GREAT LEARNING

In the context of Great Learning, roles, tasks and routines represent individual and group responsibilities, expectations and practises within the various layers of an institution. The essential component of any roles, tasks and routines within a school is that they are clearly defined. This helps to ensure that all members of the community understand what is expected of them as well as what they can expect from others.

 

However if roles, tasks and routines are not defined, the standardisation of a school’s guiding principles becomes blurred and is left to individual interpretation.  For example, students moving from class to class may face completely different approaches to learning or different responses to the same action. Furthermore, when roles are unclear, individuals are unsure who and where they can seek help.