281
gears itself is what we’ve been talking about
today so we shall be carrying on.
For the
students at this stage to know what to look for and where
to look requires a working knowledge and understanding that is the
outcome
of sustained work in
several areas over the previous terms.
The student's selection from
this experience and the development of
it for the course work makes coherence and integration real possi-
bilities .
They also mark the next phase of the student’s professional
learning which
is the communication and development of one’s profes-
sional stance to others. The school group is a known audience with
sufficiently differentiated subject interests to mean that consensus
cannot be assumed. It was seen in the Research Group that this
O
could on occasion be difficult for some students. Here an English
student is preparing her school group for a seminar in school, led by the He;
of the E∏glish∕Γhe concern is with language and learning broadly in
Department.
the curriculum and in the next extract she draws on her own learning
and experience throughout the year in order to enable members of the
group both to understand issues more fully and to consider their rele-
vance for themselves.
School A 14.5.82 P2/3 fi P3∕4 fiii P⅛ fɪv Pfv
fi
Res
Tutor
We want to move onto looking at language and
learning because we wanted to
’fix’ those
issues before
the
Head of Department
comes
in on Tuesday and talks about language across
the curriculum in the way the English Depart-
ment has worked in School A.
Eng I wasn’t sure what the Head of English was
going to talk about so I’ll just give you
briefly what the aims of School A are for
English teaching - it will give you some back-
ground. It’s a bit mixed up - I haven’t had
time to really get everything in order but
I’ve brought in some examples of work in
language. Before I do anything in language
I want to give you out first of all - this