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Deadline for submitting papers and case studies: Monday 7 April 2008
Schools are working with children who have complex problems and are often without a supportive family unit. This has led school leaders to radically change their thinking about the structures for deep support.
For example, in England, the school has traditionally been organised around the twin pillars of the academic aspect (subject departments or faculties) and the pastoral aspect (usually the year group). Recently some schools have moved from year groups to vertical tutoring and to create more intimate units within the school, eg houses or 'guilds', where stronger relationships between students and teachers, and among the teachers, can be forged. Some schools are utilising all the adults within the school to become tutors.
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