The name is absent

SS4

more to it than that.

The kids we're going to

E2

SS4

Ml

be teaching, they're not going to be thinking
in terms of feeling a failure at certain subjects.
They're just going to be totally alienated from

school.

I mean, I can remember I nearly left

school at 16 because I really, you know, just
thought school a waste, I just didn't like the
whole set-up and I was one of the kids who played
around in the classes I didn't like and I didn't
feel, those subjects, I didn't think I was a
failure in because I just didn't like them.

Well, I didn’t feel like a success or

failure while I was at school.

I didn't consciously feel that.

I mean, well,
It's only now

when we're talking in our seminar groups.

Do you feel a failure then?

You tend to, like, reject the subject you

think you failed at.

I mean, I was terrible

at history, I mean I hated it because I couldn’t

do it.

I couldn’t remember vast spiels about
I could never transcribe it back when it

came to exams so I gradually hated it and when
it actually came round to the '0' Level I thought

I don't like this subject.

I don’t understand

I got an H for that but I mean, I think

it moulds your attitude to a subject.

Even now,

when I was at college doing engineering there
were two sort of factions within the Polytechnic,

Engineering and Humanities, and all the engineers

despised the humanities,
to do.

It was just the thing

SS 3

These divisions are created in the school
and I can't help feeling that the British school

system, the terrible Maths

Science divisions

that occur so early, which I think is really ...

Ml

This is. one of the things that came out

of this integrated studies talk last week,
know, everybody's saying we should teach
integrated studies as a subject .....

You

Ml

That's why it's so hard

I think, for Maths