With so little content, this subject might seem hardly worth a separate section to itself, but as the provision of "New Material Resources" was intended to be the main channel of accessing the education system, it seemed reasonable to highlight its importance by giving it a part all to itself.
 

Project to facilitate the inclusion of the Islamic Cultural Heritage within the bounds of the National Curriculum


PART FOUR
The Need for New Material Resources

There is a general recognition of the need for provision of new resources to comply with the teaching requirements of the National Curriculum. Examples extracted from the Curriculum Matters documents follow.

 

CM3 MATHEMATICS 5-16

IMPLEMENTATION

6.6 It is the responsibility of each school to develop a mathematics programme appropriate to its own pupils within a sound framework such as that offered by this paper.

RESPONSES

13 ...many respondents understandably referred to the need to provide resources commensurate with the expectations raised by the document.

19 ...It was also criticized for dealing with implementation at the school level only and thereby failing to address the implications for LEAs and Government, for example in providing adequate resources and in-service training opportunities we recognise that the provision of adequate material resources and appropriate professional support such as the work currently undertaken by advisory teachers appointed under the Education Support Grants (ESG) scheme, is vital in securing the improvement in quality that we all seek.

25 ...We believe that the multicultural aspects of mathematics are best considered within a school's carefully constructed cross-curricular policy as suggested in Curriculum Matters 2. Mathematics provides, for example, opportunities to discuss the words and symbols used by various races and cultures for numerals and other mathematical concepts and to make pupils aware of the achievements of different races. Such matters need to be addressed more vigorously at all levels within the education service.

37. If the existence of such broad agreement is to be translated into policies for the teaching of mathematics that can be acted upon in schools, the policy makers will need to consider, at local and national levels, how best to secure improvement in .... the provision of appropriate initial and in-service training; provision of adequate and appropriate resources;

38. ...the profession needs to maintain its efforts to .... ensure that all pupils, irrespective of gender and ethnic origin, are enabled to participate fully in mathematical activities at every stage.

 

CMS HOME ECONOMICS 5-16

19. ...provision of a wide range of good reference material is of great importance.

 

CM7 GEOGRAPHY 5-16

APPENDIX 2

Support from external agencies.

Teachers in primary, middle and secondary schools, whether general class teachers or subject specialists, can obtain valuable support from external agents, such as local education authority advisers/inspectors, the Geographical Association and institutions engaged in teacher training. That support can be in the form of consultation, in-service training and documents which give suggestions and guidance.