Here is a question I was asked after my placement. Can you conclude that in a main stream comprehensive (with a diverse intake) that whilst the 'subject' has value it is almost secondary to the way that is a vehicle for nurturing learning skills? When looking at it with an understanding of Maslow's Hierarchy I feel that yes the subject becomes secondary to the learning skills taught to children but also that it shows an importance to getting all student on to the right level of emotional balance to then be able to apply knowledge to them. With Maslow's theory if a student is not on stage five they will be unable to learn effectively. I would also like to look at this question with a sense of common sense, while observing on placement it became apparent quite quickly that if the students enter the classroom with an issue it can be very hard to engage them into the lesson, and often not at all. This could be a result of their previous lesson or some lingering issues from outside of school, either way it will have a great affect on their progress within a lesson. This is why I feel strongly about textiles as I feel it gives a student somewhere in which they can be as creative as they like as well as creating an environment that they can relieve some of their stress in to a productive outlet. To concluded yes i think that the textiles as a subject is the prime example of a subject becoming secondary to the learning needs and skills of children. It is important to know your subject but first you must be able to conect with each individual student.