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Wrong outcome

In the recent Social Sciences Focus (TES, February 21), there was an article by Elaine Carlton concerning the use of learning outcomes in the teaching of psychology within the Sixth Form College, Farnborough.

In the course of what was in all other respects an excellent article about the work of my colleague Geoff Hinton and his own team, there were passages that could have been interpreted as asserting that teachers of history and music were "resistant" to learning outcomes.

Nothing could be further from the truth. In fact, these curriculum areas were among the first to develop the concept of "flexible learning" in the college.

It is true that history and music, together with other areas in the college, have adapted the concept of "learning outcomes" to take account of the relationship between maturation and the acquisition of skills by students.

Ms Carlton's article, however, implies that history and music do not use them at all.

Such conservatism is not a part of this college. Indeed, history is, arguably, the most progressive curriculum area in the college in its use of information technology in teaching and learning - something that was commented on favourably in a recent inspection by the Further Education Funding Council.


Director of the faculty of humanities and social sciences The Sixth Form College Prospect Avenue Farnborough Hampshire

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