ABSTRACT
The overarching intention of this book is that the secret garden of 16–19 teaching can be opened up, and that teachers can be encouraged to support one another in developing their own repertoire of effective teaching strategies in this phase. Although the significant national reforms on 16–19 education have been imposed from above, the most effective teachers have the confidence to interpret the policies and to mould them to best suit the local circumstances and contexts of their students. Fullan (2001) argues that only at the individual and team level can multiple innovations (like those that have affected 16–19 education since 2000) be managed. The social complexities of an innovation like Curriculum 2000 mean that larger scale attempts to handle the changes are likely to fail. It is the frequent interactions with 16–19 colleagues in a collaborative culture that are most likely to bring about effective teaching.
