The School Curriculum Ten Years Hence - UCET: Universities ...

ensure that such an approach is not perceived as a ‘dumping
ground’ or as a ‘perverse incentive’.
• Acceptance that it is possible to re-engage some young people in
school and within the school curriculum. For others re-engagement
will mean involvement in a partnership exercise, perhaps in a FE
college or training organisation. For others re-engagement may be
back into society through a community initiative
• Understanding that early intervention ‘pays off’ - it is equally
important to use resources for Year one Nurture Units for the four
year old as for Alternative Education Provision for the 16-year-old.
We need to appreciate that social inclusion is much more than a
funding issue.
• Understanding that the problems of disengagement do not always
spring from deep-seated resentment with the school or the
curriculum. The 25/0 ‘Warnock’ group, the 10/0 of KS4 pupils
referred to the Education and Library Boards include young carers,
those who may have suffered a bereavement, may be enduring a
family break-up, may have a parent made unemployed, or are
trying to cope with bullying or peer pressure. Such pupils require
individual pastoral support and it is the duty and the privilege of the
teacher to help provide such support, in person or at second-hand.
Teacher education, at initial, early and continuing professional
development has a vital role to play in ensuring beginning and
experienced teachers keep such issues to the forefront. As a former
teacher educator I am conscious that my last statement can be
seen as yet another priority that teacher education has to address. I
do believe, however, that the integrated nature of our provision in
Northern Ireland (already referred to) provides a good model for
continuous professional development, involving the many who have
a growing expertise in this field.
There is a specific need for teacher education wherever that occurs:
• To examine the relevance to the learner of the curriculum and the
teaching approach used. In terms of the teaching approach much
could be gained from the application of the approaches of Youth
work which aims to help young people shape and develop their own
experiences, and to participate in decision making on matters that
affect them.
• To be familiar with the provision of recent relevant up-to-date
materials and development training courses.
• To be aware of the availability of high-quality general guidance. I
believe such guidance exists for Northern Ireland schools through:
• The Department of Education’s Circular 1999/10, Pastoral Care
• Promoting Positive Behaviour
• Evaluating Pastoral Care
• The provision of more specialised counselling support - as a
service available for all.
• Training in how to cope with the ‘hard-to-help’ young person. For