The name is absent

318

and students. The learning here is both personal and institutional
for over time individual teachers may move and certainly changes
take place throughout the institution.

A limited departmental and subject focus insulates the student group
and the training institution from such changes^ with not only lost
opportunities for participation but also a loss of learning about
the inter-dependence of institutional elements and the capacity for

change that exists within the institution.

The school group should

be a mixed subject

group with two students from each subject wherever

possible to allow the depth of subject focus and student support
which is essential but equally to facilitate cross curricular parti-
cipation and understanding. The school group tutor works alongside
the students in school in a variety of ways related to his or her
own expertise and interests as well as to the opportunities afforded
by the particular school. The central activities of the group give
opportunities for learning at a variety of levels - school, classroom,
group, individual, subject, curriculum and pastoral, for example.

It is the group which is important here^ for whilst each individual
cannot personally experience everything the variety of individual
experiences can be made available within the group. Direct experience
is a central component of the way of working but of equal importance
is space to reflect upon, to plan and to broaden that experience.

The

school group seminar is

given a formal place

in the activities

of the school-based day and its inclusion.

in the student’s formal

timetable not only creates

the space but

helps to establish

the

students as

a distinct group