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'Gender identity (identifying oneself as male or female) carries with it varying expectations in terms of gender behaviours which may affect both learning and behaviour in school.' (Wilson & Kendall-Seatter, 2010:100)

As well as being applicable to the students this is also true of the staff in school. Whilst I was researching for my Research Project, which was about men in primary schools, I found a whole array of assumptions and expectations forced on men. One detailed how the 'problem' of  boisterous boys would be vanished in an instant if only men were to enter the primary education sector. The next however emphasised that young mothers despised the thought that their child's Early Years teacher could be a male; incase of any physical contact and the sinister motivations behind it. Although it is important for there to be an array of staff role models for children, it is their quality of teaching and holistic outlooks which should be called into question; not their gender.

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'Gender identity (identifying oneself as male or female) carries with it varying expectations in terms of gender behaviours which may affect both learning and behaviour in school.' (Wilson & Kendall-Seatter, 2010:100)

As well as being applicable to the students this is also true of the staff in school.

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Bronte Burchell                 'Equality of opportunity is a statutory right of all pupil' (jacques & Hyland 2007:151)

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Bronte Burchell                 'Equality of opportunity is a statutory right of all pupil' (jacques & Hyland 2007:151)

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Looking at this quote I feel I came at  it from two angles. Initially i feel that every child should have equal opportunity to receive an education. However the opportunities that children receive whilst they are in education do not always show equality.

My experiences in school have highlighted to me the provision of greater opportunity to those who are disadvantaged in subjects and who made need one on one or group work. However, there is little provision in school for those who are high achievers. Therefore, are those children who are high achievers being given equal opportunity to progress as those who are under achieving. There seems to be an ethos in school for all pupils to reach an average and therefore i feel that those pupils who are already at this level aren't given the same input to reach their full potential as those who are below average in a subject.

Therefore I believe there should be greater provision to provide equal opportunities across all abilities that are suitable to progress each child's needs.

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'One of the hardest things that teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice' (Brookfield, 1995: 1)

This quotes I feel encapsulates quite a lot of what it means to be a teacher. You are unable to guarantee what is going to happen in your class and sometimes things aren't going to work out as they are planned. For this to work it is crucial to be flexible and to be able to think outside of the box.

Experience is the most important things to learn from, whether it is your own or the children's.  Once you are aware of how something works, or conversely does not work, you are able to learn from that. A child's experience may lead them to interpret something in a way that you may b=not have previously expected or seen before, but that doesn't mean it is incorrect, it just means that they have a different way of thinking.

One thing that I have picked up this week is how you must engage the children at all times.  If during your teaching, the children become gripped onto a certain part that you were not expecting, you must continue down that path rather than just moving on as it is not a part of your structured lesson plan. This would greatly benefit the learning of the children in your class and would also teach you about the children in your class.

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‘A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet… will equip learners to apply their knowledge and to grow into lifelong learners.’ (Ewens 2012: 114).

My initial response was to agree with this statement. I think it is important that education is more than simply learning and regurgitating facts, children should be able to apply what they learn to the real world, linking what they have learnt to their lives. They should be wanting to find out more, asking questions, and leading their own learning. A ‘rich educational diet’ would let children explore ideas and topics in a variety of ways to gain a deeper understanding.

On the other hand you cannot totally stray away from learning factual information because it is a necessary part of exams.

There needs to be a balance, you can teach children the facts but still allow their curiosity to flourish. It is important to let them ask questions and to investigate to find out more. This makes learning an enjoyable experience and creates ‘lifelong learners’.  I also believe that you need to add context to learning to make it more meaningful and memorable. That way children will be able to apply that knowledge (the factual information) to other things.

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"A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich education diet... will equip learners to apply their knowledge and to grow into lifelong learners." (Ewens, 2012: 114)

This quote stresses the importance of “a rich education diet” to create a generation of lifelong learners. Which should be universal in area aspects of education, but to understand how to create lifelong learners we must first look at the question: What is a rich education diet? When looking at the aspects of learning, learning can be split into four sections. Skills, which are essential in the lifelong learners make up, can range from communication, life skills or skills to use equipment and resources.  Knowledge, to know facts and to correctly answer a question based on previous experience. Understanding, this is simply knowing or explaining why you have your answer “Why I Think” and lastly, disposition, which is the stressing importance of team work and sharing. These four aspects show areas of learning which should be universal for all learners and adapted by all teachers practice to create an outstanding educational environment.
Furthermore, as the quote above says about a shallow education as “restricted to transmission of factual information, may produces a class of quiz champions.” This in turn effects these areas four areas of learning by eliminating the process of understanding, as it is purely basing itself on regurgitated information from repeated memory. Arguably, learning facts and repetition of information is apart of learning but children should be taught to be inquisitive and find out why things are. Likewise, constant factual information doesn’t uphold without any context or working out for children to relate to.
Additionally, in our current educational system where there are pressures and stressed attitudes on testing learners “abilities” from SATS to A-Levels. Shows why there is heavy reliance toward the attitude of the learning repeated factual information. As children/ adolescents throughout their entire schooling life are there to make sure they meet the mark. This puts real pressures on the teacher who wants and will seek to provide “a rich education” but has the governmental hindrance breathing down their neck to make sure the children or “learners” are meeting the criteria of being simply a correct number of a percentage sign, level or mark on a page.

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A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet…will equip learners to apply their knowledge and to grow into lifelong learners.’  (Ewens 2012:114)

My initial response to this is that I agree and I do believe that it is essential to teach children beyond what is on exam papers. It is the more exciting, extra curricular things that can engender curiosity, creativity and a love of learning. However, I do understand, especially in the earlier years of child's education that sometimes it is essential to just learn facts. For example, knowing the times tables and simple number facts (number bonds), is the foundation on which deeper understanding and mathematical enquiry is based. You can use what you know to help inform investigation, which can then inspire of love of learning and a thirst for knowledge.

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A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet…will equip learners to apply their knowledge and to grow into lifelong learners.’  (Ewens 2012:114)

The initial response to this quote is to agree that a rich educational diet is better than a shallow one. But that is just a fact of the terminology used. The quote is actually asking the reader for their own interpretation as to what a rich or shallow education actually involves.

To immediately slate the transmission of facts is to slate the way many subjects have been taught for centuries. Latin was traditionally taught by recitation; repeating the phrases over and over until they are committed to memorybut I wonder how many children who were taught this way could then use their knowledge of Latin to explain how it has evolved into various languages today.

If we decide that a rich educational diet involves a much wider range of skills and learning that puts subjects into context with an emphasis on a how and a why then this leaves the door open for children to explore further and create a love for research and understanding the world around them.

If so many would agree that learning facts is not the best way to be a rounded learner, and reading the responses on here so far that seems to be the case, then why does it continue to be the way that many subjects are taught (Or more importantly assessed)?

To flip the question, we are a nation obsessed with quizzes. Not a single afternoon of television would be complete without an episode of pointless or eggheads and there is a reason that quiz shows are often some of the longest running and most successful programs. Sometimes learning facts is a good thing. We love to compete against ourselves and against others and who doesn't punch the air with success when they can answer a question on University Challenge?

What I am trying to say is that learning facts doesn't automatically make an education shallow but you need to make children understand the context of the facts and how they fit into the bigger picture.

If all else fails, you'll always be in demand for the pub quiz team.

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'The evidence is consistent that if schools adopt mixed ability, they are more likely to use inclusive teaching strategies and to promote higher aspiration for their pupils.' (The Sutton Trust 2012)

I would agree that inclusive teaching strategies are adopted when children with mixed abilities are seated together. A positive learning environment is created, to challenge and ensure that the children feel equally valued. It promotes a greater level of interaction between pupils who possess a range of learning abilities and are from diverse backgrounds.

When discussion and group tasks are implemented in lessons, children are given a higher sense of satisfaction in providing each other assistance. It is often underestimated how collaborating and explaining an idea to another is extremely effective in one’s own understanding.

As a teacher, inclusion can be challenging when preparing material for a class of thirty children, particularly for those with learning disabilities. Mixed ability seating provides the teacher with the opportunity to rotate in assisting tables. If children were in sets it is likely the teacher would focus on the struggling group rather than going round and checking all the class are being challenged. In my opinion, when children are not in sets you view them as individuals rather than a group defined by their ability. If children were seated in ability it may increase the likelihood of the teacher giving each group the same task, rather than understanding the capability that some children in the group may be able to reach if pushed.

In my own experience, I was always determined to complete Maths tasks before other students and test myself as much as I could in lessons. This level of aspiration is essential when at school and surrounded by classmates who are desperate to learn and progress. Of course, if a child is really struggling with an activity, then frustration rather than aspiration could occur from seeing others speeding through the same task.

In conclusion, I feel that it is not beneficial to define children at a young age by ability and segregate them into groups accordingly. It is possible for inclusive teaching to challenge and enhance learning for pupils without separating them into different groups. It is essential for children to see something they can aspire to and seeing others succeeding and receiving praise can really motivate children.

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'The evidence is consistent that...if schools adopt mixed ability, they are more likely to use inclusive teaching strategies and to promote higher aspirations for their pupils.' (The Sutton Trust 2012)

I agree that if schools 'adopt mixed ability' the teacher will endeavour to devise a plan or scheme of work that attempts to include all children, regardless of ability or background. It is a great tool for inclusivity as each challenge presented to the children can be adapted for each level of learning.

How the children interact with one another, however, is often beyond our control within a class of thirty children. I have seen first hand children of a higher ability getting frustrated, either with the behaviour of a child of lower ability, or the speed in which it has taken them to finish their part of the task during a group activity.

It can be uncomfortable to see the effect this has had on the child of lower ability and although we can manage and address the behaviour aspect of the scenario we will not know long-term how this will have affected that child's well-being as they may not be labelled as a "lower" by the teacher, sitting them on a table with a TA, but inadvertently by their school friends.

I have witnessed more success in the middle tier of learners. The gap of learning does not always seem so vast so they do aspire to be like their peers and emulate what they do.

In this way it does 'promote higher aspirations' in the same way good behaviour modes can be adopted. For example we would perhaps sit a highly excitable child next to an extremely calm one. We would hope that their attributes would rub off on one another and they would both benefit.

Overall I think mixed ability should be used sensibly and considerately so as not to damage the confidence of individuals who may feel more comfortable working among their own tier and who do need more support.

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'A shallow education, restricted to transmission of factual information, may produce a class full of quiz champions; a rich educational diet... Will equip learners to apply their knowledge and to grow into life long learners.'
(Ewens 2012:114)

My initial emotional response was to whole heartedly agree with this statement; prepping children to pass tests is not a reason I am entering into the teaching profession. I question whether teachers are fulfilling their duties, by producing a class full of children with top test results, but no skills to access them in real life?

However, I understand the importance of the test results for the children's future, due to government regulations.
Therefore my professional response is, that there needs to be elements within your teaching to ensure the children are well rounded life long learners, who also have the ability to succeed in statuary testing.

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'Gender identity (identifying oneself as male or female) carries with it varying expectations in terms of gender behaviours which may affect both learning and behaviour in school.' (Wilson & Kendall-Seatter, 2010:100)

In many circumstances, it is seen as strange when people stray from their typical 'gender roles' and this can affect the way people treat them. This can make people feel very insecure, and for children, can be very confusing. I feel that teachers have a duty to make sure that this is not the case within the classroom, and to remove any stereotypical thinking towards both genders. They need to have an open-mind when it comes to planning lessons and activities for children, and create an environment for the children where they feel comfortable exploring across the gender boundaries, without the fear of being judged or humiliated. Throughout life we are exposed to things and behave in ways that are considered 'male' or 'female', from the toys we are given as children, to the types of jobs we are expected to have as adults. Therefore this can have a big impact on the way we learn and perceive things in life. In some situations it can help, however many times it can be seen to hinder a person's development, for example when boys are treated differently as they are stereotyped to be 'disinterested in learning'. This should not be the case and gender issues are something that should definitely be focused on a lot more within schools to ensure children are getting the most out of their education, regardless of their biological gender.

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"A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet... will equip learners to apply their knowledge and to grow into lifelong leaners." (Ewens 2012:114)

This quote resonated with me as during my first INSET with my training school on Maths Mastery we discussed this. The National Curriculum (DfE 2015) states that, "All pupils should become fluent in the fundamentals of mathematics, including through varied and frequent practice, so that pupils develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems."  This is true of all curriculum subjects as in order to become independent learners children need to understand the concepts involved, not just be able to pull facts from memory. Of course there will be occasions when good factual knowledge is an advantage. However, children that are given an the opportunity to make connections with previous knowledge and experiences will have a greater confidence for tackling new problems, and will be able to explain their understanding to others. It therefore becomes more deeply ingrained and gives children a deeper knowledge to draw on throughout their lives as learners.

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“Equality of opportunity is a statutory right of all pupils”
(Jacques & Hyland 2007:151)

“We can accept the outcome of a competitive process as fair only when the participants have equality in basic capabilities; the fact that no one is allowed to have a head start does not make the race fair if some contestants have only one leg.”

— Ha-Joon Chang in The Guardian, 2010

I believe that all children should have access to opportunities for them to develop their talents. I recognise that there may be barriers due to circumstances which are beyond their control. I feel that this is unfair and detrimental to our society. For example, a child from an economically poor background may happen to have an inborn talent in music but may be hindered by finances in developing this. This is could cause feelings of frustration and negativity and in turn could affect their behaviour in society. I believe that all children should have the opportunity to start at the same point in the race. We should endeavour to nullify previous disadvantages which were out of their control.

“Does it demand that, however unequal their abilities, people should be equally empowered to achieve their goals? This would imply that the unmusical individual who wants to be a concert pianist should receive more training than the child prodigy.”

— Gordon Marshall, 1998

I do not believe that equal opportunity is synonymous with uniformity and pupils attaining the same achievements. From my perspective it means that all pupils should have the opportunity to develop their talents and reach their unique potential. I feel that it is our responsibility as teachers to bring forth what is already within the children rather than insisting that they conform to a uniform standard. To do this we must recognise individuality and encourage acceptance of diversity.

I acknowledge that within the educational system there are many practical aspects that are out of our control as teachers, e.g. funding. However, I feel that we should stay optimistic and make efforts to change that which we can control. I believe it’s important to reflect on the covert messages we may be unintentionally sending pupils in the classroom. For example, if we continually utilise story books which never feature minorities as characters this could send wrong signals to children of minority backgrounds. I also feel that it is important to educate ourselves on the children’s backgrounds as this can give us understanding of the child’s perspective. For example, in the case of pupils from Gypsy/Romani/Traveller cultures an understanding of their cultural traditions could help us to understand the point of view of those pupils and the unique challenges they may face (https://www.youtube.com/watch?v=3rCGjvtYoIE).

I believe it is important for teachers to challenge stereotypes. For example, traditional gender roles can be questioned. Should girls be discouraged from engaging in play with toys that are traditionally viewed as masculine, e.g. train sets? Deprogramming ourselves from our societal conditioning is essential.

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A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet…will equip learners to apply their knowledge and to grow into lifelong learners.’  (Ewens 2012:114)

This quote I believe to be extremely relevant to the education system today. Although teachers may enter the teaching profession for the purpose of inspiring a generation of learners, the aims that schools and teachers have to meet often hinder this and do not allow for the basis of real knowledge instead of facts. I think as future educations we need to ask, is it better for a child to recite a 100 facts on demand, or a child that can give you 1 fact but the knowledge and understanding behind that information?

Mike mentioned in the lecture when discussing this quote about university challenge and master mind. On these shows, these people have the ability to repeat facts they have learnt instantaneously. The winner is determined by the quickness and accuracy of the response. Viewers will watch this show and assume these people are geniuses, with a wide variety of knowledge. But are they really much smarter than the average person? Or have they developed a skill for repeating facts quickly?

I think this can be used to talk about education, it is often a sad scene to see children who know the facts but not the information. Teaching should be encouraging children to ask questions and broaden their knowledge. We should encourage them to open their minds and create their own sense of learning. Anyone can repeat a fact, but it takes knowledge and understanding to be able to talk about it in depth

Simone Yarrow - Group B

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Continued...

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Looking at the question of equality of opportunity I feel that I initial responded by feeling that yes everyone does have the right to have an equal opportunity to education, however it is also apparent to me that children don't always get an equal right to

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I feel that initially I felt that 'yes everyone does have

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Emily Thomson - Group A

Similarly to the rest of my group, my initial emotional response was to strongly agree that all pupils should have equal opportunities. My emotional response is likely to be a result of both internal and external influences. In society various forms of inequality are frequently reported within the media. We are exposed to reports of racial inequality, gender inequality and poverty that directly affects children and young people. We see emotive images that heighten our awareness and influence our internal values.

As a community it is true that we should all strive for equality however I feel that this is a very simplistic and idyllic outlook. As teachers it is our duty to ensure that pupils experience gender, race and disability equality as a basic right, but equality of opportunity is not so straightforward. Pupils should not be limited, in relation to opportunities, by factors out of their control. For example financial difficulties or a physical disability should not limit a pupil’s opportunity to take part in a school trip.

An alternative angle could be: should those who are able to have more opportunities be held back to ensure they are equal with the majority? For example, those who are highlighted as Gifted and Talented should be entitled to additional opportunities to enhance and further develop their skills and abilities. The same applies to children with special educational needs, these individuals should have the additional support and extra opportunities to ensure they have an education that meets their needs. Pupils may be treated differently with differing opportunities, but equality should ensure that each child has the opportunity to achieve the best they can.

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"Equality of opportunity is a statutory right for all pupils." (Jacques & Hyland, 2007:151)

It is a requirement of the education system to ensure success by providing young children with a rich environment that offers equal opportunities.

In the classroom, questions may focus on how the teacher can ensure that they are differentiating fairly and professionally in relation with the pupils and the curriculum. Providing for the needs of different learners means having some sense of where the pupil is in their learning; knowing your pupils.

Specific strengths or difficulties with learning can often be associated with pupils who give cause for concern. In this case, considering EAL and SEN pupils is important, it is the schools responsibility to provide the appropriate support and make it possible for the pupil to achieve. Likewise, pupils who are described as talented require extra learning experiences in order to support and extend their ability. Issues of gender often focus on boys ‘under-achievement’ invites the question towards the observation and monitoring of pupils. Still, careful monitoring is essential so that the school can develop approaches that will support both genders.

Considering diversity involves looking at the quality and the provision that is made to support and help build every pupil’s potential!

However, would schools that consist of a unique selective process be considered to undermine equality?

Prime minister May states that she wants to focus on the ‘new grammar’ of the future which will be a ‘truly diverse system’. Does this statement question the investment into Academy schools which also aim to produce and celebrate diversity along with better GCSE results and better leadership?

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'Gender identity (identifying oneself as male or female) carries with it varying expectations in terms of gender behaviours, which may affect both learning and behaviour in school.' (Wilson & Kendall-Seatter 2010:100)

The above statement is profoundly observed in the plight of transgender students within modern schooling. Mildred L. Brown in 'True selves: Understanding Transsexualism' writes of such students that 'Along with the ordinary problems typical of childhood, their daily existence is plagued by nagging doubts and confusions... a torturous experience as they (struggle) with the constant burden of trying to live up to the expectations of their family and society about the gender role they (are) supposed to play.'

Such stresses could easily lead to an impairment in learning and behavioural issues, some of which could be so severe they could disrupt other students; any ways this can be reduced will invariably help the student and improve teach-ability. Steps have been made in this area, such as the inception of unisex toilets in certain schools, which theoretically lessens the dissociation that transgender students experience. However recently in the media this move has also been criticised, and with good reason, due to concerns over student safety.

Unfortunately, whilst gender identity remains a somewhat esoteric topic, although science is going some way to changing that, the prevalent viewing of students through a gender binary process and all the inflexibility this includes will only hinder students who defy generalised gender preconceptions. A greater realisation of just how stifling at best and suffocating at worst gender issues can be and how these can be accommodated in a school environment can't help but be beneficial to the student concerned, teacher and their fellow students.

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‘A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet…will equip learners to apply their knowledge and to grow into lifelong learners.’  (Ewens 2012:114)

So much of education is driven towards the regurgitation of information or repeating facts rather than providing children with the life skills of being able to understand and figure out information we give to them. If we do not give children the skills to use their knowledge, how can we expect them to solve future problems as they arise?

Yes, learning facts is a part of learning, and repetition of information is a way to learn and remember, but it is no use if there is no context to what is being learnt. We should always encourage children to ask why and how something is done, because being curious and inquisitive is a positive part of human nature, why stifle this thought process by just saying ‘because it is’.

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…Sophisticated, skilful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience. (Loughran & Russell, 2007).

The problem with the quote is that it assumes a choice between ‘fun’ and ‘sophisticated skilful teaching’ whereas the balance lies somewhere between the two.  A great teacher should make learning fun but always remember the purpose for what they are teaching.

Learning, from a student’s perspective can either be challenging and interactive or dull and repetitive. This has an impact on how others view the teacher but can also influence the way the teacher sees themselves. (Geert Kelchtermans).  Because of this we may believe that a teacher needs to be ‘fun’ in order to engage with the students. However, a fun and enjoyable lesson does not necessarily mean that the students have gained understanding and knowledge.

Therefore, a skilful and sophisticated teacher is one who can tailor their lessons so that they are challenging and interactive for all students, as well as providing them with growth and an enjoyable experience.

Russell (1997) said ‘how I teach is the message’.

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“Equality of opportunity is a statutory right for all pupils.” (Jacques & Hyland, 2007:151)

When first reading this quote my initial reaction was that of complete agreement, all children should have the best possible opportunity to reach their own personal potential.

But what exactly does this mean? From my perspective providing ‘equality of opportunity’ does not mean treating all children exactly the same, this is not practical or in fact beneficial for children’s progress. Naturally some children will need additional support in order to be on an equal playing field with their peers and others will need to be challenged.

However, everyone has the right to feel included in learning; be it within a classroom or outside of a classroom, this includes school experiences such as clubs and extracurricular activities. All students should be given the opportunity to partake in these experiences regardless of their ability, disability or background and this should be something all schools and teachers encourage.

The importance of equality of opportunity in education is clear. However the question remains; are children across the country getting equal opportunities when it comes to their education? With the recent plans to build more Grammar Schools it appears that we may be moving further away from equality of opportunity for all pupils!

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‘Equality of opportunity is a statutory right of all pupils.’ (Jacques and Hyland 2007:151)

My initial emotion response to this quote was without a doubt to agree with it. This is purely because there is a lot of focus on the rights of children in all aspects of their lives which are supported by the UNCRC. These rights tell us how children do have many rights that are sometimes pushed aside but rights in school is not something to be pushed aside and all children should have equal opportunities.

Whilst I agree with this quote, there were some underlying factors surrounding this that made me think whether children could actually all have equal opportunities. This view comes from a professional perspective and takes into consideration the different needs of children which could sometimes jeopardise a child’s opportunities. Other factors may involve financial issues within the school or a child’s needs such as disability access or other equipment needed. All of these factors are out of our control which changes my initial positive response to the quote to a more saddened emotion as I realise that things that seem undebatable may not actually be achievable, especially when these rights are focused on young and growing children who deserve all the opportunities that they deserve.

This leads me to finalise that yes, it is a right for all pupils to have an equal opportunity and I hope that everybody would agree with this. However this is an issue that has been around for a long time because basically life is not fair and a lot of the time equality cannot be achieved. ��z��E��W

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‘One of the hardest things that teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice.’ (Brookfield 1995:1)

‘Fail to prepare or prepare to fail’ is a quote that comes to mind when considering this response. It goes without saying plans and intentions for a lesson or topic are essential in order to be prepared for the days teaching. Unfortunately, no one day is ever the same at a school and variations will always surface no matter how much we plan, such is life.

I for one have never been a huge fan of planning in great depth as I feel I can become disillusioned with what I had intended to provoke in the first place.

Brookfield’s quote is an interesting one given it has such emotive qualities. As teachers we will take things to heart and sometimes won’t even realise we have done so. It is in our nature to be constantly assessing ourselves, let alone the children, in order to work towards targets which must undoubtedly add to the pressure of fulfilling our intentions in the lessons in the first place. It can therefore be difficult to consider that when something doesn’t go quite to plan it does not mean it is a failure. My experiences of this happening have been abundantly clear whilst working with a Year 2 class: Ideas wonder so unexpectedly and freely over time that it is only natural for them to do just that, wonder. This is not necessarily a bad thing given the thoughts and ideas considered may evoke within others, and even us as lead learners (because we’re always learning!), something we may not have considered before originally.

I would argue then that becoming conscious of this fact is where the real difference in teaching is made. Sensitivity and flexibility are words that we will become bored of hearing this year but that does not lessen their importance. In order to reflect and accept things when they don’t quite go according to plan we will need to consider sensitive issues such as the environment and students, and the variables within them, can change at a moment’s notice. The ultimate purpose of a teacher, I believe, is to educate and nurture creativity and the only way to do balance both of those things is to be as flexible and understanding of circumstances as possible.

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'Gender identity (identifying oneself as male or female) carries with it varying expectations in terms of gender behaviours, which may affect both learning and behaviour in school.' (Wilson & Kendall-Seatter 2010:100)

This quote was thought provoking and my group managed to highlight many issues surrounding this area. I think that gender identity is a complex issue when concerning transgender pupils. They may already be going through a confusing time trying to identify their gender, external influences will have a further effect on their experiences. I believe that teachers' attitudes are very important regarding gender. They need to make sure that they are planning activities for the children without stereotyping. For example, not providing boys and girls with separate tasks. These attitudes to gender identity can have a major effect on pupils' learning and behaviour in schools. I also believe that there needs to be more support for transgender pupils and the gap between boys and girls achievements need to be addressed.

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“..sophisticated, skilful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience.”

(Loughran & Russell 2007:219)

My initial reaction to this quote was that it was trying to portray the teaching profession as easy and one that requires a low level of skill; my emotional response to this was one of anger and slight annoyance. It compares “skilful teaching practice” with a “good performance”, any teacher would agree in saying that a lot more goes into lessons than what people think. Unfortunately the work that teachers do to provide fun, child-centred and worthwhile lessons goes unseen most of the time. People who are not teachers or do not know a teacher often see this profession as an easy job with good pay and great holidays, they fail to see the extent of the work that goes on behind the scenes. Quotes like this one reinforce this notion.

To me, skilful teaching practice is one that uses a variety of stimuli, challenges the minds of the learners and engages learners of all abilities. Teachers on a daily basis strive to provide this kind of enriching learning environment, to the untrained eye this could look just like a “good performance” or a “fun activity”, but really a fantastic lesson could be taking place.

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‘…sophisticated, skilful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience.’ (Loughran & Russell 2007:219)

My immediate response to this quote was that it was implying that teaching, as a profession, is sometimes seen as an ‘easy job’.  When the authors talk of a good performance, I felt that it was suggesting that perhaps teaching is seen as an act, performed by an actor, reading from a script.  On reflection, I feel that this emotional response was built on previous exposure to negative comments.  These comments have based on opinions and assumptions about teachers and the role, that I have heard from people around me and the media.

After consideration, I feel that Loughran & Russell aren’t suggesting that ‘a good performance, a fun activity or an enjoyable experience’ are negative.  So why use the word confuse?  I wonder if they are questioning that an observer could be misled into thinking a fun, enjoyable lesson, which is being performed by a teacher, could appear to be full of sophisticated, skilful practice, providing a challenging learning environment for all of the children.  But what if the children haven’t been moved on in their learning?  Or maybe they are saying that a teacher who is showing sophisticated, skilful practice but who is not providing a good performance, fun activity or enjoyable experience, is not a good teacher? But what if the children are learning and the observer has the opinion that the lesson isn’t fun? After all, either suggestion is possible when considering that the observer would be looking at the lesson with their own opinions based on their experiences and standards.

Taking on board these thoughts, my academic response is that to ensure that teaching is delivered in a sophisticated, skilful way, our practice needs to be considerate of the children’s current abilities and next steps to ensure that they are challenged and engaged.  The planning and delivery of fun activities and enjoyable experiences will take into account their views and interests to support their learning journey, independence and questioning minds.

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“One of the hardest things that teachers have to learn is that the sincerity of their intentions does not always reflect the purity of their practice” Brookfield, 1995:1.

The quotation written by Brookfield (1995) evoked my thinking in many ways. From a critical and emotional perspective I initially responded with, "How can that be true?” On the other hand, I found reassurance and comfort in knowing that despite one's “intentions", perfection may not always be achieved or fully accomplished in the classroom.

Conversely, my professional response underlines the importance of striving for such "purity" and always learning from lessons that may not reflect our original intent. I would dispute that teachers must always learn from their mistakes and promote a positive and "can do" attitude.

In critical analysis, Deck's (2012) mindset theory would concur that specific mindsets promote resilience. Hence, from an academic point of view, I would agree that a "growth mindset" attributes success to learning in place of accepting defeat (fixed mindset). Additionally, Bruner's (1966) constructivist ideology draws parallel to this concept. An emphasis is placed on learning as an "active process" whereby learners build upon and construct new ideas based upon their current or past knowledge and experiences.

In future teaching practice I shall keep this quotation in mind, both as a means of providing reassurance and igniting determination.

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'... sophisticated, skillful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience.' (Loughran & Russell 2007:219)

My initial reaction to this quote was based on how I first read it, which was as though people think that teaching is just a job where you do fun activities and enjoyable things. This lead me to a state of shock, as I was wondering how could someone ever confuse teaching with simply doing fun activities.

As we talked about it as a group I began to form a clearer picture in my head of what the quote was really saying, and therefore I began to react differently to the quote itself. Together we established that what we believed the quote was telling us that just because a teacher is able to give a good performance and the activities are fun, it does not always mean that skilful teaching is occurring. I agree with this completely as although some activities are extremely fun to do they do not necessarily provide a platform for learning, and if this is the case what is the point in doing the activity at school. Just providing a fun activity can mean that the teacher isn’t able to provide challenges, and help the children progress.

Although I do know that it is important to have fun activities and enjoyable experiences. Therefore teachers need to ensure that along with providing a fun platform for learning, that the content is there and that they are challenging students to progress skills.

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"One of the hardest things that teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice." (Brookfield 1995:1)

The use of the word "pure" in this quote could be read in many different ways. In this case I am working with it meaning perfect, or flawless.

If, during an observation, I received feedback that my intentions were good but my actions were flawed I would look to consider my response using the three ways of thinking we discussed in Monday's seminar. My emotional response would see me feeling disappointed and likely on the defensive. My professional response would be to analyse why I had received this feedback and react and learn from the judgement. My academic response would be to ask the question: "If pure practice doesn't come from good intentions then where does it come from?"

I think this final question is certainly interesting and could be extremely pertinent when assessing teacher identity.

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‘…sophisticated skilful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience.’ (Loughran & Russell 2007:219)

At first glimpse I perceived this
quote to have a simple meaning; being energetic and having a fun activity isn’t enough to quantify yourself as a teacher. At first I agreed, but my perspective changed on this. I still agree with the quote; however, I believe there has to be an equilibrium between an enjoyable activity alongside a skilful teacher. Together and combined the teacher will have a better and more achieving impact on the students.

Dissecting the idea of a delicate balance between a fun activity and a skilful teacher can be very particular. It is important to be aware of the age group as well as the boundaries that are set between the teacher and the student. A skilful teacher needs to be able to connect with their students on more than just an educational basis. While there is a fine line of becoming too informal, it is important to keep the children interested and listening to the activity while upholding the curriculum to an expected standard.

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‘The evidence is consistent that ... if schools adopt mixed ability, they are more likely to use inclusive teaching strategies and promote higher aspirations for their pupils’

The use of inclusive teaching strategies enables teachers to address the learning and emotional needs of children who come from a variety of backgrounds, have differing preferred learning styles and differing abilities. This type of teaching strategy is suggested to make children feel included and valued and ultimately giving them an equal chance of gaining a rich and varied education.

Firstly one needs to be clear as to the meaning of mixed ability. In this context I have interpreted it to mean mixed ability grouping as opposed to mixed ability classes.

The use of mixed ability grouping in order to achieve inclusive teaching and promoting higher aspirations is a controversial topic and has sparked academic debate throughout the decades.

From my own knowledge and experience I believe there are both advantages and disadvantages to adopting the mixed ability approach. Firstly there is less of a label attached to children ie low medium and high achievers. This could then have a positive impact on the children’s self-esteem and motivation. Higher ability children can help and support those less able than themselves and they can all work together to share ideas and explore new ideas. This is particularly important as we know working together has a positive impact on learning. It also gives the teacher flexibility to change the groups if issues were to arise later on. In contrast however this method could lead to high achievers feeling frustrated and this could ultimately hinder their own learning and they could get held back. Also I believe this method does not allow the teacher to give groups a different level or number of tasks based on the children’s abilities. This could possibly then disrupt the desired effects of differentiation.

Fundamentally, I believe the aim of providing a positive learning environment can be achieved in this way but it is certainly not the only way. Such other methods I hope to explore further in the coming months.

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"sophisticated, skillful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience."
(Loughran & Russell 2007:219)

As the name suggests, the role of the teacher is, to teach. Teaching to me means to imparts knowledge and to share ideas and challenge the pupils with different perspectives and concepts.

Naturally with younger children there must be an element of fun and interactive activity included within the lesson, but there must be a focus during that time so that the children can progress in their understanding of the subject with a more hands on, engaging approach.

Great teaching practice must utilise elements of fun and creativity within the curriculum so that children can enjoy the learning experience, as well as allowing them to add their own personality to their work.

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Gender Identity (identifying oneself as male or female) carries with it varying expectations in terms of gender behaviours, which may affect both learning and behaviour in school’ (Wilson & Kendall-Seatter, 2010:100).

There are rules and expectations; tradition and society decides that a girl or a boy should exhibit certain gender related behaviours. Stereotypes are set out at birth and reinforced through school into adulthood by family, friends and the media determining the portrayal of appropriate gender roles. I probably have made some similar assumptions for my niece and nephew as they have grown up.

However, is this right or fair to everyone? Are we being sufficiently inclusive? Gender identity as a topic is receiving greater attention in terms of media coverage and research as whilst for most people gender matches with their biological sex, roughly 1% of the population is gender variant to some degree (www.gires.org.uk). For some children the match between biological sex and gender identity is not so clear.

As teachers part of our role is to prepare children for an increasingly diverse and fluid world. Primary schools can take the lead in understanding and discussing gender identity with children before their views are influenced by prejudices in the wider world. The school including the classroom and playground should exhibit a climate where every child feels safe. Being a new an evolving topic schools (and this includes me as a teacher) will require assistance to develop policies, training and support on how best to handle gender identity issues.

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'...sophisticated, skilful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience.' (Loughran & Russell 2007:219)

I partially agree with this quote, in that a good performance, a fun activity or an enjoyable experience is not necessarily promoting learning. Potentially presenting a lack of challenges, expectations or learning outcomes and not effectively monitoring progress and understanding.

On the other hand I believe it's important to have an enjoyable experience at school, enabling  children to feel safe and supported. Aswell as providing variety with fun activities, ensuring children are engaging and responding, enjoying their learning.

Therefore I believe a great teacher will provide challenging, purposeful lessons in an enjoyable and fun manner that works for the needs of all children.

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'... sophisticated, skillful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience.' (Loughran & Russell 2007:219)

As I read this quote and began to unpick my interpretation of what was meant, i felt immediately offended. How can the general consensus be that teaching is simply fun and games, with little or no skill involved, was my instant reaction.

As I continued to consider this quote I could acknowledge and understand the sentiment. Just because the subject matter or lesson appears to be entertaining, engaging or inclusive, does not mean full engagement, understanding or knowledge has been absorbed. To teach children in a skillful and sophisticated way, we must be constantly aware of what benefit the activity has on the children being taught. It is one thing to provide a task that children enjoy, it is another to provide one they enjoy and learn from. This is the art of teaching.

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“The evidence is consistent that ...if schools adopt mixed ability , they are more likely to use inclusive teaching strategies and to promote higher aspirations for their pupils” The Sutton Trust 2012

My belief is that inclusive teaching promotes access for all children, who have different personalities, skills, interests and learning needs, to an appropriate education that affords them the opportunity to achieve their personal potential. On the one hand, the lower ability may benefit from the mixed ability groups as they have a chance to observe how others approach problem solving in mathematics, English or other subjects. Apart from the beneficial peer support, those less able might even become more motivated as they understand that they need to work harder. At the same time, however, they might experience that the pace is too fast and they are not able to grasp everything. This in turn involves, from the teachers’ view, extensive planning which at the end includes a diversity of tasks and consequently differentiating and grouping children anyway.

What about the higher ability pupils? Do they perform their maximum potential? Perhaps the tasks that are set for them are not challenging enough, the pace and the content of the lesson are too narrowed. This does not promote their higher aspirations and perhaps slows them down.

I am sure there are ways of dealing with the above issues, I recall my mainstream school experience wherein one of the class the teachers used the following set of questions in the mixed ability class: “Who thinks ‘I can do it?’(High ability tasks), “who thinks ‘I need a bit more time’ (lower ability tasks) within which the students chose themselves what tasks they are able to do and achieve extra support they need. This way and similar ones may reduce a lower self-esteem.

Having said all that, it is essential to value all pupils’ efforts whether those less able or more able and find an appropriate method which works for the majority of students.

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Loren Haley – Group B

  

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Loren Haley – Group B

  

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"The evidence is consistent that... if schools adopt mixed ability, they are likely to use inclusive teaching strategies and to promote higher aspirations for their pupils" (The Sutton Trust, 2012)

There are very good arguments both for and against mixed ability classes.  However, I cannot ever see there being a definitive answer as to which is the ‘right way’ to teach, it will always be open for debate based on the latest evidence to come to light.  Evidence on effects of grouping suggest it does not make much difference to learning outcomes (Higgens et al, 2014).

My emotional response to whether or not I believe in mixed ability groups is that it does work better.  Having been in set classes throughout secondary school and being a child who had behavioural issues all too often I was set based on my behaviour rather than my actual ability.

The difficulty in mixed ability classes is in the teaching strategies adopted, it has to accommodate every child’s ability, catering for the more able children without labelling the less able children.  Just because a school adopts a mixed ability ethos it does not mean that a teach ill use an inclusive strategy if they do not know how and this could end up having a negative impact on the learning outcomes of the children.

According to an article in the Telegraph, The Association of Teachers and Lecturers said that, “Setting and streaming resulted in a slight improvement for the top set but any gain was more than outweighed by declines in results achieved by traditionally middle and low achieving pupils”.

Lee Elliot Major from The Sutton Trust believes that the best teachers are very aware of the progress of every child in the class, they are grouped together when needed but these groupings are by no means a permanent arrangement.  He believes that, good teaching is about knowing when to group children and monitoring closely the impact it is having on pupils carefully and making the necessary adjustments (The Sutton Trust, 2014).

I believe that in Primary Schools a mixed ability class can teach and encourage the children to help each other.  Every child has different strengths and weaknesses and where one child may struggle with a particular exercise they may thrive at another and be able to help someone who has been able to help them with something they did not quite understand as well.  It will also teach children the skill of being able to explain something to a peer so that they understand which does not always come naturally to an individual.

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‘A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet…will equip learners to apply their knowledge and to grow into lifelong learners.’
(Ewens 2012:114)

As I read this quote my first and emotional response was to fully agree. If children are spoon fed information they will grow up lacking the skills to become active and independent learners, and as a result, will lack the skills to seek out new knowledge for themselves. Children are wildly curious by nature and as professionals it will be our job to aid the children in their own learning and discovery – working alongside them and not doing it for them. Professionally we understand that children learn by doing things for themselves. This quote supports the idea that rather than being given facts, children must have the time and opportunities to think, explore, make and sustain relationships and interact with others. They need to have fun whilst learning which makes learning enjoyable and enables them to build on pervious experiences. Academically teachers must be well informed about how best they are able to support the children in their learning and how best to provide them with opportunities to build up their knowledge. Teachers will have the task of letting the children discover for themselves whilst ensuring that the children are still meeting the ridged targets set out by the government. �9c�,�

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"A shallow education, restricted to transmission of factual information, mat produce a class of quiz champions; a rich education diet... will equip learners to apply their knowledge and to grow into lifelong learners." (Ewens, 2012: 114)

A worry trend within education is the linearity of choices that children have. And within this is the belief that we are giving children knowledge, not for enjoyment of learning, but so they can pass examinations set out to judge their educational 'ability'.

This quote points out the importance of giving children a wide variety of options during their education, something to combat this linear path children are sometimes forced down. In this case, by giving these children a choice in their education and a wealth of paths to choose from. Yes I do believe that in a class there will always be children who aspire and succeed in a more linear path, however as teachers it is our responsibility to cater for the wide range of children we will educate. And part of this is giving children options, so that they  understand they have the opportunity to choose how they direct their learning.

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‘…sophisticated, skilful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience.’ (Loughran & Russell 2007: 219)

Firstly, my initial emotional response to this statement was confusion, on the one hand it could be expressing that the profession lacks skill and is just something that is an ‘enjoyable experience’, an easy job that just requires spoon feeding children information.

Hayes (2011) states ‘unfortunately, to the untrained observer, much of what happens and how it happens in a classroom may appear to be arbitrary, left to the teachers personal or professional whim and certainly not requiring careful analysis.’

This statement along side ‘skilful teaching practice is often confused with a good performance’, insinuates activities are planned and performed without a specific purpose or learning objective. Plus, that there is no real intellectual thinking behind the methods that have been chosen to teach the lesson. It’s as if some have the view that if the activity is fun and the children seem to be having a good time, they are not learning anything.

However, after reading the quote again and again, I believe it is trying to convey the message that teaching is much more than producing a fun lesson or an activity that is entertaining for children. It is the responsibility of the teacher to engage young minds in a learning environment that is filled with interesting, benefiting knowledge. The children need to be challenged and supported, to allow growth and improvement.  There is no point constantly producing fun activities if they have zero purpose to the child’s development.

I do believe however that you cannot have one without the other, you cannot have a skilful teacher that lacks a good performance and you cannot have a great performer without the skill. A great teacher should be able to deliver the lesson clearly and effectively in a way that is understandable but also enjoyable.

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"One of the hardest things teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice"

When I first read this quote, I took it very much at face value. With the decision that “pure” meant encouraging confident, inquisitive, risk taking learners, I began to think about what impact this had on the quote.

“Negative me” made the assumption that often teachers had the best intentions for their students but when it came to the hard work of putting the effort in they were failing to do so, but why?

I pondered the reasons why a teacher may not be able to guarantee  “pure” practice and came to the decision that teachers are putting a huge amount of effort in but are constantly plagued with standardized assessments, senior management and governmental influences that sometimes prevent such creative practice.  However, I am working on turning my glass half empty attitude in to a glass half full one, so tried to look at it more deeply and with a more positive attitude.

“Positive me” was focusing on the risks we as teachers have to take. A lesson, with the best of intentions, may take a sudden turn and not end up how you intended- but is this a bad thing?  Whilst doing some work experience in a year 2 classroom, the children’s curiosity guided the lesson and their teacher let it. The plan was to research volumes of water and how the same volume appeared different in different objects.  However when they realised the water made a different sound in each object, they were fascinated and wanted to know more.  Their teacher allowed them to find out about the sounds and added an extra column to their results sheet. Although it was not on the lesson plan, their curiosity, thirst for knowledge and  the teachers’ flexibility meant they discovered it for themselves.

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“Equality of opportunity is a statutory right of all pupils” (Jacques & Hyland 2007:151)

Teachers MUST deliver it.  Most parents will expect it.  Children will be none the wiser at the time.

Teachers must give equal opportunity to all pupils regardless of their baseline ability or apparent gifted flair.  Only then will a teacher discover their pupils’ levels of enjoyment and ability for a new activity or subject.

Most parents will want their children to be exposed to as wide a range of activities and subjects as possible, giving them opportunity to try new things or enhance already established skills.  However, some parents from different cultural or religious backgrounds may attempt to influence their child’s educational pathway which could restrict their opportunities.

Children will remain focused and stimulated if they are exposed to a varying array of subjects and activities.  All children that are given the opportunity to try out new things will excel, fall short or simply just do ok. Either way their levels of fun and enjoyment could equal or even surpass those children who excel in standard, and without the opportunity in the first place, we (the teachers) would never have discovered.

As the children are central to all of this, it’s a no brainer!

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“Equality of opportunity is a statutory right of all pupils.” (Jacques & Hayland 2007:151)

When first looking at this quote it seems obvious that every child should have equal opportunities. All children should have the right to access all the opportunities to reach their full potential. I believe the term equal opportunities does not mean that children all get the same opportunities, this could differ from child to child based upon their needs, however children should be able to access as many of these opportunities as they want to.

This can be difficult to implement in schools as some children will be unable to access all opportunities due to a number of reasons; this can be that the school does not have the facilities, resources or that is just a not accessible for a child. As a teacher it can be difficult to give all children the same opportunities. This can be due to pupils being restricted on activities and resource. To overcome this, teachers’ need to do their best to find alternatives or differentiate between activities.

This quote also made me think about the current debate about grammar schools, as some children of higher ability will seem to get a greater opportunity and their path be set for life. Children that do not get into grammar schools may struggle with the path to high education or careers.

Overall I am in agreement with this quote that “Equality of opportunity is a statutory right of all pupils.” (Jacques &hayland 2007:151) and it should be our aim as teachers to make sure this is happening; however, this is may not always be possible.

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Charlotte Munns- Group A

"A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet... will equip learners to apply their knowledge and grow into lifelong learners."

When I read this quote, my first reaction was ‘I agree.’ The quote highlights the fact that children who are restricted in their learning will lose the benefit of becoming a well-rounded learner. Yes, schools which turn out pupils who have excellent exam results may appear better on paper, but are the pupils learning all-round skills which could possibly be beneficial to their future? It also made me think about the students who are not academically minded. Some students who are artistic or creative, would feel restricted by an education which mainly focuses on the academic subjects. Pupils like that would require a “rich educational diet” that they should be entitled to. Every pupil should have the opportunity to excel at what they are good at, and yet may not necessarily be given the opportunity to do so.

Yet after thinking on it for a while, even though I still agreed with the above statement, I realised that schools follow a government guideline and have to uphold a certain expectation when it comes to SATS results. So despite the possible desire to create ‘lifelong learners’ in their pupils, schools also need to adhere to the government guidelines in order to gain the necessary results. So there needs to be a balance between the two options which will be beneficial to both the pupils and the school.

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'Equality of opportunity is a statutory right of all pupils.' (Jacques & Hyland 2007:151)

Equality of Opportunity, what does that mean exactly? Every Child gets an education, every child is pushed to achieve their best, every child has the right support throughout their educational journey to help them achieve the best????

My emotional response to this quote would be yes it is, all children should have as much opportunity put their way as possible in order for them to reach their potential.

From a professional point of view my response to the quote would be it is not that simple, there are lots of opportunities that should be presented to all pupils regardless of age, stage or ability. The problem is time, funding and resources are often lacking thus resulting in less opportunities for pupils. Also the pressure, from external authorities such as Ofsted, means there are high expectations for schools to do well, meet targets and be outstanding. This in turn also takes up time and effort that should be focused on the pupils and their learning thus resulting in less equality of opportunities for all pupils.

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'Equality of Opportunity is a statutory right of all pupils.’ (Jacques and Hyland 2007:151)

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'Equality of Opportunity is a statutory right of all pupils.’ (Jacques and Hyland 2007:151)

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My emotional response to this quote is one of complete agreement and incredulity at anyone who would disagree with this sentiment. However, after further consideration, the possibility of equal opportunity that is not always possible.

I feel equal opportunities for all pupils are hugely important, in terms of opportunities that are influenced by factors outside of pupil’s control. For example, pupils shouldn’t be limited by factors such as disabilities or finances. However there any instances for example, where pupils should be rewarded for the amount of effort they put in – and in these instances the opportunities may never be universally equal.

I think that as a teacher, equality of opportunity is something to strive for but something that may not always be possible.

Hannah Boyle - Group A

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‘Equality of opportunity is a statutory right of all pupils.’ (Jacques and Hyland 2007:151)

My initial, emotional response was to immediately agree with the quote and to consider it a given right, an assumed right that every child should have.

However, on reflection and when looking at it from a professional perspective, I came to realise that although this may be what every teacher strives for, that it is not always possible. Unfortunately, often certain circumstances are out of our control. Schools cannot always gain the appropriate funding or access to the best resources to ensure that all pupils have equal opportunities. Schools were also not built to adhere to the modern techniques of teaching and the growing numbers of pupils and consequently often space can be a restriction. Therefore, although I still believe that this should be every teacher’s and every school’s aim and should form a significant part of their ethos, it is also important to remember that we cannot do everything and sometimes there are things we cannot control.

Considering this fact, I therefore think that this reality should be communicated to pupils. That we should always fight tooth and nail for equal opportunities, but that that does not mean we will always be given them. Often adults believe we need to protect children from the ‘scary stuff’ but from my experience, children appreciate being included and prefer to be treated more equally. This does not mean to say we should squash their determination for equal opportunities, but that we should prepare them for the reality. This being that they should never be restricted by their ability or disability, where they come from or who they know but that this can be out of our control and therefore when an opportunity does come along, that they should grab it with both hands and hold on tightly.

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'Equality of opportunity is a statutory right of all pupils'.

This statement could only generate one definitive response from me and I wholeheartedly agree. Operating a school in any other way would appear discriminatory and would only seclude children from not only each other, but from accumulating a wide breadth of knowledge and skills. It should be an inherent part of a school’s ethos and should be adapted to individual needs.

Grammar Schools’ are a big part of the inequality debate. Initially we assume that those of a lower socio-economic status are unable to access such a prestigious institution. It would appear that middle-class children are privately tutored to pass the 11-plus exams, and the children whose parents do not care about their child’s intellectual development are considered ‘not good enough’ for a grammar school. However, is it the case that parents just want the best for their children, so who are we to deny that, or are they continuing to feed an inequitable education system based wholly on background and class. I believe that it does continue to feed such a system and only creates underlying barriers as the child grows up; I believe it can continue into University too as there are ‘Russel Universities’.

However, equality can only be stretched so far. We are today a very diverse culture and opportunities may not be accessible to every child due to lack of staff or resources. In the classroom, I think it’s of utmost importance to provide an alternative opportunity to those who might not be able to participate in the prescribed lesson, by maybe celebrating other religious events throughout the year which will grant children the opportunity to celebrate their background.

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'The evidence is consistent that ... if schools adopt ability they are more likely to use inclusive teaching strategies and promote higher aspirations for their pupils' - The Sutton Trust 2012

It is clear, mixed-ability grouping is complex and other issues as well as the capabilities of the children have to be considered: such as the subject; the proportion of lower to higher ability children; the characters and personalities of the classroom and even the resources available to the teacher. Thus in practice, mixed- ability grouping is a lot more intricate than simply placing children into random groups and a certain level of experience, knowledge and research is vital when considering this type of setting. Moreover, from personal experience I have learnt that mixed-ability grouping can promote an unfriendly environment, where the lower level ability children can feel inadequate in comparison to the higher level achieving children and this can also led to the higher level achieving children becoming frustrated with either the work being set or the pace of learning.

Inclusive teaching strategies can also be worked into a classroom in other ways, such as through the challenges and tasks’ being set. One way I have seen this work successfully was where a teacher set challenges for the class and allowed the children to choose for themselves which one they wanted to complete. This not only prevented a 'ceiling effect' on the children's development but also promoted independent learning.

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'A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet...will equip learners to apply their knowledge and to grow into lifelong learners.'

My initial response is to agree with this quote, especially as the ‘transmission of factual information’ does not utilize children’s natural curiosity nor does it help them to grow as independent learners. It does not allow them to take an active role in their learning and so, how can we expect them to grow into ‘lifelong learners’? However, I have seen how the pressures and expectations of the curriculum and the use of standardized testing means that this is often considered necessary. On second thought, the ability to absorb and recall information is in itself a skill but I believe that it takes a richer, more explorative approach to produce ‘lifelong learners’.

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"The evidence is consistent that... if schools adopt mixed ability, they are likely to use inclusive teaching strategies and to promote higher aspirations for their pupils" (The Sutton Trust, 2012)

I very much have a mixed view on this idea and I cannot fully understand what is meant by 'mixed ability' reading this quote out of context so I have looked at 'mixed ability' as meaning mixed ability classwork and have looked at it as meaning mixed ability seating. I agree with Smith and Sunderland (2003) who argue in their paper 'Setting or mixed ability? Teachers’ views of the organisation of pupils for learning' that mixed ability classwork has a number of benefits such as, reducing the possibility of bullying, creating a more positive class ethos by pupils helping one another and preventing stigmatisation. However, I think it should be questioned how accessible is mixed ability work to the whole of a class? I would worry that the higher attaining pupils may be in danger of finding the work unchallenging and that the lower-attaining pupils could manage only with extensive additional support. I feel that children need to learn at a speed that is right for them and require work that is for their ability whilst stretching and challenging them.

I agree that a teacher is more likely to use inclusive teaching strategies adopting a mixed ability teaching approach as they would be aware that the lesson needs to cater to a range of different learning needs. As opposed to 'set' work where it is more likely that the lower-attaining pupils would be given work using inclusive strategies (a range of materials, different methods). However, I disagree that simply adopting a mixed ability approach will promote higher aspirations for all pupils. This may be the case for lower-attaining pupils who are encouraged by their higher-attaining peers and find being supported by their peers proves to be a valuable learning experience for them. I question how challenged higher-attaining pupils would be doing the same level 'mixed ability' work as lower-attaining pupils and thus how this would promote their aspirations. From my experience of working in a class of pupils with vastly differing needs, mixed ability class work simply would not have worked, especially for the key subjects of Maths and English. Differentiation in work is common practice and vital for children to progress at their individual rate.

Ultimately I think that mixed ability seating plans have many benefits for social interaction, encouragement and preventing stigmatisation, however mixed ability work is not as effective as differentiated work.

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'A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet...will equip learners to apply their knowledge and to grow into lifelong learners'

My emotional response to this quote is to wholeheartedly agree. As someone who grew up with a love of learning, i know i struggle to learn effectively through a rote learning style, instead needing to explore and question and discover for myself. Children should be given the opportunity to develop this and go beyond the standard curriculum of knowledge, as developing a deeper understanding enables later transfer to new situations and hopefully children who love learning new things!

However, as a professional, i am all too aware of the time constraints on that year at school, where it is not always possible to go beyond what needs to be taught. Furthermore, despite being wary of producing a class of quiz champions, children are still 'quizzed' from an early age, continuing throughout their schooling, with the results of these determining much of their academic outcome. Therefore an element of rote learning is required, as it is how children are equipped to pass standard tests.

Rote learning is however not the be all and end all. Children should be given a mix of rote learning and creative, fun exploration. A genuine willingness and love to learn cannot be fostered in an environment of fact learning just for the sake of a test. Balance is key!

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‘Gender Identity (identifying oneself as male or female) carries with it varying expectations in terms of gender behaviours, which may affect both learning and behaviour in school’ (Wilson & Kendall-Seatter, 2010:100).
Gender stereotypes filter into a child's psyche from birth. Baby clothes, baby toys and the language adults use with children create gender behaviours before pupils reach school. In the same way that I would promote race equality in my classroom, I have a duty to promote gender equality. For boys and girls to fulfil their potential and become the best that they can be, they need the freedom to explore all their interests and all aspects of the curriculum. As a teacher I should expect the best from all my children regardless of gender. We cannot change society, but we can be very influential role models for the children we teach. And after all, those boys and girls are the society of tomorrow.

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'The evidence is consistent that... if schools adopt mixed ability, they are more likely to use inclusive teaching strategies and to promote higher aspirations for the pupils' (The Sutton Trust, 2012).

My initial response to this statement was of agreement, as during my recent work as a TA in a Year 4 class, I witnessed the use of both mixed ability seating plans and those based on academic ability and felt that the former worked better for that class. Through adopting mixed ability, it allowed lower ability pupils to work with higher ability pupils, meaning that they were able to learn from children that they would not normally get an opportunity to work alongside, if the class was sorted on academic ability. This way of sorting the class, also gave extra responsibility to those pupils of a high ability, as they had to extend their way of thinking to assist somebody else on their table who did not possess the same subject knowledge. Alternatively, adopting the opposite approach can have a detrimental impact on the pupils, as the lower ability pupils may recognise their 'level' and feel that they have no pathway to improve their position in the class and consequently, this will have a negative effect on their confidence and self belief. Furthermore, the high ability pupils may feel that there is no higher goal for them to reach if they are already on the 'top table', while those in the middle could easily get lost in the shuffle and the teacher may see little development in these children.

I believe that inclusion is extremely important in the classroom, because every child (regardless of ability) should have the same, equal access to the learning. While differentiation of work is common practice, the entire class should feel involved and aspire to achieve something positive in the lesson. It may also be the case that a high achieving student in maths is of a low level in history and is sat with a pupil who has the opposite subject skills; this would allow the students to bounce ideas off each other, with both of them involved and learning from one another, as well as the teacher. I believe that adopting a mixed ability approach would aid the teacher in delivering an inclusive lesson, as opposed to directing certain areas at specific groups of children, in relation to their subject knowledge and performance.

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‘…Sophisticated, skilful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience.’ (Loughran & Russell 2007:219)
My response from this quote was that although a lesson from the outside may be seen as a good performance, a fun activity or an enjoyable experience how much of that is related to how sophisticated and skilful the teaching is.

The lesson may look to be engaging and enjoyable but how much of that lesson is the child learning. Are the children moving forward with their learning from the lesson which is happening? The children need to find the work enjoyable yes, but they also need to learn. The child is never going to progress if all they partake in is fun activities, they need to be challenged and their learning needs to move forward.

The teacher may be giving a good performance in front of the class but how are the children engaged with what is going on in the lesson. Therefore, when an observation is being made from an outsider about whether the teacher is a sophisticated, skilful teacher more needs to be observed than the actual teacher, the children also need to be taken into account.

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‘Gender Identity (identifying oneself as male or female) carries with it varying expectations in terms of gender behaviours, which may affect both learning and behaviour in school’ (Wilson & Kendall-Seatter, 2010:100).

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‘Gender Identity (identifying oneself as male or female) carries with it varying expectations in terms of gender behaviours, which may affect both learning and behaviour in school’ (Wilson & Kendall-Seatter, 2010:100).

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Recently, Gender identity has enjoyed a rise in publicity, meaning people are likely to be more aware of issues surrounding it. Discussion about Gender identity has become more open to debate, from what constitutes as a ‘girl-thing’ or a “boy-thing”; or continuing from Wilson & Kendall-Seatter (2010), what it means to be transgender as well as male or female. This will inevitably filter down to education, where schools should challenge stereotypes by promoting subjects to students regardless of whether they are male or female, for example: a boy studying textiles or girl studying STEM subjects.

You would expect for schools to adopt the same inclusive attitude towards transgender students. However research by Espelage (2016:5) may suggest differently, as research focussing on Gender identity is ‘scarce’, with only ‘0.3 to 3.0% of the articles since 2000 included lesbian, gay, bisexual, transgender (LGBT)-related research’-this from a country where celebrity culture has catapulted Gender identity issues to the forefront of popular culture. I find it understandable that schools may not know the affect gender identity issues may have on both learning and behaviour, as it is a relatively new issue to face teachers. However, we ought to strive for a learning environment where any child feels safe to explore the world without the fear of prejudice from peers or indeed teachers.

Jake (Group B)

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‘The evidence is consistent that... if schools adopt mixed ability, they are more likely to use inclusive teaching strategies and promote higher aspirations for their pupils.' - The Sutton Trust 2012

My immediate response to this quote is that of agreement, due to having worked in a year group which successfully adopted a mixed ability seating plan halfway through the school year. I saw clear examples of lower ability children trying harder with their learning and producing a higher standard of work, showing that their aspirations had heightened.

Adopting mixed ability allows children to discuss their work and ideas with others who may have completely different insights, due to their experiences further down the school, leading to the potential development of perspectives and attitudes. However, due to the need to differentiate work, it is likely that children will still have an idea as to which ‘ability’ work they have been given, even if they are not sitting with peers of the same ability. It can often be demoralising for lower ability children to deal with this and they may feel excluded from aspects of learning that higher ability children have access too. However, this response could potentially be reduced or turned around for some children if they are given the opportunity to move up to the next level of work (depending on context and time), for example by learning objectives being set out in a ‘I must, I should, I could’ format.

I think that teaching to all abilities is essential for inclusion, making sure that lower ability children have at least gained full understanding and that higher ability children are pushed and challenged. Lower ability children should have the opportunity, whenever possible, to achieve that of higher ability children, for example, through their learning objective being to include adverb openers and expanded noun phrases in their paragraph, but being encouraged to include more complex sentence structures if they have completed the first objectives and understand how to construct complex sentences. Being paired with a child of higher ability, and seeing the work that they are producing, is likely to induce that aspiration in the lower ability child.

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'...sophisticated, skilful teaching practise is often confused with a good performance, a fun activity or an enjoyable experience' (Loughran & Russell 2007:219)

I believe that when you observe a lesson without focusing on specific areas such as pupil progress and understanding you can easily lose sight of what is really happening. You see all these children engaged and taking part in a really good activity but they might not no the reason behind why they are doing the activity.

Its only when you focus on specific teaching standards that you can understand how successful the practise is. Yes that child who isn't normally engaged is taking part but are they actually grasping why they are doing the experiment or outdoor activity? are they just viewing it as fun? do they know the real reason why they are watching ice melt?

I think we all as trainees will realise what we should be looking for through observations and i think this quote shows the importance of looking at specifics, rather than the lesson as a whole.

hese fun, engaging sessions are very important in providing variety and meeting the needs of each individual child, however the lesson needs to be structured in a way that constantly checks on the understanding of each child.

I always remembered the fun activities from my days in Primary school but i could not tell you why we measured the playground or went on a trip to a Victorian village.

I think you get the point by now that the understanding is fundamental in helping these lessons be successful.

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'A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich emotional diet...will equip learners to apply their knowledge and to grow into lifelong learners'

My initial emotional response to this quote was to agree wholeheartedly. Of course we as practitioners in education wish to send out into the world fully formed human beings with values and opinions that go beyond knowing facts such as 2x2=4. Children should have the opportunities to excel at school and not every child will be able to do so through the process of rote learning.

However, one only has to step inside a staff room at any primary school and you will hear the word SATs. Despite wanting to create lifelong learners rather than quiz champions; it does not negate the fact the children are still 'quizzed' and that the results of these assessments are used in order to shape their future within academia; for example, what ability set they enter when leaving primary education and entering secondary.

Therefore, an element of rote learning is necessary. Factual information does need to be transmitted across and almost regurgitated within an exam setting.

But should that be it? Of course not! As with most things, balance is key. Yes, rote learning is needed in order to equip children with the skills to sit exams and achieve their potential in that setting. However, genuine curiosity and a willingness to learn cannot be fostered solely in this manner. Teachers have the tricky task of also providing a stimulating and rich educational diet in order to fuel children's curiosity and creativity that can form them into lifelong learners.

-Lauren Henderson, SD

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“Equality of opportunity is a statutory
right of all pupils.” 

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“Equality of opportunity is a statutory
right of all pupils.” 

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My immediate, emotional response to this statement is that it’s outrageous to consider any scenario where this value shouldn’t be upheld.

After further consideration, my professional response is not quite so black and white. It’s certainly a principle that should be applied and fiercely defended in all aspects of society, not just in the school environment, as it makes for a fairer society. Also, it’s something that I’d aspire to consistently achieve when I am a teacher. All pupils, irrespective of their background, financial means, abilities and disabilities, should have access to learning opportunities.

However, when I consider the realities of the classroom environment I can think of instances where it’s impractical to stick to this principle. For example, earlier this summer the school I was working in were invited to participate and join other local schools in a special sports day celebrating the upcoming Olympics in Rio. Due to restrictions set by the organisers, only 30 out of the 60 year 5 students could attend and it was down to the class teacher to decide who would go and who would stay behind at school doing normal classes. Bearing this example in mind, I think it’s important for children to learn that life isn’t always fair and some opportunities are the result of circumstance and pure luck. It’s part and parcel of children learning essential life skills: how to accept situations for what they are even if they seem unfair; manage their disappointment when things don’t always go their way; and discover how they can build their own resilience and bounce back from disappointment.

- Lydia Casey, Group A

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'The evidence is consistent that ... if schools adopt mixed ability, they are more likely to use inclusive teaching strategies and promote higher aspirations for their pupils' - The Sutton Trust 2012

I generally agree with the above statement. My initial emotional response upon reading this was that mixed ability is a fundamentally fairer way of organising a class, which gives the widest range of possible interactions and number of relationships between pupils in a classroom. I feel that this broadens their perspective, allowing them to have experiences and engage in dialogues that would not be possible in a more rigid ability grouping.

In my professional experience of mixed ability lessons (including differentiated work), I have noticed that children are generally unable to copy from one another because they are completing different work, but that they can still seek help from their peers within the topic because the work is similar enough. This is more likely to ensure that all children are using their own independent thought processes and strategies. Lower ability students who may struggle can benefit from the close proximity of higher ability students, while the higher ability students helping lower ability students are forced to think about their learning and deconstruct their methodology when explaining their reasoning. The downside of mixed ability is that seating plans can be hard to memorise for a teacher if there is no apparent structure to them, and using too many seating plans can compound this problem.

Finally, a mixed ability class gives the teacher more options for seating students around the classroom that are amenable to their conditions for learning. For example, in an ability-grouped class, if two students on the lowest ability table become unable to work together or even near one another, the teacher has few, if any, options regarding a permanent solution. If the teacher had a mixed ability class, they would have various seating permutations that would allow these two students to engage in their learning without distraction. Furthermore, if students on a low ability table discover that they have been grouped this way, this might demoralise or upset them and affect their learning and aspirations.

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‘One of the hardest things that teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice.’ (Brookfield 1995:1)

There is a phrase that comes to mind when I read this quote which goes like so;

‘You can lead a horse to water, but you can’t make the horse drink.’

As a teacher, it is your responsibility to be organised and plan lessons in detail. It is up to you to be imaginative and think outside of the box. However, with all the good will in the world, your planning can still go wrong when it comes to the practical task of teaching that particular lesson. Just like a horse, children are not robots, even the well behaved ones.

One fundamental principle of a teacher is flexibility. It is essential that you are sensitive to the unpredictability of the children you teach. Be aware that you may need to adapt your tasks according to the class’s engagement and enthusiasm, as well as their understanding of the subject in question. An example of this may occur when teaching a new topic. You may be excited to show the game you planned, but there are a couple of noisy children miss-behaving because they don’t find it as exciting as you do. In this situation, try not to take it too personally that your lesson hasn’t gone the way you hoped, instead accommodate your children with a sense of acceptance and creativity.

Like red wine, a teacher improves with time. As part of our personal professional development, we can only modify and get better from personal reflection; learn from our mistakes, communicate with other staff, be resourceful and take risks.

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My response is to the following quote: "A shallow education, restricted to transmission of factual information, may produce a class of quiz champions; a rich educational diet... will equip learners to apply their knowledge and grow into lifelong learners."

My initial response to this quote was that of confusion as I had to read it a second time to fully understand what I believe it was trying to say.  Upon re-reading, my reaction to the quote was that of agreement. I believe the quote is making the point of highlighting the difference in teaching styles producing different learners. If one form of learning produces good exam results this may not be beneficial for all students and could be seen as restrictive, whereas learning in another school with less good exam results but a more open style of teaching which allows more free flow among subjects in the curriculum may produce more well rounded learners, which could be far more positive to schooling.

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Even though there is evidence that praises mixed ability groups, for example: clarifying thinking, working collaboratively and working with a range of peers, I still believe that there are negatives that need to be overcome. In my opinion children are still aware of who is ‘good’ at a subject and who is not so good. This may affect their aspirations regardless of how they have been grouped. Additionally, some schools who adopt mixed ability grouping give children in the group different levels of work which again would highlight these academic differences.

Laura Jesson. Group A.

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'...sophisticated, skilful teaching practice is often confused with a good performance, a fun activity or an enjoyable experience' (Loughran & Russell 2007:219)

My belief with this quote is that it is easy to confuse a sophisticated, skilful teaching practice with a good performance, a fun activity or an enjoyable experience. This is because it is important to have lessons that are fun and engage the children but it needs to be sophisticated and skilful that makes the children engaged.

For example, school trips to museums are fun, as the children get excited about being out of school for a day with their friends. This can be made beneficial in a skilful way by doing work related tasks on the trip, such as worksheets that the children can focus on as they go around the museum, a quiz or creating a story based on the experience.

Teaching is a performance even though you should be yourself so as to make the children feel comfortable in the classroom with you. Teachers need to be fun and engaging whether or not they are having a good day. It is therefore important to be sophisticated in the teaching practice to not let personal emotions interfere.

I think that teaching should be a fun activity and an enjoyable experience for both the teacher and the pupils but an aspect of sophistication and skill is required to make all aspects of learning are beneficial to make a good balance. Therefore, the confusion stated in the quote I think is more of a relationship.

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'One of the hardest things that teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice'.

To me, this quote stipulates the fact that a teacher can plan a lesson to the finest detail and yet that plan may not be successful when put into practice.

Children are unpredictable and even the best of teachers cannot be expected to get it right every time. For example, on some occasions a teacher may have quite an intense activity planned for an afternoon but when the pupils return from lunch they may appear tired and lacking energy. The teacher therefore may decide it would be more effectively to move the intense activity to another day.

In order to be an effective planner, I believe that a teacher needs to be flexible and be able to assess situations in order to make successful decisions.