Search

Michael Marland’s seminal book: Pastoral Care was published 40 years ago this year. The thesis of the book – that pastoral care is the central task of the school, and must be planned and institutionalized through pastoral roles and structures – is explored against the background of the social, cultural and educational developments taking place in the 1960s and 1970s. Its influence on research and publication in the field is demonstrated in the literature which deals with both the ‘technique’ and ‘critique’ of pastoral care in schools, much of it published in Pastoral Care in Education. Marland’s later writings, especially on the role of the form tutor and the idea of a ‘pastoral curriculum’, the conferences he convened, and his part in the founding of the National Association for Pastoral Care in Education, are seen to be a natural extension of the book’s thesis. Despite the difficulty of measuring the outcomes of educational literature, the article concludes that the significance of Marland’s book and hi...

This article aims to explore and understand tutor and student perceptions of the role of the tutor in a large Sixth Form College. It examines whether these perceptions are the same and looks at whether the needs of the student are being met within the college. The tutorial structure within the college is described and the unique role of tutors in a further education setting is identified. The findings reveal how students perceive the tutors to have a wide range of roles, which are primarily focused on supporting and promoting learning. It also describes how, despite the acknowledgement of students for the need of emotional support and the recognition and willingness of tutors to fulfil this role, there is a gap in meeting the students' needs. The reasons for this are explored and shown to be a consequence of time constraints and the underlying relationship between students and their tutor.

This article explores the impact of a Personal Learning Planning (PLP) initiative on pupils’ understanding of, and confidence in, learning. The cornerstone of the initiative was a one–to–one, or small group, discussion between Year 9 students and their class tutor. This resulted in a written personal learning plan. The benefits and weaknesses of the initiative are discussed and the interrelationships between action planning, one–to–one tutoring and learning are explored.

Michael Marland has drawn on his own experiences and the recollections of others to chart the development of the role of the form tutor in the post–war era. Through the memories of key people who were once in the roles of head teachers, LEA officers and tutors themselves, a picture emerges of schools adapting to meet the perceived needs of young people, by establishing form masters, houses and eventually the emergence of the tutor. This historical journey points to the enduring purpose of pastoral care, and to the enduring value of the tutor’s role in the care and guidance of the individual pupil. It also helps us to understand some of the difficulties and differences in the perception of the tutor’s role, for example by revisiting the ‘tutor ascendant – tutor subordinate’ continuum.

This article is written for new and experienced tutors to review the ways in which they are supporting their students’ learning. It considers the purposes of tutoring, drawing on the voices of students themselves. The article then considers the ways in which the tutor can support the learning of young people, including academic tutoring. It concludes with some guidance for the tutor to develop their own learning about tutoring.

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.

This article explores some evidence about tutoring as an effective strategy to support young people’s learning. It is argued that the central goal of the tutor is to provide support for students’ learning. How the activities, relationships and skills of the tutor contribute to the achievement of this goal is then explored. The author emphasizes the tutor’s unique position in the school and how it can contribute to learning for students as individuals and in groups.

Chris Watkins was a member of the first NAPCE executive in 1982, and has continued on that committee and on the London committee ever since. He was chair of NAPCE from 1992 to 1994, and is currently chair of the Publications Committee. He has been a maths teacher in a large secondary school, a teacher in charge of a unit for pupils whose effect on school was disruptive, and a trained school counsellor. He is now head of the academic group ‘Assessment, Guidance and Effective Learning’ at the University of London Institute of Education, where his current areas of work include school behaviour, mentoring, tutoring, personal–social education – all centrally linked to effective learning in classrooms and school. He is course tutor to the MA in Effective Learning and the MA in School Development, and is involved in consultancy to schools and training others in consultation. Current research projects include ‘The Violence-resilient School’ and ‘Learning about Learning’.

For young people moving from school to higher education, the continued provision of high quality pastoral care should be an important consideration. However, though all institutions provide some sort of service, its quality can vary significantly. Even where provision has been good, it has normally been seen as a ‘bolt‐on’ extra, rather than something central to the student’s experience. At the University of Strathclyde, a key element in the creation of a more effective and integrated approach has been the development of the personal tutor role into that of the more clearly defined and structured one of Academic Counsellor.

(1995). The Role of the Form Tutor: Some Research Findings. Pastoral Care in Education: Vol. 13, No. 3, pp. 29-33.

Making the Most of Tutor Time is a solid, well-researched and comprehensive guide for form tutors. Peter brings all her experience, humour and insight to bear on the tasks, attitude and skills need...

(1987). Pupils' Perceptions of the Role of Form Tutor. Pastoral Care in Education: Vol. 5, No. 3, pp. 206-217.