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

on the prescriptions of the various literacy, numeracy and science
strategies.
A recurring theme of the discussion was the need to emphasise the
place of teachers as educational decision-makers at a time when
much of their previous autonomy had been eroded through the
drive for increasing levels of accountability. This was exemplified
through a further example from science. One participant argued
that prescribed curriculum themes and schemes of work have
blinkered teachers. Topics such as animal rights would be more
likely to be raised in a general studies lesson rather than a science
lesson, although the context could suggest that discussion of this is
important to the public understanding of science. This was
challenged as having always been the case but the counterargument
was put that as teachers appear to be leaving the
profession in larger numbers we should seek ways to augment their
position as educational thinkers and policy makers.
It was noticeable in reviewing the group discussion that a number
of orthodoxies were challenged. While some bemoaned the
imposition of curricula and teaching strategies others pointed to the
efficiency to be gained by adopting the QCA schemes of work. In
Wales, which doesn’t have the strategies or the QCA schemes,
teachers explore the material on the internet. Again, while we might
be alarmed by the apparently dramatic migration of colleagues from
the teaching profession a group member pointed out that in some
ways it’s a good thing that teachers can move on into other
professions. Such behaviour confirms their possession of
transferable skills. Likewise when considering the place of schools in
the wider community it was pointed out that where education
expands peoples’ horizons and provides the opportunity for young
people to ‘escape’ from their local community, the community is
likely to suffer.
The group concluded on an optimistic note, although this was
probably inspired more by those working in countries other than
England. When compared to the daily grind of medical and legal
practitioners the varied day-to-day lives of teachers working with
the young could seem to be far more rewarding. One colleague
argued that there is substantial potential for continual professional
development as the literacy, numeracy and science strategies rollout.
Session 2
Context: A discussion following the plenary presentation by
Professor Frank Pignatelli on a client- centred view of teaching,
followed by a response from Cliff Gould HMI.