Applications for practitioners
There are many implications of the ILP, particularly in terms of thinking about learning and education holistically and this generates a significant critique of school policies which have been driven by performance concerns alone. This is the core argument of The Social World of Children's Learning (1996), which concludes with a sustained argument for more balanced approaches. As such, in a sense, it pre-figures Excellence and Enjoyment and some aspects of the contemporary drive towards more personalised provision.
This argument has been regularly presented to teacher and LEA audiences in recent years. For example, it formed the basis of the 2005 Christian Schiller Lecture for the National Association for Primary Education. Written applications include:
- Pollard, A. (2004) 'Teaching, learning and becoming', in National College for School Leadership, Learning Texts, Nottingham: NCSL.
- Pollard, A. and Filer, A. (2001) ‘The myth of objective assessment: an analysis in relation to primary education’, Education 3-13, Autumn.
- Pollard, A. (1999) 'Towards a new perspective on children’s learning?' Education 3-13, Vol 27, No 3, pp 56-60.
The general stance derived from the Identity and Learning Programme informs two popular textbooks and a website for teachers and student teachers. They are:
- Pollard, A. and collegues (2005) Reflective Teaching, London: Continuum.
- Pollard, A. (ed) (2002) Readings for Reflective Teaching, London: Continuum.