CM3 MATHEMATICS 5-16

AIMS

1.2 Communication.... to describe, to illustrate, to interpret, to predict and to explain. Above all it is used to convey meaning…. The main reason for teaching mathematics is its importance in the analysis and communication of ideas.

1.3 A Tool.... Viewed from this perspective it is not the mathematics itself but the result obtained which is the important thing a design in art, a model in craft, an analysis of an experiment in science, the checking of a shopping bill, the planning of a holiday, or the construction of a motorway....

1.4 The fascination of mathematics.... The spark may come from the feeling for order, the appreciation of pattern, an interesting relationship, the power of a formula, the simplicity of a generalisation, a curious or unexpected result, the conciseness of an abstraction, the aesthetic appeal of mathematical designs or models in two or three dimensions, or the elegance of a proof.

1.5 ...The aim that pupils should learn to work in a systematic way does not clash with the aim that they should learn to show imagination, initiative and flexibility of mind; the two aims are complementary.

1.9 ...Cooperative activities contribute to the mathematical development of the pupils through the thinking, discussion and mutual refinement of ideas which normally take place. This aim emphasises the interactive nature of mathematics….

1.10 ...provided that topics which interest them are selected it is possible to encourage most if not all pupils to pursue a study in some depth. Such work may be stimulated through a variety of means: the enthusiasm of the teacher; team teaching with lead lessons; interests of individual pupils or groups of pupils; the need for a survey of people’s opinions; a range of attractive resource material; investigative activities; micro software; TV material; games; puzzles; hobbies.

1.11 ...Mathematics must be an experience from which pupils derive pleasure and enjoyment.

OBJECTIVES

2.15 Microcomputers can be used.... as a tool for the pupils to use in doing mathematical tasks

2.16 ... This will cover the use of a wide range of software of an open-ended nature in which the pupils have considerable control over the nature of their responses.... using LOGO many children of infant age and many pupils of low ability in secondary schools can program a microcomputer to produce their own designs....

2.19 ...Important mathematical experiences are provided by activities which involve the collection and selection or rejection of data and which lead to several possible solutions of a problem or to the conclusion that they cannot be solved from the data available.

2.21 ...As a general rule no result in mathematics should be accepted uncritically without asking whether it is a reasonable statement to make in the context of the question. It is also important that pupils develop the same critical approach to information presented in the media and in advertisements.

2.28 ...In mathematics, which is permeated by patterns, pupils must be encouraged to look for them. Within the curriculum 5 to 16, patterns occur in number, measurement, statistics, shape and algebra. Sometimes these patterns may produce interesting visual effects.... Recognising, remembering and using mathematical patterns can simplify many tasks at all levels and so form part of an important general strategy.

2.36 ...It is necessary to take action to encourage a more positive attitude made up of the following features: fascination with the subject; interest and motivation; pleasure and enjoyment from mathematical activities; appreciation of the purpose, power and relevance of mathematics; satisfaction derived from a sense of achievement; confidence in an ability to do mathematics at an appropriate level.

CRITERIA FOR CONTENT

3.3 Mathematical content needs to be differentiated to match the abilities of the pupils...

3.5 Differentiation within the mathematics curriculum is, however, a complex issue involving more than differentiation of content, being related also to the contexts of the mathematical activity, to the complexity of language used, to the type of resources and to the classroom approaches.... there would be a considerable difference in the contexts considered and in the resources used to suit the different levels of maturity of the pupils. In particular, textbook or workcard materials that are well suited to the needs of pupils in primary schools are not, in general, suitable for 15 year olds

3.8 ...It is vitally important to provide a rich mathematical experience but this will often come, not just from the composition of the content, but more particularly from the nature of the classroom approaches.

3.11 ...Mathematics for all pupils, including the low attainers, should certainly include a considerable geometric component with work in both two and three dimensions aimed to develop their spatial thinking.

3.12 ...The main content needs are as follows: basic properties of number and number operations; the use of calculators; measurement: approximation and estimation; the use of ready reckoners; the use of charts, diagrams and graphs; statistics (collection, representation and interpretation of data); ratio and proportion; the use of formulae; elementary geometry of two and three dimensions...

3.13 ...The Cockcroft Report summarises these needs as follows: "...the ability to read numbers and to count, to tell the time, to pay for purchases and to give change, to weigh and measure, to understand straightforward timetables and simple graphs and charts and to carry out any necessary calculations associated with these."

3.14 ...There is much that is intrinsically interesting and important in itself: for example, number patterns and sequences, magic squares, modular arithmetic, geometrical patterns, properties of geometric shapes in two and three dimensions, topology… Hollow cones and the shapes of pieces of metal which would be required to make them.

3.15 ...it is impossible to make any progress in mathematics without a sound grasp of place value and the whole decimal notation.

3.17 ...Having acquired such skill the pupils may use it to study in greater depth items of mathematical content which are considered important, for example, the properties of numbers, the representation and analysis of data, and the spatial relationships in geometrical figures.

CLASSROOM APPROACHES

4.1 ...The approach to be adopted in any particular instance will depend on the topic to be taught and will need to be related to the abilities and experiences of the pupils.

4.5 ...The same principle applies to the encouragement of all pupils whatever their cultural background: for example, Islamic art is a fertile area for the exploration of geometrical design.

4.9 ...practical work... working with bundles of sticks or structural apparatus.... activities with water and containers.... making geometrical models.... throwing dice.... carrying out a statistical survey and analysing and interpreting the data

4.11 ...sources of suitable problems: textbooks, reference books, professional journals, games and puzzles, other subjects in the curriculum.... The process of starting with a real problem, abstracting and solving a corresponding mathematical problem and then checking its solutions in the practical situation is often called mathematical modelling.... in real life, mathematical solutions to problems have often to be judged by criteria of a non-mathematical nature, some of which may be political, moral or social.

4.14 Resources are needed which fully reflect the aims, objectives, content and classroom approaches. These will include a wide range of printed material, not only textbooks and worksheets but also supporting reference material and topic books. "Raw material" such as catalogues, brochures, forms and publicity leaflets are especially useful for work with older pupils

4.15 Audio-visual materials can enrich many mathematical activities.

4.16 ...e) teachers and pupils should have ready access to appropriate resources;

APPENDIX 1

...To view this list of objectives as definitive in any sense would be contrary to the whole philosophy of this paper and detrimental to the mathematical needs of the pupils.

CM4 MUSIC 5-16

AIMS

7. The aims of music education are to:

• develop a sensitive response to sound in general and in particular to those organised patterns of sound called "music";
• develop insight through music into areas of experience some of which cannot easily be verbalised;
• develop the capacity to express ideas and feeling symbolically through the medium of sound;
• develop the necessary skills and concepts whilst engaged in musical activity;
• develop social skills and awareness through making music together;
• offer pupils opportunities to experience the personal satisfaction and self-confidence derived from striving after the highest possible standards whilst engaged in musical activity;
• develop an awareness of musical traditions and developments in a variety of cultures and societies

OBJECTIVES CONTENT AND METHOD

8. By the age of seven...

alphabetical, counting, sorting, cumulative songs

nursery and folk songs

singing games

religious songs

modern, "pop", and "fun" songs

• imitate and recall simple rhythmic patterns by clapping and by playing on untuned percussion instruments; imitate and recall simple melodic patterns by singing and playing on tuned percussion...
• create movement in direct response to a musical stimulus
• listen with attention and understanding so as to be able to associate the sounds of different kinds of music with particular situations, occasions and people.

13. ...there should be occasions when they can hear live and recorded performances of music in a variety of styles and from a wide range of sources

15. To age 11...

• ...recognise...pitch, rhythm, dynamics, timbre, melody, solo, accompaniment, chord, ostinato, drone etc;
• know...

traditional folk songs and ballads

songs from other lands and cultures

songs from former times

19. ...Songs from other times and other lands (whether or not sung in the original languages) widen the repertoire and give children insight into different life styles. The cosmopolitan features of song and dance are readily enjoyed and shared by pupils from different cultures; and participation in them can lead to a greater awareness of musical similarities and differences between cultures and of the enrichment which can come from sharing them.

24. ...They could be shown how a study of the ratio between the lengths of vibrating bodies or columns of air and the pitch of the sounds they produce reveals a direct link between mathematics and music.

25. To age 14...

- know and appreciate music that originates from other times and other places and which celebrates diverse aspects of human behaviour and experience.

33. ...This method of approach can also lead to a fruitful study of the political, social and commercial uses of music (for instance in war, during the industrial revolution, in religious or secular ceremonies, or as incidental music in TV. film and radio)

37. To age 16...

• identify and define the distinguishing characteristics of different pieces of music (period and country of origin, structure, instrumentation, function etc.)
• be sensitive to and have had experience of providing music for other artistic forms such as drama, dance, film, video, slide sequences, puppet theatre etc.
• show evidence of a wide, varied and direct experience of music, and the ability to recognise something" of its spiritual, emotional, therapeutic, social and educational qualities.

CM5 HOME ECONOMICS 5-16

AIMS

2. ...All pupils, whatever their social, cultural or ethnic background, require to gain competence and to make informed choices in matters of hygiene, safety, health and diet.

4. An important part of the work at all stages has to do with the development of attitudes and values and of the capacity to make judgements based on a reasonable consideration of evidence about matters to do with running a home, diet and clothing. On all these and other matters pupils' own parents already have views, some of which may be conditioned by religious or cultural background. It is most necessary that teachers be alert to and knowledgeable about the conflict of principles or loyalties which may arise and exercise tact in building upon pupils' existing knowledge and experience.

OBJECTIVES

28. The content of home economics courses may conveniently be categorised in three main areas (all of which include health, safety and consumer education):

Home and family / Nutrition and food / Textiles

For 7 year old pupils

31. Social and cultural aspects of the family and the community may be considered through role-play and day-to-day discussion.... Through working with adults and other children from a variety of social and cultural backgrounds, pupils learn to exercise tolerance and develop an awareness of relationships and interdependence. They may become aware of cultural or social attitudes which differ from their own and can be given opportunities to make decisions for themselves.

32. ...young children...may be encouraged to investigate why different foods need to be stored in different conditions. They will be aware of furnishings and fabrics, of textures and colours, of lighting, ventilation and heating, of the structure and styles of rooms and buildings.... In working on historical,
geographical, scientific and literary topics, children will frequently be uncovering new information about, and developing their understanding of, homes and families.

33. ...considering how the same ingredients can produce different styles of food; for example, loaves and chapattis.

34. ...Pupils should be encouraged to question.... why different styles of clothing have come to be used by different ethnic and cultural groups. In such work it is essential to provide a range of resources, equipment and tools and to teach children how to use them.

For 11 year olds

39. Pupils should be able to recognise various kinds of houses and the major materials with which they are constructed. ... The importance of household hygiene and cleanliness should be appreciated as should the links between personal, home and community health; ... Some of the differences between their own way of life and that of their neighbours and contemporaries, including those of different cultural backgrounds in this country and in other parts of the world, might be highlighted. The way in which individual, family and group behaviour affects other people might be explored with a view to continuing the development of considerate and responsible behaviour.

42. ...Often embroidery and other craft techniques will be involved.

For 14 year olds

46. ...The primary objective is not to attempt to dictate ideal solutions but for pupils to be in command of a range of knowledge and understanding so that they can order priorities, predict some of the likely consequences of decisions being made and begin to develop self-confidence in dealing with challenging situations. ... Learning about different kinds of family structure and the cultural influences that inform that choice of life-style helps pupils in their relationships with different social and ethnic groups.

49. ...developing pupils' awareness of the importance of a healthy, varied diet taking into account social and cultural influences

51. ...the study of fashion, the cultural, social and psychological aspects of clothing, garment decoration and the use of fabrics.

52. ...clothes may be embellished with embroidery and incorporate art and craft techniques, fabric printing and painting as well as more traditional constructional ways of working such as patchwork and applique.

For 16 year olds

60. ...how families are affected by social, economic and cultural factors.... insight can be gained into the stages of young children's development and needs and into the different patterns and priorities in child rearing of families from various social and cultural backgrounds

APPENDIX A: OBJECTIVES

Values and attitudes.... all pupils should come to recognise the significance of the family, its duty of care to all its members, their interdependence and the need for them to help one another.... Pupils should learn to value good health and seek to promote it by paying attention to diet and hygiene... personal hygiene, cleanliness in the home, safety and a well ordered environment.... In discovering the variety of food, dress and customs within our society they should not only develop tolerance of what is different but also gain an appreciation of its rich cultural diversity.

Knowledge and concepts

At the age of 7 know and understand

• how different members of their family are related to one another
• the kinds of tasks required in running a home and the responsibilities of family members in discharging them
• which things in the home are potentially dangerous if misused ... and which substances should not be eaten or drunk
• that water has a variety of uses in the home including cooking and cleaning
• that food needs to be handled hygienically if disease is to be prevented

At the age of 11

• the common types of living accommodation
• something of the ways in which peoples living accommodation is related to geographical, historical and other factors
• that personal hygiene is an important contributor to good health
• about the differences in people's life style and some of the reasons for these
• in general terms, the effects of heat on different food substances
• the staple food of different ethnic and cultural communities
• some of the influences of culture and religion on people's eating habits
• the importance of accurate weighing and measuring in food preparation
• about the work of notable craftsmen of the past and present

At the age of 14

- the general needs of families and that individual members of the family have different needs which must be reconciled eg those of the very young and those of the elderly

At the age of 16

- the contribution that food, clothing and the home make to the health and social well-being of family members

- some of the socio-economic and cultural factors which affect family life

-how social and cultural influences affect clothing and home furnishing

CM6 HEALTH EDUCATION 5-16

The primary phase

7. ...exploring sight, sounds, textures, tastes and aromas.... awareness of growth, reproduction, birth and death.... the importance of personal care and cleanliness with regard to washing, dental care, clothing and keeping their living and working areas clean... developing an awareness of their responsibilities in the family and elsewhere for the welfare of others and of other living things

OBJECTIVES

19. ...simple knowledge and understanding of:

• ...natural differences between individuals and groups such as eye, hair and skin colour
• ...personal care (cleanliness, tidiness and dental hygiene); sleep; rest; a
  healthy diet, which should include consideration of varied foods prepared in
  different ways by a range of ethnic groups
• ...obesity; smoking: alcohol; unsuitable diets; dental caries
• ...sanitation; safe drinking water; food hygiene; clean air
• the interdependence of man and other living things

The secondary phase

24. ...some understanding of the issues involved in controversial ethical questions such as developments in medicine and science related to human reproduction

29. ...Many teachers require in-service education to equip them with the necessary knowledge and skills for successful individual and group work in tutorials

34. ...historical study of hospital treatment through the ages

38. Work in health education can be enriched by opportunities to study the ethnic and cultural variety of modern Britain.... Positive influences on healthy living and attitudes to the habits and conventions of our multi-ethnic society might arise from comparative studies.... examination of packages and labels show how much of our food originates outside Britain.... conventions, such as those concerned with the family, personal relationships and dress, can be seen to have their origins in useful ways of adapting to the common human situations and particular climatic conditions in other countries. These studies.... will help children to understand aspects of health governing common human needs and the interdependence of human groups

39. ...work on beliefs, values and culture of the home, whether related to ethnic minorities or children from the majority community, needs to be handled sensitively. Schools need to be aware not only of differing moral and social conventions about smoking, nutrition, alcohol, eating habits, hygiene and sexual relationships, but of the cultural heritage out of which these conventions arise.

45. ...schools need to deal sensitively and appropriately with such issues as contraception, sexually transmitted diseases, homosexuality and abortion. All these issues involve not only knowledge, but moral and legal questions.... Given that pupils are apt to place great weight upon what their teachers say in these matters, teachers have to set out their own views with the utmost care while pointing out that other people including the pupils' own parents, might sincerely and properly hold quite different views.

46. ...Pupils should be encouraged to consider these matters not simply on grounds of what is expedient and possible, but with an understanding of the personal and moral dimensions involved in all sexual relationships, and in the light of their own religious and moral principles, taking appropriate account of parental guidance and the principles on which schools are based.

48. Given the openness with which homosexuality is treated in society now it is almost bound to arise as an issue in one area or another of a school's curriculum bearing in mind that, while there has been a marked shift away from the general condemnation of homosexuality, many individuals and groups within society hold sincerely to the view that it is morally objectionable.... Consequently, LEAs, voluntary bodies, governors, heads and senior staff in schools have important responsibilities in devising guidance and supporting teachers dealing with this sensitive issue.

49. ...abortion .... While it can be explained, for example, that one of the central issues in the public debate is a difference of opinion about when the foetus becomes an individual human being, it would be wrong for a teacher dealing with a class containing a variety of religious faiths and personal beliefs to

attempt to make any kind of ruling on such a point. In discussions of such matters as the freedom of choice of the individual, teachers should ensure that pupils recognise that such freedom extends only as far as the law and the creed of the individual allow.

52. Work in health and personal and social education courses and in biology should aim to increase the knowledge and understanding of alcohol and its effects on the body.

CM7 GEOGRAPHY 5-16

AIMS

2. Geographical studies over the 5 to 16 age range should help pupils to:

- develop a strong interest in their own surroundings and in the world as the home of mankind.

- appreciate the variety of physical and human conditions on the earth's surface;

- recognise some of the more important geographical patterns and relationships which are revealed in different types of landscape and in different human activities;

• understand some of the relationships between people and environments,
• appreciate the importance of geographical location in human affairs and understand how activities and places are linked by movements of people, materials and information and by complex economic, social, political and physical relationships;
• understand some of the more important physical and human processes which produce geographical pattern and variety and which bring about changes;
• appreciate the significance of people's beliefs, attitudes and values to those relationships and issues which have a geographical dimension;
• construct a framework of knowledge and understanding about their home area, about their own country and about other parts of the world, which will enable them to place information within appropriate geographical contexts.

4. ... The most significant contribution is likely to be to the "human and social area", which is concerned with "people and how they live, with their relationships with each other and with their environment, and how human action, now and in the past, has influenced events and conditions.".... Consideration of human behaviour within geographical contexts, especially in relation to social, political and environmental issues, can also contribute to pupils moral education.

7. A school also needs to identify a limited number of cross-curricular issues.... Examples of such themes to which geography can make a significant contribution are environmental education, political education and education in economic understanding…. Even more fundamental is the need to ensure that geographical learning offers equal interests and opportunities to girls and boys and that it prepares them adequately for adult membership of a multiethnic and multicultural society… geography provides especially good opportunities to help pupils appreciate and understand the composition of different societies, including our own, and the various ways in which different communities contribute to human endeavour and achievement…. teachers have a particular responsibility to ensure that they avoid bias and stereotyping in the images which they present and in the ideas and explanations which they offer.

Early Primary Objectives

10

• develop an awareness of seasonal changes of weather and of the effects which weather conditions have on the growth of plants, on the lives of animals and on their own and other people's activities;
• begin to develop an interest in people and places beyond their immediate experience;
• develop an awareness of cultural and ethnic diversity within our society, while recognising the similarity of activities, interests and aspirations of different people;

14. ...Young pupils are likely to be interested in the weather

17. A variety of teaching strategies, including where possible visits and the contributions of visitors, are requires to help young pupils develop an awareness and better understanding of the cultural and ethnic diversity within our society it is essential that all schools, as part of their normal practice, take deliberate steps to reveal the rich and diverse contributions that individuals and groups from different cultural and ethnic backgrounds bring to life in Britain.

19. ...skills in drawing, reading and interpreting maps can be facilitated

21. ...good stories, with distinct settings, can stimulate an interest in environments which are very different from their own…. They can be a means of introducing children to cultures which are different from their own and of encouraging an understanding and respect for other people's beliefs, aspirations and styles of living.

Late Primary Objectives

24

- develop an appreciation of the many life styles in Britain and abroad, which reflect a variety of cultures, and develop positive attitudes towards different communities and societies, counteracting racial and cultural stereotyping and prejudice;

28. The study of unfamiliar places deserves greater attention than it is often given. Pupils should begin to explore similarities and differences between their local area and more distant places, including places in the economically less developed parts of the world… The choice of places may be properly influenced by visits which pupils may have made, by the personal experience and knowledge of teachers and by the availability of suitable learning materials. .... Very often it will be appropriate to start with some event, activity or issue which has a strong human interest and to retain a focus on the activities and lives of people. However, many pupils of this age also have a strong interest in animal life

29. ...One of the advantages of undertaking geographical studies of small areas in some depth is that they can provide a means to counter misconceptions, stereotyping and prejudice, but teachers need to think carefully about their own assumptions, especially with regard to other cultures and ethnic groups, and to be sensitive about the messages which they convey, either directly or through the resource materials which they use. Geography can make a distinctive contribution to the education of pupils for life in multiethnic Britain, through studies which involve sensitive and positive treatment of different communities in different places.

34. Increasingly, there should be opportunities for pupils to retrieve information from available computer data systems

Primary Planning

39. General activities such as map work and broad themes such as weather, farming and settlements present such scope for the extension of learning that they can be returned to at different stages in a course, without involving unnecessary repetition.

Secondary Objectives

44. The geographical component of the 11 to 16 curriculum should help pupils to:

*(1) develop further their understanding of their surroundings and extend their interest in, and knowledge and understanding of, other places;

*(2) gain a perspective within which they can place local, national and international events;

*(3) learn about the variety of physical and human conditions on the earth's surface; the different ways in which people have reacted to, modified and shaped environments; and the influence of environmental conditions (physical and human) on social, political and economic activities;

48. Places selected for study should illustrate.... contrasting natural
environments.... different forms of land use and settlement, including sparsely populated areas and densely populated urban-industrial areas.... attention should be given to physical features and processes, especially those which can be investigated directly by pupils: eg weather and climate; river systems and associated landforms; and coastal landforms and processes. But pupils should also be helped to understand how the great natural systems of the world – the oceans, the atmosphere, the fresh water drainage systems, the ecosystems - provide essential support for human existence.

49. ...environmental processes, both physical and human; the nature of changing environmental conditions and relationships; and the significance to these of natural events, of people's beliefs and values, of technology and of economic and political systems.

*(4) appreciate more fully the significance in human affairs of the location of places and of the links between places, and develop understanding of the spatial organisation of human activities;

*(5) gain understanding of the processes which have produced pattern and variety on the earth's surface and which bring about change;

*(6) develop a sensitive awareness of the contrasting opportunities and constraints facing different peoples living in different places under different economic, social, political and physical conditions;

*(7) develop an understanding of the nature of multicultural and multiethnic societies and a sensitivity to cultural and racial prejudice and injustice;

56. Geographical studies should be designed to enable pupils to develop a better understanding of the nature of the cultural and ethnic diversity within their own and other societies. Pupils can learn about the various reasons why people migrate from one country to another and from one region to another, and they can be helped to appreciate the contributions which different communities can make to the social and economic life of a country, the links that exist between communities, and the severe problems which many minority groups and some majority groups face.

57. ...Geographical education should aim to counteract the ignorance and stereotyping upon which racial prejudice and injustice feed.

*(8) gain a fuller understanding of some controversial social, economic, political and environmental issues which have a geographical dimension, reflect on their own and other people's attitudes to these issues, and make their own informed judgements;

58. ...Suitable case studies can help pupils to gain a better understanding of the nature of some controversial locational and environmental issues, including the relevance to such issues of beliefs, attitudes and values. Critical examination and discussion of the evidence can also help them to explore the relationships between beliefs, attitudes and values, decisions and behaviour.

*(9) develop a wide range of skills and competencies that are required for geographical enquiry and are widely applicable in other contexts;

*(10) act more effectively in their environment as individuals and as members of society.

Secondary Strategies

67. ...it is important that relevant, accurate and up-to-date information is presented in a clear and interesting way, and that it is "accessible" to pupils, in the sense that it should be in a form which they can comprehend. Photographs, maps and diagrams are especially important in geography

80. A teaching syllabus for geography should include information on the following.

* Goals * Content * Methods * Structure * Resources * Differentiation * Assessment and record keeping * Evaluation * Time allocations *

CM8 MODERN FOREIGN LANGUAGES TO 16

8. In the human and social areas of experience, learning a language promotes social interaction within and beyond the classroom. It fosters sympathetic but not uncritical attitudes towards the people of the foreign country, helping pupils to appreciate their culture, understand their concerns, respect their opinions and accept them as they are. Such attitudes help to promote goodwill and to counter insularity and prejudice.

10. ...Our success in industry and commerce when we are dealing with countries whose language is not English partly depends on our willingness and ability to communicate with potential customers in their own language.

AIMS

12. ... b) Human and social - to increase social competence by promoting an awareness of and sensitivity to differences in social customs and behaviour; .... to foster positive attitudes towards other countries and those who live in them and to counter prejudice; .... to awaken an interest in foreign cultures and lifestyles and to foster a willingness to see one's own culture in a broader context; .... to encourage tolerance and a willingness to work together.

CURRICULUM PROVISION

65. ...As far as the educational value of learning a foreign language is concerned, it is unimportant which language is studied.

CM9 CRAFT.DESIGN AND TECHNOLOGY 5-16

2. ...decisions made when developing a design, or plan of action, will depend upon the pupils' own knowledge and experience of what is possible. Gradually they acquire more of the accumulated knowledge and experience gained over the centuries as people have sought to change and improve their lives and build it into their own decision-making process.

6. In addition, CDT makes use of skills and knowledge acquired in other subject contexts particularly art, mathematics and science.

7. The major aims of CDT, to be achieved over the years of compulsory schooling, are:

1. to give girls and boys the confidence and competence to identify, examine and solve practical problems involving the production of artefacts or systems using a variety of approaches, materials and methods;
2. to encourage pupils to make judgements of the aesthetic, economic, social and technological quality of their own work and that of others;
3. to give pupils a sense of enjoyment and pride in their ability to design and make;
4. to encourage respect for the ways in which people of different cultural backgrounds, past and present, have shown their ability to enrich their environment;
5. to develop pupils' understanding of the ways in which products or systems might be controlled and how they might be made to work more effectively;
6. to make pupils aware of the essential similarities and differences between designing and making in school and in industry and commerce.
7. to encourage the flexibility and openness of mind necessary to meet challenges;
8. to put to use elements of pupils' previous learning and experience, which will assist in the satisfactory solution of the problem;
9. to develop pupils' ability to communicate in practical contexts.
10. to help pupils develop the social skills required to work as a member of a team as well as the ability to work independently when the situation demands it.

OBJECTIVES

12. At the primary stage, pupils should take part in activities which develop their knowledge and understanding of

1. different sources of energy such as wind, water, sun, batteries, springs, rubber bands;
2. practical ways in which energy can be put to use;
3. different rates of energy transfer and how these may be measured:
4. how movement of different kinds may be generated;
5. the physical properties of a range of common materials;
6. the visual and tactile properties of materials finished in different ways;
7. the ways in which structures may be established, strengthened, made more rigid or otherwise modified;
8. simple mechanisms for example, levers, linkages, cranks and cams;
9. how energy, materials and mechanisms may be combined to produce a desired result.

17. Pupils should take part in activities which by the age of 16 have developed their knowledge and understanding of:

1. sources of energy and their efficient use;
2. control systems needed to harness and direct energy; the relevance of control systems to the use of materials and construction techniques, (for example solar energy powering a solar cell to drive an electro/mechanical device for use in a
   specific application);
3. methods of transforming energy, and how these may be quantified so that design can lead to efficiency and cost effectiveness;
4. mechanical, electro/mechanical, electro/chemical, pneumatic and hydraulic systems for generating movement; including the regulation of such movement and uses of computers;
5. the identification and application of control concepts such as input, output, feedback and lag to a system, including control applications, taking into account the role of a human being in the functioning of the system;
6. the structure of materials - how these are changed or adapted to meet
   specific requirements including lamination, reinforcement, heat treatment, chemical hardening, alloying;
7. a range of processes used for the finishing of materials in order to change
   their visual and tactile qualities, including machining, abrading, oxidising, colouring, plating;
8. aspects relating to load-bearing structures such as compression, tension,
   torsion, buckle and shear;
9. mechanical devices used to change the direction and speed of movement, for example compound gearing, clutches, couplings and cams.

Teaching and learning through CDT

23. If pupils are to develop inventive and lively minds they must be provided with appropriate stimuli.

29. Pupils need to be taught appropriate skills to enable them to develop and produce their solutions. They need to know the most efficient and economic ways of using materials...

33. There are many opportunities in CDT for pupils to consider economic and social factors in arriving at decisions and making evaluations In some cases, pupils' own culture and traditions, as much as calculation and reason, will affect the solutions they favour.

34. ...Interesting, regularly changed display is a common feature of primary and middle schools: secondary schools in general have been slower to recognise its potential for teaching and learning. In particular natural materials and structures and man-made artefacts can form a useful focus for observation and discussion.

35. ...displayed material should illustrate the processes through which an
artefact or system comes into existence.

38. Within each primary or secondary school there needs to be an area to house reference material related to this area of the curriculum...

44. From an early age children enjoy opportunities to handle, squeeze, cut, join, fold, shape and colour materials…. primary school children should be given opportunities to use materials to make constructions for specific purposes.

CM11 HISTORY FROM 5-16

INTRODUCTION

2. ...One of the main reasons, however for offering a course in history to young people is that the school curriculum provides one of the fundamental ways in which a society transmits its cultural heritage to new generations; it is the main formal and systematic way our society has of doing so.

4. History should give pupils not only the knowledge to make sense of the many heritages they inherit and which they will be offered, but also the skills with which to interpret their history critically. In this way they will be able to resist interpretations, whether consciously intended or not, which filter or distort the record of the past.

AIMS

7. The aims of history teaching are to enable pupils;

• to develop an interest in the past and an appreciation of human achievements and aspirations;
• to understand the values of our society;
• to learn about the major issues and events in the history of their own country and of the world and how those events may have influenced one another;
• to develop a knowledge of chronology within which they can organise their understanding of the past;
• to understand the nature of evidence by emphasising history as a process of enquiry and by developing the range of skills required to interpret primary and secondary source materials;
• to distinguish between historical facts and the interpretation of those facts;
• to look for explanations of change in terms of human intentions, beliefs and motives as well as environmental factors;
• to understand that events have usually a multiplicity of causes and that historical explanation is provisional, always debatable and sometimes controversial;
• to encourage an understanding of the processes of change and continuity in human affairs and the recognition that change and progress are not necessarily the same;
• to develop insight, clearly based on historical evidence, in order to offer explanations of past events and to develop also an informed appreciation of the perspectives and motives of people in the past;
• to contribute to personal and social education by developing certain attitudes and values: for example a respect for evidence; and toleration of a range of opinions;
• to communicate clearly, employing a wide range of media.

OBJECTIVES

9. By the age of 7...

• begin to understand that they themselves live in and are part of a country, a community and a world with their own heritages and histories;
• develop an understanding of their own and their families past;
• demonstrate that they know about some major and vivid events of the past;

By the age of 11...

• demonstrate that they appreciate the breadth and richness of history, for example by drawing attention to the technological, scientific and aesthetic achievements of the past as well as social and political developments:
• appreciate that different societies have held different beliefs, values and attitudes at different times and that the beliefs, values and attitudes of people in modern Britain have grown out of their past experiences;
• understand that evidence of the past may be interpreted in different ways;
• make imaginative reconstructions of past situations which are in accord with available evidence;

By the age of 16...

• be aware of varied and often conflicting interpretations of past events,
• develop an awareness of the special and also the common qualities, aspirations and achievements of a range of societies through time.

PLANNING

10. Any history course is necessarily selective in its content and in the view of the past which it intends to offer young people. The choice of content is crucial since the selection of any material will, by implication, affirm some events, people, achievements and values while denying or playing down others, … history teachers need to consider peace and war, religion, law and order, science and technology, and the struggle for basic freedoms and a dignified life.

CONTENT

11. A number of criteria should be borne in mind when selecting the content of history courses.

1. Breadth.... history is concerned with the experiences of all people, at all times. It is not confined to political, diplomatic or military events, nor to the experiences of governing groups and elites. Content should therefore embrace not only political and public affairs, but also economic, social, religious, cultural,
   scientific and technological developments. If possible these elements should be inter-related
2. The development of concepts.... The publication History in the Primary and Secondary Years: An HMI View (HMSO, 1985) suggests a list of general and specific concepts.
3. The development of historical understanding.... There are three important facets of historical understanding which pupils need to develop.... (i) they should be helped to develop "a sense of time" which enables them to put historical events in the correct order, .... (iii) they need to be able to reconstruct historical situations from the viewpoints of people living at the time if they are to make informed judgements about why people took, or did not take, particular courses of action.
4. The development of skills.... using and analysing a range of source materials. Pupils should be helped to analyse both primary evidence and secondary accounts
5. The British dimension.... any selection made should include local history, the origins and historical developments of the British peoples up to the present day (with their religious, cultural and ethnic variety) .... courses should also help young people to understand the part played by British people in other parts of the world
6. Contemporary themes in an historical context.... there should be work which deals with, for example.... the recognition of long standing ethnic diversity in Britain
7. History of other peoples.... Themes selected to introduce young people to aspects of world history, of their broader human "heritage", need setting in especially clear structures, given the potentially bewildering richness of the subject matter. Content ...should make clear the common and contrasting experiences of a range of civilisations, ...the rise of Islam and the achievements
   of the Arabs.

OUTCOMES

By 16 pupils should know of: ....the development of Islam and the achievements of the Arabs; ....religion and the crusades .... the Mongol conquests, medieval technology

SOME PRINCIPLES OF TEACHING AND LEARNING HISTORY

30. ...varied forms of source materials: documents, maps, artefacts, oral testimony, videos

31. ...pupils at all ages will need to have access to some kind of time-chart

33. Teaching should also encourage pupils to ask historical questions regularly and as a matter of course. For example....

• where, why and how did people settle and live? How many of them were there?...
• how did the people of the time feed and clothe themselves?...
• what was the available technology?...
• what was their art, music and literature?...
• what differences and similarities are there between then and now, or between different civilisations of the same period?

34. Other fundamental historical questions which pupils should be encouraged to ask of a period include those concerned with the ways people kept themselves alive and well; their social groupings; their lifestyles, ideas, values and beliefs; and their form of government - who governed whom, and how?

HISTORY AND OTHER AREAS OF THE CURRICULUM

49. History is well placed to enrich the school curriculum, and to prepare young people for life in contemporary society. It can contribute for example to developing economic understanding.... History has traditionally been, and remains, one of the main sources of political and civic education… A well-conceived course of history should not only pay scrupulous attention to objectivity and avoid political bias - it will, by its very nature, give young
people the means to identify and resist indoctrination.

50. History has a particularly important role to play in preparing pupils to participate in a multi-ethnic society to counter ethnic stereotyping. The multi-ethnic nature of British society is a further reason why those people responsible for designing history courses need to be sensitive about the choice of course content.

51. …The study of the history of public health will also provide interesting insights into the assumptions, beliefs and organisation of societies in other places, at other times.

55. ...history...contributes importantly to the moral and spiritual areas of learning. It also demonstrates that the concept of morality is common to all societies, albeit differently perceived and interpreted and helps to make clear to pupils that a defining human characteristic is the continuing search for ultimate meanings and purposes.

56. ...history courses should also help pupils to understand the importance of science by describing its development over long periods and noting its influence on social change and developments and the interplay between science and religious or secular beliefs.

CM13 ENVIRONMENTAL EDUCATION 5-16

SCOPE AND PURPOSE

a) curiosity and awareness about the environment

5. ...An essential element common to all these examples is the desire to understand why things are as they are and what may be needed to maintain or, where necessary, to change them.

b) knowledge and understanding

6. ...The knowledge and concepts which will help them develop this understanding are present in part in a number of subjects and cross-curricular studies. When pupils study the topic of water, for example, geography can contribute to the understanding of land forms, drainage basins and the nature of water-courses and can help them appreciate how the presence of water has affected patterns of settlement over time. The sciences can deal with water purity and knowledge of how this is affected by activities such as the use of chemicals in agriculture and industry; technology and design can help pupils understand the man-made environment such as buildings, sluices, weirs, bridges and sewage works, and consider how design and implementation draw on natural patterns.

3. skills
4. informed concern

9. Environmental issues are of genuine personal concern to many pupils and can act as a useful means of exploring moral, social and political values… If they are led to consider different points of view they are, in the context of the school community, being introduced to the political process and are showing social responsibility. To avoid bias and indoctrination it is necessary for young people to acquire an informed and critical understanding of all the views held about such issues and an appreciation of how actions and decisions now and later affect the environment.

OBJECTIVES

10. ...Activities such as urban and rural studies related to local and more distant environments...
11. They should also come to realise that people are not simply at the mercy of impersonal forces and that, throughout history, they have often been - and are still - driven and enthused by necessity, belief or the vision of a better life; .... they should be excited by human endeavour and skill as well as have respect for the forces and conditions of the natural world. They should begin to grasp
    the complexity of the inter-relationship between mankind and the environment.

At age 11

12. ...the program of study in the primary school should enable pupils to:

• become aware of how they and other people cause changes in the environment and therefore have some responsibility for it;
• begin to appreciate that within any area, particularly the locality of the school, there are people with different beliefs, values and attitudes which influence the way they interact with others and with the environment;
• develop an understanding of the interdependence of people and their environment;
• begin to develop a commitment to the informed care and improvement of their environment and that of others.

At age 16

14

- appreciate the nature of the world's resource base and its limits;

- be able to justify their views, attitudes and decisions on the basis of informed, reasoned argument;

• gain a basic knowledge of ecological relationships and principles
• gain some insight into other people's environments, life-styles, predicaments, values and attitudes;
• develop a critical appreciation of their surroundings;
• develop a commitment to the care and improvement of their own environment and that of others;
• be aware of the interdependence of communities and nations and some of the environmental consequences of that interdependence;
• be aware that the current state of the environment depends on past decisions and actions and that its future depends significantly on contemporary actions and decisions including in some measure, their own.

CRITERIA FOR THE SELECTION OF CONTENT

15 By the time they leave school all pupils should have studied, in different ways, environments on local, national and world scales. ... Content should be chosen to allow balanced development of understanding about:

• people and their activities;
• places and conditions;
• plants and animals;
• materials and resources, including energy.
  ....It should include:
• similarities and differences and the reasons for them;
• change and development;
• the human and non-human factors influencing changs such as need, community considerations and cost;
• the inter-relationship of the various factors such as ecology, climate, population, beliefs and ideas.

PLANNING

17. ...At the primary stage.... they need to learn some of the specific skills concepts and subject matter associated with areas of study such as history, geography and science In the first three years of secondary education environmental work may be pursued through the study of separate subjects provided that adequate links are made between these and environmental issues.... Alternatively, subjects may be drawn together in composite or integrated courses which focus on the environment as one of a number of important areas or themes for study.

TEACHING AND LEARNING APPROACHES

22 and progressing to work in more distant settings, through, for example. ....visits abroad.

ASSESSMENT

33. ...Environmental work is particularly suited to "process" assessment because it is essentially concerned with awareness skills and the formation of attitudes and values.

APPENDIX 1

Some links between environmental education and other areas of the curriculum

CM16 PHYSICAL EDUCATION FROM 5-16

AIMS

2. Physical education in schools aims to develop control, co-ordination and mastery of the body. It is primarily concerned with a way of learning through action, sensation and observation. It is possible to gain knowledge of physical activities in a theoretical way but skills can be acquired only by personal experience of movement. Such experience, which requires thought as well as
effort, leads to improved performance, personal achievement, understanding and increased knowledge. Satisfaction and enjoyment arise from working with a sense of purpose and practising hard enough and long enough to overcome the
challenges presented by the practical work.

3. The aims of physical education are to:

• develop a range of psycho-motor skills
• maintain and increase physical mobility and flexibility
• develop stamina and strength
• develop the appreciation of the concepts of fair play, honest competition and good sportsmanship
• develop the capacity to maintain interest and to persevere to achieve success
• develop an understanding of the importance of exercise in maintaining a healthy life.

CROSS CURRICULAR ASPECTS

35. A well balanced physical education programme should meet the physical and social needs of all pupils in an ethnically diverse society. Physical education should ensure that all pupils have an opportunity to participate on equal terms in a range of activities and should help them to develop their self-esteem through achievement. The shared nature of the activities provides opportunities for pupils to appreciate the achievements, ideas and efforts of others, to understand similarities and differences, and, on occasion, to work together towards a common goal. In some activities such as dance where the focus is on the exploration of feelings and attitudes, there is considerable scope for the recognition and understanding of common human qualities. The different experiences which children bring with them from their diverse backgrounds, such as formal and informal games or styles and traditions of dance can be exploited to broaden appreciation of the cultural variety in society. However, particularly as boys and girls mature sensitivity is required to issues related to the varied backgrounds of pupils, for example over changing arrangements and the wearing of suitable clothing. Some modifications in the programme may also be necessary to ensure that there are opportunities for single-sex activities taught by a teacher of the same sex. For pupils for whom English is a second language care needs to be taken over the way in which tasks are presented and explanations given. The language used should be non-technical, appropriate and relevant to the pupils, and should help to broaden their vocabulary.

CONCLUSION

52. Physical education in schools needs to build on children's enjoyment of, and need for, activity and movement. It seeks to develop co-ordination, strength, stamina and skilfulness, and to promote spatial awareness, intelligent reactions to situations and appreciation of physical excellence. It should lead to a sense of well-being, a healthy life-style and a feeling of self-confidence.

[CMl ENGLISH FROM 5-16 was not available for this survey, but guidelines have been taken from other DES documents]

ENGLISH FOR AGES 5-11 PROPOSALS OF THE SECRETARIES OF STATE

3.11 Teachers should accordingly be encouraged to develop whole school policies on language, which are sensitive to their local circumstances, and which meet the objective that when children leave school they should have acquired as far as possible:

• a firmly based, but flexible and developing, linguistic and cultural identity;
• an awareness of some of the basic properties of human languages and their role in societies;
• a respect for other languages and cultures; and an understanding of the increasing interaction of cultures in society;
• a willingness and capability to overcome communication barriers

THE ROLE OF ENGLISH IN THE CURRICULUM

3.20 A "personal growth" view focuses on the child: it emphasises the relationship between language and learning in the individual child, and the role of literature in developing children's imaginative and aesthetic lives. This view goes naturally along with the view that children's own native languages or dialects should be respected by the school.

ENGLISH IN THE NATIONAL CURRICULUM

Programmes of study for Key stage 1

10. Activities should ensure that pupils:

• hear books poems and stories .... including traditional stories from a variety of cultures.

SCIENCE IN THE NATIONAL CURRICULUM

It being understood that IQRA has already started research work into the introduction of aspects of Islamic Science into the curriculum, this area has been largely ignored, and can be considered later at such time as the project requirements are clarified.