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Research from teachers working within an Inner city school for my dissertation please.

Discussion in 'Primary' started by impulce, Mar 4, 2012.

  1. Im going to make some sweeping generalisations here that don't apply to all, but on the whole:
    Lower aspirations as parents may not work or be literate/numerate, so children don't see a career and academic achievement as something to aspire to.
    Lower baseline when children enter school - often issues with poor speech and language amongst others. Generally less supported at home academically which makes it harder to get good results.
    Less life experience - again this impacts on ability. Plenty of children will never have seen the sea, or a field full of sheep, or had life experiences that children from more affulent families will have done.
    On the plus side - kids with character and oomph! No children that have had personality drained out of them from being pushed to be the best at certain things etc.
  2. Inner city schools frequently have large numbers of EAL learners, and a high degree of pupil mobility (pupils changing schools during the primary years).

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