256
to be in the content - I mean thinking of
an alternative economy and that kind of thing
- if you’re going to develop that or believe
in it or ask children to look at it as an
issue - where do you bring it in and it seems
to me you come back to integration between
subjects and it requires a lot of time and
thought to start looking at things like that.
I just think that
to exams and to
certain point at
a late developer
strongly about it.
more and more we're geared
content and getting to a
a certain
And as
I realise why I feel so
V
Tutor
How are you relating to that?
it' s
an issue all by itself, isn't it?
SSl
suppose it's the extent to which
departments
feel they have to have some sort of common
materials and know where they’ll be at a
certain time. I'm going to go off into one
of my long sentences.
Res
You
mean
there’s not enougħt time to do it
Tutor because of the exam syllabus -
SSl
Yes. I think that is what I mean.
V
Tutor
SSl
I don't think that happens in Integrated
Studies. The question then is how to do
it.
But it relates
to time.
I mean
get X from science to
come
Studies, talk about alternative
because he's got a full timetable
constraints
gave one
could have
of timetabling
piddling lesson
those
and
how do you
Integrated
technology
and you've
are awful
space. I
yesterday
spent the
whole of
and I
week
picking up on points
slow and I'm beginning
but
only
think
frustrations of
- if only I had
and all those
teachers who і
things
ore time and I don’t
just an excuse
think
an absolute reality
struggling, finding bits
just sitting in
τ , s
and
and pieces and ways
of changing things.
One
dimension
of this professional relevance points to the future
and to the student's career as a teacher. SSl a year after completing
the course obtained a primary post. The Research Group drew attention
to the
implications
of fewer
jobs and patterns of selection for
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