117
School В 30.10.81 P8 biv P8∕9 bv
Tutor
We ’ 11
to the APU
(Assessment of Per-
formance Unit)
(Lawton 1980)
in
minute
but where are we - what you’ve shown is
that within all the subjects we’re involved
in there’s a remaking of the subjects going
on, of new learning in the subjects itself
- (gives examples from Maths, English, Social
Studies) - there’s that dynamic, then the
other
needs
is
schools
themselves
meeting the
of the all ability school in a multi-
cultural society - not the same dynamic
- but the larger social objective but that’s
what we’re working with within our own
particular subjects throughout the year
..... not just thinking about remaking the
subject because of new knowledge in Mathe-
matices but how it can be
the needs - so the issues you’re raising
remade to meet
are pedagogical issues....
Ml
..... At
teai⅛ing
school
talking about
SMILE through to the V year and
the point there is you have to think about
the exams and whether SMILE is really geared
to that - which when I come onto the curri-
thing is very
important because for
Departments
what
way they teach has
the exam
they teach and the
got this determinant
system that controls.
I think you’ll find that in your own
departments when
you
tolook
at
curri-
cula
Il
Hums
What about Humanities and exams?
Tutor You need to look at history of your own
subjects but as you do that you have a
history that is partly your own subject
but partly slides imperceptibly into the
history of education in general - because
behind the history of our own subjects is
who creates subjects anyway and there’s
a sense in which you can say there’s an
exam system which articulates that subject
and sometimes in over cynical moods you
kind of end with just that - Humanities
of course has arrived by a different process
These extracts
illustrate the way in which school group work relates
to and draws upon the concerns of the different subjects represented
in the group.
The
group
is
ιulti-purpose
and draws
its strength