RTL part 3: optimising the scope of education.

Part 3 continues the theme of balancing co-operative and competitive outlooks through the development of a new, advanced co-operative curriculum to run alongside, and hugely benefit, the existing standard competitive curriculum, still using the time regained in Part 1.
Its primary aim is:

• to further support the reversal of internal low level disruption, now through study.

Its secondary aim is:

• to identify opportunities for the reversal of internal low level disruption throughout society.

With higher standards of teaching and learning, additional time (none of which is taken away from the existing competitive curriculum), as well as higher levels of concentration and motivation, only the quality of the curriculum can prevent greatly increased student attainment.

The first steps to improving the curriculum can now include:

• at a basic level, the re-introduction of advanced subject study topics that were previously abandoned due to time constraints;
• at a higher level, non-examinable or self/peer-evaluated study which the competitive curriculum is less able to accommodate;

or, at the highest level:

• a new way forward in topic selection that involves the identification of sectors in which the competitive/cooperative balance is greatest and might yet be achieved.

Combining all of the above as the beginning, middle and end of a lesson, incredible teaching and learning can take place. 

In all cases these lessons combine:

• our competitive nature (to inspire and motivate) 

with 

• our cooperative nature (to nourish and grow)

Through the peer-assessed RTL Masterclass Awards all teachers can have access to as many of these lessons as their careers require.

All teachers who have completed Part 1 training can enter the RTL Masterclass Teaching Awards, different to other teaching awards in one key way:

• students benefit directly from the award as much as the teacher.