Developing a Student Year Planner

Abstract

How to create something which is more meaningful to students than a simple homework diary is the issue that underlies this paper. The introduction of a student planner into year 9 of a high school is followed. The writer used reflexive practitioner research and ethnographic techniques to raise issues concerning the role of the tutor, teacher/pupil and teacher/parent relationships. He suggests that a gap appears to exist in pupil’s ability to plan for the mid-term. The difficulties of classroom innovation and change in relation to teacher’s craft knowledge is touched upon.