PROFESSOR DAVID WOODS CBE

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THE LONDON CONTEXT The context for leadership in London is a rich one. Both staff and students can enjoy the vibrancy, choice and opportunities of London; they have the greatest concentration of social and cultural resources available in Britain and most of Europe. The availability of museums, theatres, art galleries, concert halls and historic buildings allows teachers to show their pupils ‘the very best there is’. London’s children live ‘next door’ to the history other children have to study in books.
OFSTED REPORT FINDINGS • Few schools emphasise cultural development in their aims • Little consistent planning for cultural development across the curriculum and therefore opportunities are missed. • Too great a reliance on extra-curriculum activities. • Pupils’ awareness of other cultures needs further development. • Few schools help pupils recognise the ways in which cultural traditions develop and change.
Page 1 and 2: PRESENTATION TO LEADING CULTURAL DE
Page 3 and 4: Six Characteristics of London Leade
Page 5 and 6: All education systems transmit thei
Page 7 and 8: TWO PERSPECTIVES There are two dist
Page 9 and 10: THE ELEMENT The place where the apt
Page 11 and 12: THE ANTHROPOLOGICAL PERSPECTIVE The
Page 13: CULTURAL DEVELOPMENT IS CHARACTERIS
Page 17 and 18: OPPORTUNITIES FOR CULTURAL DEVELOPM

PROFESSOR DAVID WOODS CBE

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