or actions and which are closely connected to personal integrity and personal identity." (Halstead, 1996, p5).

These inform and influence education policy (see p. 35 for an example) and practice (p.37)

Education policy and the school curriculum is in a state of flux following the change in the UK government in May 2010. Debates about the modes of teacher training, content of the curriculum and preferred pedagogies are rich grounds for exploring the influence of values on schools.

Question 2

List at least three examples of each of enculturation, acculturation and assimilation in everyday school life including routines, rules, behaviours and curriculum.

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The discussion of this is on p.32 and definitions in the chapter glossary are as follows

Acculturation might be considered a change in the cultural behaviour and thinking of a person or group of people through contact with another culture. In this chapter this is conceived of a two-way process

Assimilation is the process by which individuals or groups are absorbed into and adopt the culture of another society or group.

Enculturation is the process of acceptance of another culture: the gradual acceptance by a person or group of the standards and practices of another person or culture.

The discussion about whether it is appropriate for teachers to provide a planned approach to enculturation or support pupils through a process of acculturation and assimilation is morally complex and requires teachers to be highly reflective of their own ways of working and assumptions.

Question 3

Outline how you might be able to identify the underpinning values of a school which are evident in its ethos.

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Ethos is defined on p.38 and in the book glossary as 'meaning to be accustomed to', this has come to mean the distinctive character and fundamental values of a particular social grouping'

It is suggested that the ethos of a school is an explicit manifestation of the values underpinning the institution. (discussion on p.38) Where these values are made explicit, are owned and clearly understood by all who work in a school, teachers are supported in their decision-making as they use the values as a reference point.

It is also suggested that the values and ethos are evident in the physical and operational aspects of school life - the displays, the choice of resources, furniture arrangements and working practices such as use of first name and modes of internal communication.

Question 4

Consider the professional standards for new teachers joining the profession. Where these relate to values, how might you go about evidencing these criteria?

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On p39-40 there is a discussion about the place of prescribed professional values for teachers joining the profession and how these are evident in the expectations of a teacher as he or she moves through their career.

Values accompanied by reflection are seen as key ingredients if an occupation is to be described as a profession. Policy under the Labour government stressed the fact that teaching was to be perceived as a profession. What might be the impact if teaching is considered more of a mechanistic occupation where an apprenticeship model is considered a more appropriate model of training?

Chapter 3

Questions

Question 1

How would you define parental involvement in pupils' education? How might this be affected by different cultural expectations?

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One broad definition would be that of 'taking an active interest in their children's education'.

What constitutes an 'active interest' might change depending on pupils' home background and culture. Some groups, particularly those recently arrived in the UK, may not have expectations that they should be directly involved in their children's school work; other parents may consider and 'active interest' to mean participating in school events, rather than discussing or supporting school work with their children

Question 2

How might schools engage with parents and carers to establish effective communication, and to develop shared understanding of how parents or carers can support pupils?

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This is discussed on pp 53-54.

Question 3

Outline the factors that are likely to contribute to a successful, formal meeting with parents or carers. What preparation is needed beforehand, and what should happen during and after the meeting?

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See p 55-57

Question 4

What are the three areas where schools are asked to review their practice to support and develop community cohesion? What specific actions might schools need to take in each of these areas?

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Teaching and curriculum; equity and excellence; engagement and ethos

Schools may need to review their curriculum to ensure it supports pupils to develop an understanding of the contributions made to life in Britain by different communities.

Schools will need to monitor pupils' performance to ensure that members of particular groups are not falling behind others, and to ensure that discrimination and bullying of any kind are actively discouraged.

Schools will need to engage with local communities to ensure that their needs are being addressed within the extended schools arrangements.

Question 5

List at least five examples of formal or planned Continuing Professional Development for teachers, which would take place in the school context. Now give two examples of informal' learning that might also occur.

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See pp. 61-62 for examples of planned or formal CPD, and for ideas about informal learning

Chapter 4

Questions

Question 1

How useful is neuroscience in helping us understand child and adolescent development?

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It has shown changes in the brain that may affect learning and other behaviours. See p. 74

Question 2

This chapter considers some theories of constructivist learning. How would you explain the differences between the constructivist ideas of Piaget and the social constructivist ideas of Vygotsky? In what ways have these ideas been brought together in the work of Bruner and others?

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Piaget emphasises the ways in which children actively build or 'construct' their understanding of the world, through the processes of assimilation and accommodation to new information. Vygotsky places an emphasis on the importance of social learning, and particularly the role of language as part of this process. He developed the idea of the Zone of Proximal Development (ZPD) – that a learner can develop more understanding if supported by a more experienced adult or peer than they can on their own.

Bruner brings these two stands together with the idea of the 'spiral curriculum which re-visits key concepts at different stages and the concept of 'scaffolding' to describe the nature of the support offered to learners in their ZPD, whereby support is provided and gradually removed to enable the learner to operate unaided.

Question 3

Outline the general indicators of cognitive development in the 7-14 age range, remembering that these stages are nor 'fixed' in relation to age.

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See pp 79-80.

Question 4

Write a fictional account of an event in school from the perspective of a young adolescent, using your understanding of cognitive, social and emotional developmental factors.

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Example: I felt really gutted today when Mr Smith told the whole year about 'some pupils being remarkably stupid' at the bus stop. Me and my mates were only mucking about jumping in front of the bus. We knew it was going to stop in time. Why does he have to go on and on about it? ⁽¹⁾ I reckon everyone knew it was us and they were looking at us and talking about us behind our backs ⁽²⁾. It's not fair. He's always picking on us and making us look stupid and now today he called me stupid in front of everyone ⁽³⁾. I'm going to get my Dad to complain to the school.

Note 1: Neuroscience evidence indicates that many young adolescents have lowered awareness of risk, due to the development of

Note 2: Many young adolescents experience 'adolescent egocentrism' where they believe they are the constant focus of other people's attention

Note 3: This tendency may lead some young adolescents to over-personalise and thus over-react to events, as in this case.

Chapter 5

Questions

Question 1

What are the significant factors that contribute to a learner's self-concept? How can self concept impact on personal achievements?

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Physical appearance; social relationships; one's own belief s about success in different areas, and also the beliefs of others see pp. 97-98.

A lack of belief in ones' ability to succeed can prevent pupils from persisting in the face of difficulties, or attempting new tasks. Similarly believing that others expect failure or lack confidence in one's abilities will affect self concept and reduce resilience and willingness to take risks and attempt new tasks

Question 2

How does self-concept relate to self-esteem? What strategies might you consider when seeking to increase some pupils' self esteem? Are there any dangers in trying to increase self esteem in learners?

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Self esteem is defined as 'how one feels about one's self concept'. If we believe we are not valued by others for whatever reason we may not value ourselves.

Your response to the second question is likely to be personalised to individual learners, although many schools have established various practices to celebrate pupils' successes in as many areas as possible, not just in academic work. These include special assemblies and awards, displaying photographs in public places etc.

High self esteem can be a negative attribute if it leads to insensitivity towards others, avoidance of criticism, and avoidance of challenging tasks in order to maintain a sense of self-worth.

Question 3

How far do you feel today's classrooms are 'gender neutral', if at all? Can you identify any ways in which some gender stereotyping still continues?

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This question calls for a personal opinion. You may feel that all reasonable attempts are being made to treat make and female pupils in the same or similar ways; alternatively you may feel that gendered attitudes are a fundamental aspect of society and that school cannot help but reflect this.

Many examples of gender stereotyping in schools may be inadvertent, and take the form of generalised statements, 'girls are better at languages', 'boys prefer non-fiction'.

Some suggestions for reducing gender stereotyping are given on p. 104

Question 4

Does single sex teaching of subjects such as science or mathematics in co-educational secondary schools make a difference? Outline the possible advantages and disadvantages of this approach.

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See p.102.

Question 5

Outline some of the ways in which teachers' assumptions about pupils of ethnic minorities might inadvertently disadvantage these pupils.

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See p. 108 for one example. Other examples might include beliefs that African-Caribbean pupils are better at sporting activities than academic work or that Chinese pupils are 'good at maths'. Such assumptions might prevent teachers from considering pupils as individuals, rather than as members of an ethnic group.

Chapter 6

Questions

Question 1

Should learners in the 7-14 age group be focusing on subjects as separate areas of learning, or is it important for pupils to find connections between the different areas? What are the potential advantages and disadvantages of a subject based curriculum compared with one which brings subject areas together through forms of project or theme based work?

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Responses to these questions are a matter of personal opinion, although it should be recognised that current curriculum developments for the 7-14 age group are favouring a integrated approaches to learning. Not everyone agrees with this, however.

How would you respond to the following views of a former Chief HMI, given at the bottom of this page in the Sunday Times?
http://www.timesonline.co.uk/tol/life_and_style/education/article1908964.ece

Question 2

What kinds of knowledge should we be developing in our pupils and why might these be important in the future? In what ways could your teaching support pupils to develop other kinds of knowledge, apart from subject knowledge?

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See p. 133 for ideas from the 2020 Vison document.

Select a lesson you have taught or one you have observed. What kind of knowledge was mainly involved – knowledge about something, or knowledge about how to do something? Look at the list from Vision 2020 and note down how many of these skills were being developed or introduced in the lesson.

Chapter 7

Questions

Question 1

List as many factors of the learning environment as you can. Now sort these into related categories. How closely do these match with those identified by the DCSF, referred to in this chapter?

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See p. 138.

Question 2

Describe, or draw, the significant features of a classroom that could adversely affect pupils' learning. In what ways might pupils' learning be affected? What changes could be made to reduce these effects?

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These could include: fixed furniture; poor ventilation and/or lighting; lack of space; lack of display areas or lack of outdoor play areas for primary pupils.

These could affect pupils' concentration, motivation and behaviour. It could inhibit the provision of different types of learning activity.

Although space might be fixed, moveable furniture, free standing display boards and improved lighting could compensate for these defects. Controllable heating and possibly the use of a fan or air conditioning would improve the ambient temperature, even if ventilation could not be improved.

Question 3

List at least three opportunities for learning outside the classroom in an area with which you are familiar that would not involve additional costs or special transport for pupils. What arrangements would be necessary in order for these learning opportunities to occur? What specific benefits would these opportunities offer?

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This would depend on the school context, but using the school grounds; streets nearby the school and local amenities such as parks would normally be appropriate. Most localities would also offer buildings such as churches or other places of worship, shopping parades or local supermarkets and possibly historic buildings.

Arrangements would need to include risk assessment, appropriate parental permissions if pupils were to leave the school grounds; a sufficient level of adult-pupil supervision; consideration of pupils with specific learning needs.

Specific benefits would relate to the opportunities identified, but in all cases it would be anticipated that experiential learning would enhance pupils' understanding of the subject or topic studied.

Question 4

Only about 30% of teachers use ICT in ways other than for display and presentation. List at least five other ways in which ICT can positively contribute to learning (that is, enable learners to do things they could not otherwise do).

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See p. 153-4 & p.161

Question 5

Explain in your own words the three key features of the interactive whiteboard, and say why each is important: multimodality; pace; inter-activity.

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See pp. 156-7

Chapter 8

Questions

Question 1

There are a number of theories associated with pupils' 'learning styles'. Based on your reading of the chapter, how far do you feel the following theories can be supported by evidence? Kolb's experiential learning; VAK; Brain Gym; accelerated learning.

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1. Kolb's experiential learning – psychological theory based on work with adult learners
2. VAK – based on NLP theory, but no direct evidence that VAK improves learning. No evidence of VAK from neuroscience
3. Brain Gym – no evidence from neuroscience to support claims made by Brain Gym
4. 'accelerated learning' approaches – evidence is mixed. Some aspects are rejected by neuroscience, but see p. 173

Question 2

What does neuroscience research suggest about literacy and numeracy learning? What does this research suggest about working memory? What are the possible implications of these discoveries for teaching?

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See pp.174-5.

The implications are that in terms of the teaching of reading, pupils should experience both phonic and 'whole word approaches; in mathematics methods which link number and space are more likely to be effective; pupils will be helped if they are encouraged to show their working out in problem solving as this alleviates pressure on working memory.

Question 3

Why, and when, would you choose to use each of the following teaching strategies: direct teaching strategies; cognitive strategies; social strategies?

Chapter 9

Questions

Question 1

Explain the difference between 'discipline' and 'control' in your own words. Why is this distinction important?

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See p.190 : 'According to Rogers, discipline involves pupils' agreement to, or acceptance of, the behaviours which are appropriate in the learning context, whereas control implies that all the power remains in the hands of the teacher'.

The distinction is important because 'discipline' implies that pupils learn to take some responsibility for their actions, whereas 'control' does not.

Question 2

Annotate the three forms of discipline suggested by Bill Rogers, to show how they are different, and what impact they might have on learners: preventative; corrective; supportive

Question 3

List the strategies for maintaining pupils' learning behaviour you have used, or observed, in school. Order your list from least to most 'intrusive'.

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The strategies you have used might include:

• Writing pupils' names on the board, without otherwise interrupting the lesson
• Effective planning, including planning for management of resources
• Sending a pupil out of the class ( with due regard to school policy)
• Making eye contact with pupils who are off-task
• Keeping a pupil or pupils behnd after the lesson
• Referring directly to pupils who are off task
• Referring a pupil to a senior member of school staff
• Referring positively to pupils who are on task
• Additional strategies are listed on pp.197-8

Question 4

What are the three areas which affect learning behaviour, according to Powell and Tod (2004) and why is each important?

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• Engagement: relationship with self
• Participation: relationship with others
• Access relationship with curriculum

Each is important because these areas are inter-related, and although we may focus mainly on one of these areas with individual pupils, there will be impact on both of the other two areas which needs to be considered.

Question 5

'Emotional intelligence' is a popular concept. In what ways can this be helpful for thinking about teaching and learning, but what drawbacks might there be for accepting the idea uncritically?

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Being able to manage feelings and to persist in the face of difficulty ( resilience) is important for learning ( see p. 201) However there is no scientific evidence that 'emotional intelligence ' exists as something that can be measures or identified accurately. Evidence to suggest that forms of emotional intelligence always support learning is variable. See p.205.

Chapter 10

Questions

Question 1

What are some of the purposes of summative assessment? How can summative assessment be used to develop pupils' learning further?

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To measure pupils' achievement against local or national expectations; to compare pupils within a group; to provide information to other teachers, parents, the Local Authority or the government at fixed points in schooling.

Summative assessment can be used to develop learning if pupils are given feedback on how to improve, and of results are used diagnostically. Pupils can also mark each other's tests using a marking scheme which can improve their own understanding.

Question 2

What are the key features of formative assessment (assessment for learning)?

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• Clear learning objectives that are shared with and understood by pupils
• Success criteria related to the objectives, shared with and possible developed in consultation with pupils
• Feedback linked to the learning objectives & which helps pupils improve
• The development of skills in peer- and self-assessment

Question 3

How does assessment for learning relate to key theories of learning?

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It relates to both constructivist and social constructivist theories See p. 220.

Question 4

What are the important elements of effective feedback?

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Based on lesson objectives; linked to success criteria; personalised to individual pupil; scaffolding next steps while allowing pupil to think through for themselves See p. 222

Question 5

List at least three ways in which you could support pupils in developing the skills of peer and self assessment

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See p. 224-5

Chapter 11

Questions

Question 1

The term 'inclusion' is sometimes taken to refer only to pupils with Special Educational Needs (SEN). Which other groups of pupils should also be considered in terms of inclusive practice?

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Ofsted (2001) lists 8 groups of pupils requiring consideration. See p. 235.

Question 2

Outline the different features of the 'social' and 'deficit' models of inclusion and SEN. What are the implications of these models for schools?

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See p. 243. With the deficit model, the pupil is seen as having the 'problem' and requiring expert support. Schools do not need to change as the problem resides with the pupil. With the social model, schools are required to examine their own policies and practice to remove barriers to participation.

Question 3

What are the possible benefits and drawbacks of the deployment of Teaching Assistants (TAs) to work with pupils with SEN?

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The benefits include opportunities for pupils to be supported in expressing their understanding through the use of effective questioning, and in having specific activities explained to them. The drawbacks might include using TAs to support learning tasks that are insufficiently differentiated, so that pupils are dependent on the TA for making it accessible to them. It might also be a drawback where pupils work almost exclusively with a TA and do not interact with other members of the class.

Question 4

What are the advantages and disadvantages of 'labelling' pupils in terms on individual needs?

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Some possible advantages: generating additional resources to support recognised needs; we are more aware of the different groups of pupils who may not be fully included in educational provision; monitoring the progress of defined groups of pupils to ensure their needs are being addressed.

Some possible disadvantages: labelling may reduce our awareness of pupils as individuals; we may assume that there are specific strategies for pupils with specific labels and not consider other options; labelling may become another form of discrimination, even if it is meant to help.

Question 5

What are the features that characterise inclusive classrooms? How do these support learners with a range of needs, not just those with SEN?

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See pp. 249-250. Flexible organisation, and differentiation also cater well for the needs of Gifted and Talented pupils, as well as those with SEN. All pupils benefit from being given appropriately challenging tasks, being encouraged to ask questions, receiving focused praise about personal achievements and being involved in setting their own targets.

Chapter 12

Questions

Question 1

List as many strategies to encourage reflection on teaching as you can. Which of these could be described as 'formal' strategies, and which are more informal?

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Formal strategies could include written lesson evaluations; mentoring conversations; observing other teachers. Less formal opportunities might include discussions in staffrooms or with peers outside the school environment. See p 277 for further ideas.

Chapter 13

Questions

Question 1

How would you distinguish between reflecting on learning and investigating learning?

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The essential difference is that investigation requires a systematic approach to gathering evidence and analysing it, whereas reflection on practice may not.

Question 2

List some methods of collecting information about learning and teaching that can be used as part of normal classroom practice

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See p 297-300

Question 3

What other methods could be used, by agreement with the school?

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Examples include questionnaires, interviews with pupils, use of video

Question 4

What are the important, ethical considerations that should apply to any school based investigations?

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Those participating should understand the purpose of the investigation, and their rights, which are the right to confidentiality and the right of individuals not to participate or to withdraw from the investigation if they wish (assuming the investigation methods are not part of normal classroom practice). These apply to pupils as well as other members of the school community. Parents or carers may need to be approached for permission with regard to younger pupils.

Chapter 14

Questions

Question 1

What are the key features of successful collaboration?

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Collaboration involves common goals, joint ownership and parity of opportunity. See pages 311-312 for further discussion of key features of collaboration.

Government policy (Every Child Matters) and the remodelling of the school workforce have lead to an increased need and, often requirement for teachers to engage in collaboration with peers and other professionals.

The Professional Standards for Teachers illustrate the increased importance on collaboration and co-operation skills.

Question 2

List a range of collaborative activities that you might see amongst teaching/support staff if you were to tour a school.

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Collaborative activities might include joint planning; parental consultations; case conferences for children having difficulties which involve a range of experts; co-teaching; and teacher and teaching assistant discussions and community meetings and activities. (p312-315)

The Children Act (2003) placed an increased emphasis on children's safety and well-being which was to be overseen by a range of experts working together. These might include education, social services, health and child care providers. The case studies on p.314-315 provide positive examples of collaboration between groups and experts. Sometimes these situations also highlight the need for increased understanding of each group's expertise, ways of working and expectations.

Question 3

What is the difference between mentoring and coaching and how might both be used in a school situation? (p317)

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'Mentoring is more generally used to refer to a process whereby a more experienced individual seeks to assist someone less experienced, and coaching is used to refer to forms of assistance relating more specifically to an individual's job specific tasks, skills or capabilities.' (Cordingley, 2003, p.2). Cited on p.317

A mentor might be assigned to work with a newly qualified teacher to support them in their first year of teaching. A coach might be assigned to work with a teacher who is looking to develop certain skills such as a new behaviour management strategy.

Sometimes the distinctions between mentoring and coaching are blurred, but common to both is the sharing of expertise to develop practice.

Question 4

List the range of multi-agency non-teaching staff who might be involved in the life of a school. What kind of roles and task might they be performing in school?

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Throughout the chapter there are examples of non-teaching staff working in the school setting and these include school nurses and other health care works, educational psychologists; social workers; education welfare officers and counsellors.

They will be involved in advising teaching staff on how to manage a particular child's needs; working with children on a one to one, meeting with parents; or running training sessions for teachers and other school based staff.

Question 5

What were the social and political drivers behind remodelling the workforce and multi-agency working? (p315 & p321)

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The key drivers were the review of teachers pay and conditions (Green Paper: Teachers: Meeting the Challenge of Change, 1998) and the 2004 Children Act which was a response to fatal flaws in the services responsible for children and resulted in the deaths of children like Victoria Climbee.

These two key drivers for change have resulted in massive investment in additional adults to support teachers by talking away some of the administrative tasks and supporting in differentiated provision in the classroom. It is now also now much more common to find health and other experts working alongside schools to advise them of best practice. However, high profile deaths such as that of 'Baby P' leave one to question whether the ECM agenda has been entirely successful.

Chapter 15

Questions

Question 1

Why is pupil participation, or pupil voice regarded as being important?

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Because it relates to human rights concerns & the UN Convention on the rights of the child; because it prepares pupil as future citizens; it supports the development of inclusive communities; it contributes to school improvement; because our views of children and childhood are changing. See pp. 331-2.

Question 2

What are the different levels of pupil participation, according to Hart's 'ladder'?

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See p.333.

Question 3

How might you find out pupils' views about aspects of learning in the classroom? What strategies would be appropriate for the age group of pupils with whom you are concerned?

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See pp. 339-341.

Question 4

What do you feel are the significant elements schools need to consider in making pupil participation meaningful?

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Your answer might include: a genuine commitment to pupil voice on the part of schools, a range of ways in which pupils are consulted, not just through school councils, deliberate use of strategies to access the views of more vulnerable or disaffected pupils, clear mechanisms for feeding back responses to pupil voice, including accessible explanations about why some actions cannot be taken.

Chapter 16

Questions

Question 1

List the range of expertise in the community. (p.351-355)

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Throughout the chapter there are examples of artists; faith practitioners; community volunteers; local businesses and charities who may be asked to support the school with their expertise.

Government policy has encouraged the use of business type skills to support the infrastructure of the school, and the recent work of the Cambridge Primary Review has strongly recommended that the community has as much as a 30% say in the curriculum decisions in the school.

It will be increasingly important that the school retains its status and role as the educational expert but is also able to utilise and deploy the expertise to enhance the work in the school.

Question 2

What four ways might the local community become involved in the school curriculum? What are the potential benefits for community and school? (p.351)

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The local community might support the curriculum by providing knowledge of the 'topic' in the local community; working alongside teachers in the classroom; working with pupils in the community and by contributing resources.

The benefits might include greater knowledge of the local area for the teacher; an informed understanding of the relevant educational issues for community members and enhanced communication and reciprocity. In addition it may serve to support pupils' self esteem and teacher's credibility with the local community.

Question 3

What do you consider the benefits and potential issues for teachers, pupils and artists of working in a mutual learning triangle? (p.353)

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The benefits for teachers might include enhanced knowledge and skills; for pupils self esteem, pride and social skills and for artists a sense of satisfaction and new skills.

The example cited on p353 is one where the partnership between teacher, pupil and artist is very developed. It cannot be underestimated that the relationships involved will take time and resource to develop and flourish. It is worth considering strategies to develop the mutual respect between professionals for the skills they bring to the Partnership.

Questions 5

What parts can schools play in promoting community cohesion? How might schools challenge the view that involvement in community cohesion activities detracts from academic results? (p358)

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The schools' potential to contribute to community cohesion is focused in three areas;

• teaching, learning and the curriculum;
• equity and excellence for all groups in society;
• engagement with and provision of extended services.

Schools might challenge the view that community cohesion detracts from academic results by remaining focused on the outcomes for the for groups rather than individuals and avoiding the view that schools are somehow operating to revert a deficit model by compensating for the perceived inadequacies in the family or groups. Promoting a vocabulary of hope is suggested a s away to ensure a common purpose and focus in community and school partnerships. (p.360) The pressure for academic performance, league tables and results is significant in this debate, and it is interesting to consider ways in which a school might publicise the successes that are linked to community engagement.

Chapter 17

Questions

Question 1

Why are international issues and concerns increasingly important in education?

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Globalisation & economic competitiveness, but also to challenge prejudicial attitudes about other cultures and to foster inter-cultural understanding

Question 2

List five reasons why schools should include the 'global dimension' in the curriculum.

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See pp. 368-371.

Question 3

What are the distinctive features of an 'internationalised' school?

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A year long programme of international events; partnerships with schools elsewhere in the world leading to collaborative curriculum activity; integration of an international dimension within a number of subjects; evidence of international dimension impacting directly on the majority of pupils

Chapter 18

Questions

Question 1

What are the 'drivers for change' identified as being important for education in the 21st century?

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Demographic change, social change; technological change; economic change; environmental change. See pp. 393-4.

Question 2

How are schools already changing to respond to these influences?

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• Demographic change: Greater ethnic diversity
• Social change: Diversity of social values and attitudes
• Technological change: Wider use of ICT across population
• Economic change: Higher skill levels required. Greater flexibility in working arrangements
• Environmental change: Need for schools to take responsibility for their environmental impact

Question 3

How might new technologies change the way in which education operates in the near future?

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See pp. 402-4.

Chapter 19

Questions

Question 1

What are the implications for the teacher of the future of 'education being released from the constraints of time and place?' (p.415)

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The teacher of the future might be working in different locations which may or may not be a school; their working day may be flexible and they may be working with groups online and in virtual classrooms.

The skills set will be very different and require teachers to be able to work in this way and may require more self motivation, independence and confidence to manage a complex and varied daily routine. The suggestion is that skills of negotiation and facilitation are going to be increasingly important.

Question 2

As a teacher of the future what might your working day include in a networked education community? (p.415-416)

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It may include online tutorials; face to face sessions with small groups; planning the learning for groups of mixed age learners; liaison with community representatives; teaching alongside community and other professionals; electronic assessment and feedback; and a distance learning professional development programme.

Already there are significant moves to working in one or more of the above settings or scenarios, but perhaps the largest shift might be seen in the reduced face to face teaching of large groups in favour of tailored online teaching. (p415)

Question 3

What do you understand by the term social capital? How can teachers of the future contribute to developing social capital in young learners? (p.422)

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In book glossary and in chapter margin (p.422) 'Social capital refers to the institutions, relationships, and norms that shape the quality and quantity of a society's social interactions...it is the glue that holds the together'

Developing social capital in learners requires teachers to build relationships which are inclusive, responsive and caring. In order to do this they will need to give attention to the social and emotional aspects of learning; sustain on-going relationships; work in collaborative and flexible situations and model continuity and persistence in order that trust is established.

Question 4

What qualities will you need as a teacher of the future in order to both promote and model tolerance, reciprocity and trust? (p424)

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In order to promote tolerance, it is suggested that teachers model openness, curiosity, respect and a willingness to learn. Reciprocity involves a sense of mutual exchange and not expecting immediate payback rather an on-going relationship in which there is a confidence that support will be returned. Trust is about having a faith, belief and confidence in the other person/people in the relationship.

These qualities and behaviours will need to be embedded in layers of the learning institution and the various multi layered relationships. For example in the relationships between head and teachers; teachers between each other and with their pupils. How far are tolerance, trust and reciprocity possible if one 'layer', for example, does not demonstrate tolerance?