ABSTRACT
A key feature of the reflective action planning (RAP) scheme as it operates in Kent is that each school-based programme is a bespoke arrangement. There are essential elements determined by the model but the precise arrangements to support the reflective action planning process are the results of negotiation between the HEI and the school. It is also the case that each programme develops and changes in an organic way as group membership changes and as other internal factors come into play. In this chapter therefore, we want to explore the way these groups work by presenting a case study of the model as it operates in one school-St James’, a co-educational, comprehensive school in an urban area.
