Policies are hopelessly unbalanced about learning

1st March 1996 at 00:00
I am grateful for last week's Research Focus article on my new book, The Social World of Children's Learning, Cassell, (TES, February 16). However, I must clarify that the central implication of the book is that policy-makers should consider the social and emotional realities of pupil learning - teachers and schools already do, where they can.

The whole edifice of current curriculum, assessment and inspection structures is based on a model of teaching, which lacks a complementary understanding of learning. This is most clearly embodied in chief inspector, Chris Woodhead, and is hopelessly unbalanced. Subject knowledge and excellent teaching are necessary, but not sufficient, for high quality learning. They must be complemented by an appreciative understanding of learners and their needs. There is plenty of evidence that teachers and parents understand this. Unfortunately politicians, of both major parties, seem to be some way behind.

PROFESSOR ANDREW POLLARD University of Bristol 8 Hyland Grove Westbury-on-Trym Bristol

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number

Comments

The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now