By Colin Richards, Philip Taylor
ISBN-10: 0203983734
ISBN-13: 9780203983737
ISBN-10: 0750707801
ISBN-13: 9780750707800
ISBN-10: 075070781X
ISBN-13: 9780750707817
A staff of very popular participants have been invited to take a rational examine the way forward for fundamental colleges, really through the first twenty years of the following millennium. They have been requested to contemplate many questions, together with: What are the roots of fundamental schooling? what's the justification for an intensive time table? How good is the approach operating and in what methods may well it additional optimize its effectiveness within the pursuits of the members? what's a major tuition, and what objective does it serve, and what ends does it have in view? Are those ends acceptable for the longer term? This publication, then, represents the taking into consideration key students and researchers operating within the sector of basic schooling and should be crucial interpreting for these concerned with the schooling of primary-aged youngsters.
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Additional info for How Shall We School Our Children?: The Future of Primary Education (New Millennium Series)
Example text
Nevertheless, it is probably true that most politicians would not wish to be very prescriptive about how teachers 36 SIR MALCOLM THORNTON should do their jobs. Too much depends on the circumstances of the time and the particular attributes of the teacher and children concerned. The Government does have a right to question whether what it intends shall be taught is being taught. It also has a duty to do all it can to ensure that what it wishes to be taught can be taught. That is the justification and the necessity for, for example, the direct funding of in-service training to improve the likelihood that there would be at least one teacher in each primary school capable of advising his/her colleagues in the teaching of science as defined in the National Curriculum.
How much should be paid for from public funds; how much should be provided directly by the state and how much bought in from commercial or voluntary providers? There is another issue that has run through the debate: if it is regarded as impossible to provide for all under 5s—either for the present or for the foreseeable future—should some receive priority? The common view, from the Plowden Report onwards, has been that children living in social deprivation should be the first recipients of provision and that raises the general issue that an expansion of provision may well have to be gradual: too great a leap may make the added cost unacceptable to the population at large and stimulate claims for other kinds of expenditure.
The class teacher system has many advantages. The teacher has enough time with the children to get to know them well and they to know the teacher. The majority of children have, until they enter school, experienced a safe, continuous relationship with their parents or guardians and find the continuity of relationship with their teacher reassuring. For those children who have not experienced a continuous relationship with parents, such a relationship with a teacher can, to some extent, provide additional security.
How Shall We School Our Children?: The Future of Primary Education (New Millennium Series) by Colin Richards, Philip Taylor
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