What is Mantle of the Expert?
In Mantle of the Expert, children are asked to think of themselves as people running a fictional ‘enterprise’ of some kind. They might imagine they are running a shop, or a museum, etc. The Mantle system works, then, through putting children in ‘real life’ situations. It helps to meet one of the targets of the new curriculum, to prepare pupils for life after school.
In running their ‘enterprise,’ the children take on a range of different tasks – speaking and listening, reading, writing, designing, making, etc. The tasks are selected by the teacher to meet curriculum targets.
We have run Mantle of the Expert projects in primary and secondary schools, and in a range of subject areas, including English, Maths, Science, History and PHSE.
About the Network
The West Midlands Network exists to support teachers and practitioners. It offers special events, projects in schools, and coaching and mentoring. Schools we have worked with include: Chilcote Primary; Penn Fields; New Invention; Highters Heath; George Dixon Academy; North Birmingham Academy; Calthorpe; Al-Hijrah.
Find out more about some of our recent projects here
Who we are
The Network is led by an experienced team of teachers and practitioners, who all have recent CRB checks.
Gillian Adamson (Associate Director, Midland Actors Theatre)
Dr. David Allen (Artistic Director, Midland Actors Theatre)
Iris Bertz (Director, Iris Bertz Limited)
Denise Jones (Designer / Visual Arts and Drama teacher)
Dr. Kate Katafiasz (Senior Lecturer in Drama, Newman University)
Richard Kieran (Head Teacher, Woodrow First School)
Iona Towler-Evans (National trainer for Mantle of the Expert)
Here are links to some of the organisations we work with.
What people have said about Mantle of the Expert
'I love Mantle, it has a way of making you feel like an adult in a real job' - Ffion Brighton, pupil, Grimley & Holt School
'Mantle has changed the way I learn' -- Hannah Winkworth, pupil, Grimley & Holt School
'What has impressed us about Mantle is the depth of learning that takes place. We have found that pupils are more engaged in and enthusiastic about their learning, and they have more ownership over it.' - Hazel Colgan, Head Teacher, Highters Heath School
''The children were highly motivated by the sessions and really looked foward to them. A variety of learning styles was catered for.' - Gary Setchell, teacher, Chilcote School
''The project with Y5 had the most outstanding results. This particular class found learning a struggle; however, by the end, they had become independent learners who were completely engaged in their work.' - Siobhan Farrelly, teacher, St Chads School