ABSTRACT
Another example of liberal pragmatism is reflected in changing views about topic work in the primary school. It was once the bastion of ‘child-centred’ practice, endorsing the liberal-romantic tradition described earlier (pp. 79-94), where the Plowden report (1967) described it as being:
... designed to make good use of the interest and curiosity of children, to minimize the notion of subject matter being rigidly compartmentalized and to allow the teacher to adopt a consultative, guiding, stimulating role rather than a purely didactic one. (Paragraph 540)
Topic work became the focus of criticism following various surveys by HMI. For example, in the 1978 Primary survey evidence suggested that copying was widespread in topic work, and Maxwell (1977) in his review of Scottish Junior schools found that:
... frequently the interested and able pupils read widely on a topic while the poorest readers did little other than copy statements or cut out pictures.
Similarly, the 1982 HMI survey of first schools revealed that the copying kept children busy and that they produced work of a reasonable standard but that:
... it did not promote real progress in language development, or reveal what the children had remembered or understood.
Criticisms of this kind have caused many primary teachers to reflect on their topic work practice and to consider more careful and appropriate planning strategies. The article by Conner which follows captures the dilemma for many primary teachers of attempting to hold on to cherished liberal principles, whilst recognizing pragmatically that many of the criticisms of topic work were justified.
