[page 183]
Appendix 4 Summaries of HMI schedules
During the survey, HMI made their assessments in accordance with agreed schedules which listed a wide range of activities likely to be found in middle schools. While it was not expected that every school would necessarily include all the activities related to the items listed in the schedules, it was thought likely that each school would cover most of these, though the precise selection of activities would be dependent on the individual circumstances of each school. The schedules covered the following aspects of the work of the schools:
a. the organisation and management of the school, and the provision made for children's social and personal education
b. language and literacy
c. mathematics
d. science
e. modern languages
f. art and design
g. craft, design and technology
h. music
i. history
j. geography
k. religious education
l. home studies and needlecrafts
m. physical education
n. health education
o. provision for children with special educational needs.
[page 184]
ITEMS COMMON TO ALL SCHEDULES
For all the aspects of work listed above except a. each schedule asked HMI to report on the context of the work observed, in terms of :
i. the nature of the accommodation
ii. the range and quality of resources and the use made of these resources during the period of the visit
iii. the extent to which out-of-school resources are used
iv. the responsibilities and qualifications of the teacher or teachers with designated responsibility for the subject
v. the criteria used for the organisation of teaching groups
vi. the extent to which the subject is taught separately or in combination
vii. the adequacy of the time allocation
viii. the use made by the school of the local education authority advisory service
ix. the schemes of work: availability, contents, extent to which they are followed, and procedures for reappraisal
x. the methods of assessment and quality of records kept on children's achievements
xi. the nature, extent and effectiveness of liaison between:
a. the middle school and the first schools from which pupils are received
b. the middle school and other middle schools in the area
c. the middle school and the upper schools to which pupils transfer.
In addition, at the end of each schedule, HMI was asked to comment on:
i. the general effects of having the age-range 9-13 in one school
ii. the general effects of the size of school
iii. the appropriateness of the work for a. children of above average ability, b. children of average ability, and c. children of below average ability.
ITEMS SPECIFIC TO PARTICULAR SCHEDULES
The following sub-sections summarise the factors referred to in schedules related to specific aspects of the work of the schools.
[page 185]
General features of the school: its organisation and management, and the provision made for children's social and personal education
1. The range and quality of opportunities provided for pupils to exercise initiative, responsibility, leadership and participation; the response of pupils to such opportunities.
2. The characteristics of the school's catchment area.
3. Evidence of the practice and quality of pastoral care.
4. The quality of relationships between adults and pupils, and evidence on the general behaviour of pupils.
5. Evidence of arrangements made for consultation between parents and staff; evidence of parents' involvement in the day-to-day work of the school.
6. Evidence of links with the local community.
7. The factors which influence the range of subjects taught.
8. The nature of the responsibilities carried by the head and senior staff, and the factors influencing the discharge of these responsibilities.
9. Evidence of the influence of head and senior staff on the work of the children.
10. The effects of local education authority policies on the school; the use made by the school of the local education authority advisory service.
11. The extent to which the school succeeds in creating an environment likely to encourage learning.
12. The nature of the 'out-of-school' activities organised for the children.
Language and literacy
1. Background features over which the school has little control but which influence the 'language life' of the school.
2. Evidence on the leadership or guidance given to teachers about language.
3. The range and quality of opportunities provided for talking and listening.
4. Evidence on the attention given to drama.
5. Evidence on the provision of fiction, information and poetry books.
6. The quality of library provision.
[page 186]
7. The quality of children's attainment in reading; evidence on the teaching of reading including strategies to develop and extend children's reading skills; opportunities provided for children to read for pleasure.
8. Evidence on children's use of information and textbooks.
9. Opportunities provided for children to hear, read or write poetry.
10. The extent to which fiction and poetry are used in different areas of the curriculum.
11. The emphasis given to writing, the assistance given to children, and the quality of their response.
12. Evidence on each of the following aspects of the work: the teaching of handwriting, the teaching of spelling and punctuation, children's use of the current conventions of spelling and punctuation, and the standard of presentation of children's work.
13. The extent to which provision is made for slow learners and for very able pupils.
14. Evidence of the school's awareness of out-of-school influences on children's language eg television.
Mathematics
1. The degree of attention given to the application of mathematics across the curriculum.
2. Evidence on the general style of teaching in the school, and the factors leading to the successful teaching of mathematics.
3. The extent to which opportunities are provided for children to do each of the following: to use commonsense methods, to practise mental mathematics, to participate in oral work, to exercise choice, and to organise their own work and materials.
4. The extent to which practical activities are provided.
5. The extent to which the pupils are given opportunities to work on each of the following topics: the four operations with whole numbers, fractions and decimals; estimation and approximation, experience with a variety of
[page 187]
measuring instruments, applications of computation, geometrical aspects of natural and man-made forms, graphical representation of data, creative work (investigations, puzzles etc.), and exploration of patterns leading to generalisations.
6. The range of topics included in courses and the proportion of children to whom the topics are taught.
7. Evidence of pupils' attitudes towards mathematics.
8. The quality of mathematical display.
9. Evidence of the use made of textbooks, workcards/worksheets, and broadcasts.
10. Evidence of the use of calculators and computers.
11. Extent to which the school makes provision for very able pupils, for the least able pupils, or for children whose mother tongue is not English.
12. Evidence of the extent to which local education authority guidelines influence the teaching of mathematics.
13. Evidence of liaison with parents about the mathematics course and the progress of individual children.
14. Evidence of the use made of homework.
Science
1. The extent to which the following activities are used: pupils' practical work, teacher demonstration, discussion, reading from textbooks and reference books, activities from work cards, formal recording, and free writing about science.
2. Evidence of the links made between science and other subjects, particularly mathematics.
3. The extent to which opportunities are provided for children to initiate and pursue their own investigations.
4. Evidence of the suitability of content.
5. The quality of provision made for, and of development achieved in, the following activities: observation, selection of evidence or data, pattern-seeking, experimentation, explanation, application, communication, perseverance, and the safe and confident use of equipment.
6. Evidence of children's attitudes towards science.
[page 188]
Modern languages
1. The degree of emphasis given to each of the following four language skills: aural, reading, speaking, and writing.
2. Evidence of progression in children's aural comprehension and of the techniques used to develop this, eg listening or guessing games, performing actions in response to commands, listening to tapes.
3. Evidence of the suitability of reading tasks given to children and of the techniques used to foster reading comprehension, eg use of written materials on display, detailed study of a reader, rapid reading of a reader by the whole class, and individual reading for gist.
4. Evidence of children's progress towards independence in talking and of the techniques used to foster talk, eg choral repetition, answering questions, asking questions, group games, role-playing and dialogue, use of drama.
5. Evidence of progression in the kinds of writing done by children and of the techniques used to foster this activity, eg bilingual vocabulary notebooks, copying of dialogues and stories, writing from memory, and guided composition.
6. The extent to which French is used in the classrooms.
7. The part played by background studies in the teaching of French.
Art and design
1. Evidence of the extent to which pupils are required to observe carefully and to record their observations in visual form.
2. The range of processes in art which children experience.
3. The extent to which children develop a. sensitivity to the formal elements of art, b. the ability to discriminate and make judgements, and c. the ability to evaluate their own work and that of others.
4. Evidence of opportunities provided for a. personal interpretation, and b. work within the constraints of design problems.
5. The quality of teaching methods, programmes of work, materials, tools and equipment.
6. The quality of attention given to the environment, eg displays.
7. The quality of pupils' response as evidenced by their work, language, skills, judgements and attitudes.
[page 189]
Craft, design and technology
1. The range of processes experienced by pupils, and the extent to which pupils are able to select the appropriate processes for the task in hand.
2. Evidence that children are required to design and make forms or structures in response to problems where the answers are not prescribed.
3. Evidence that pupils have opportunities to extend their competence in the use of graphics.
4. Evidence that children are encouraged to evaluate their own work and that of others.
5. The quality of provision for craft, design and technology, eg the suitability of resources, the type of working spaces provided and the way in which they are organised, and the form of the programmes of work provided.
6. The quality of pupils' response, as illustrated by the way in which they approach the work, their ability to make judgements and their use of skills in draughtsmanship and craftsmanship.
7. The degree of attention given to the safe handling of tools and materials and to the development of safety awareness.
8. The extent of links between craft, design and technology and other areas of the curriculum.
Music
1. Evidence on the extent of instrumental teaching, the main instruments taught and the teaching arrangements employed.
2. Evidence on the contribution made by peripatetic teachers to the teaching of music.
3. The extent to which children engage in the following activities: singing; recorder playing as a classroom activity for all; guitar playing as a classroom
[page 190]
activity for all; class music-making using instruments; pupil-devised music-making, eg original composition, improvisation; listening; music reading; electronic music-making; individual interests; and instrumental playing in assembly.
4. Evidence of the extent to which children develop a critical appreciation of music.
5. Evidence of the range and appropriateness of the songs taught.
6. The extent to which children are acquiring the necessary technical skills to participate in music-making by means of a. voice, and b. instruments (within the classroom).
7. The extent to which special provision is made for gifted children or less able children.
History
1. The extent to which children are helped to develop the following: an understanding of time sequence and chronology, an understanding of change and continuity, an understanding of causality and historical explanation, an ability to appreciate the points of view and circumstances of other people, an awareness of the need for evidence, an ability to use and evaluate primary and secondary historical sources, and an ability to use and evaluate historical fiction.
2. Evidence that children are given opportunities to develop the following abilities: to find information, to collate information from more than one source, to analyse and select what is useful and relevant, and to present material coherently and in an appropriate form.
3. The extent to which the work contains material from the following categories :
i. local history
ii. national history
iii. world history
iv. pre-500 AD
v. 500-1500 AD
vi. 1850 - present.
4. The emphasis given in the work to people's lives, work and beliefs.
[page 191]
5. The quality of children's response in the following aspects of the work:
a. oral work and discussion
b. written work
c. drama
d. pictorial work
e. three-dimensional work
f. audio-visual presentation, and
g. games and/or simulations.
Geography
1. Evidence that children have studied:
a. what places are like
b. how people have used and adapted their surroundings for various activities
c. the location of places, features and activities
d. the distribution of places, features and activities
e. the movements of people and goods between places
f. changes in the character of places and in the location of activities
g. environmental or social issues relating to particular places.
2. Evidence that children have attempted to find explanations or establish relationships in connection with the topics outlined in 1.
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3. Evidence that pupils have opportunities to do each of the following: use a globe; use atlases as sources of information; draw maps and use maps to record information; interpret symbols, settlement features and relief from large-scale maps; and measure distances from maps.
4. Evidence that attention has been given to each of the following topics:
a. farming
b. settlement
c. industry
d. transport
e. landforms
f. resources.
5. Evidence that attention has been given to each of the following areas:
a. the locality
b. United Kingdom
c. Western World
d. Communist World
e. Developing World.
6. Evidence on the contents and types of activities used in the study of geographical topics at the time of the inspection.
7. The nature and quality of pupils' response to work requiring them to :
a. observe
b. collect and record information
c. select relevant evidence
d. present information appropriately, and
e. recall and apply knowledge in new situations.
8. The extent to which children are given opportunities for:
a. independent work
b. work in groups
c. initiative
d. responsibility for planning work, and
e. perseverance.
[page 193]
Religious education
1. The degree of emphasis given to :
a. The Old Testament
b. The New Testament, and
c. The nature of the Bible and its background.
2. The attention given to world religions.
3. Evidence on the extent to which religious education is put in a broad perspective: for example, the historical development of the Church, the meaning of faith for Christians and followers of other religions, Christian and other ways of worship.
4. Evidence on the organisation, contents and effects of assemblies.
5. Evidence of the ways in which children communicate their response to religious ideas in class and assembly.
6. Evidence that children are beginning to consider major religious questions.
7. Evidence that children are being taught about the language of myth, symbolism, worship and ritual.
B. Evidence of the ways in which religious education in particular and the school in general promote the understanding of religious ideas and the formation of attitudes such as sympathy and tolerance.
Home studies and needlecrafts
1. The extent to which children are given opportunities to learn to: solve problems; make decisions; cooperate with others; take responsibility; identify priorities; extract information; use initiative; work independently; plan and complete a piece of work; and use materials economically.
2. Evidence on the opportunities provided to extend pupils' competence in: language; mathematical understanding; scientific understanding; aesthetic and sensory awareness; manipulative skills; and social skills.
[page 194]
3. Evidence that children have developed their abilities to: manage money; manage time; care for their clothes or personal possessions; feed themselves sensibly; understand rules for health; show concern for others; and, look after a home.
4. Evidence on the appearance of teaching areas and the use made of display.
5. Evidence on the attention given to hygiene and to teaching pupils how to handle tools and equipment appropriately and safely.
6. Evidence of links between home studies and needlecrafts and other areas of the curriculum.
Physical education
1. The extent to which opportunities are taken to develop athletics, countryside activities, dance, games, gymnastics and swimming.
2. The extent to which emphasis is placed on competition.
3. Evidence of links with work in other areas of the curriculum.
4. Evidence that children are given opportunities to do the following: observe carefully, extract information, make decisions, solve problems, identify priorities, cooperate with others, take responsibility, work independently, use initiative, transfer knowledge and skills, respond to agreed rules, show concern for personal health and hygiene, and show enjoyment in physical education.
5. Evidence that children have developed the following: movement confidence and sensitivity, manipulative skills, the ability to anticipate the
[page 195]
movement of people and things, use of movement to communicate feelings and ideas, the ability to cooperate and compete sensibly, a sense of purpose in movement, development of aesthetic awareness, and appropriate movement response to a variety of stimuli.
6. The extent to which children handle apparatus safely and move in a controlled manner, showing consideration for others.
7. The attention given to hygiene and appropriate dress.
8. The nature of the activities organised by teachers outside normal school hours.
Health education
1. Evidence of attention given to the following topics:
a. the function of the human body
b. physical and emotional changes at puberty
c. hygiene
d. safety
e. environmental hazards
f. social hazards, and
g. interpersonal relationships.
2. Evidence that the school uses teaching materials from curriculum development projects.
3. The extent to which radio and television programmes are used regularly for health education.
4. Evidence that the school has discussed health education with a. parents, b. officers of the Area Health Authority.
Provision for children with special educational needs
In relation to each of the following groups of children:
a. those with emotional and behavioural difficulties
b. those having learning difficulties
c. those having moderate learning difficulties
d. those with impaired hearing
e. those with physical handicaps.
[page 196]
1. Evidence of the patterns of teaching employed eg the balance between class work and work in withdrawal groups.
2. The adequacy of the time allocated to specialist teaching.
3. Evidence of the screening procedures used.
4. Evidence of the use of standardised tests and other procedures for the diagnosis of children's special difficulties.
5. Evidence within schemes of work for curricular subjects of references to children with special educational needs.
6. Evidence of efforts made by the school to help parents understand their children's special educational needs.
7. Evidence of the extent to which the needs of the children are being met.
[page 197]
Index
Major references are set in bold type.
A
accommodation: 1.3, 2.7, 2.8, 2.29, 3.24, 7.9, 7.60, 7.82, 7.97, 7.108, 7.116, 7.129, 7.134, 7.135, 7.180, 8.20, 8.21, Appendix 1, 15-24
agreed syllabus: 7.195
application of knowledge and skills: 2.10, 7.14, 7.29, 7.30, 7.36, 7.37, 7.44, 7.46, 7.106, 7.127, 7.135, 7.170, 8.7, 8.8
art and design: 2.8, 2.22, 3.25, 3.26, 5.4, 7.11, 7.37, 7.85, 7.86, 7.87-7.99, 7.114, 7.116, 7.192
accommodation: 7.97, Appendix 1, 22
assessment: 6.9
books: 2.30, 7.98, Appendix 1, 26
equipment: 7.98
levels of difficulty of work: 7.99
materials: 7.87, 7.98
resources: 2.30
schemes of work: 7.96
standards of work: 7.99
arts and crafts: 2.2, 2.21, 3.13, 4.3, 7.85-7.118, 8.6, 8.7
rotational patterns: 7.86
subject combinations: 2.8, 3.27, 7.85, 7.86
time allocation: 2.7, 3.26
Aspects of secondary education in England (the national secondary survey) HMSO: 1.9, 8.15
assemblies: 3.7, 4.2, 7.22, 7.150, 7.184, 7.185, 7.191, 7.192
assessment by teachers: 2.12, 6.5-6.15
athletics: 7.132, 7.136
B
Bible: 7.186, 7.190
bookshops: 7.18
broad areas (see also subject combinations): 3.13, 7.154, 7.183
broadcasts: 2.10, 7.20, 7.25, 7.68, 7.75, 7.130, 7.153
C
calculators: 7.45
Central Advisory Council for Education (England): 1.3
children
attitudes: 2.16, 7.46, 7.61, 7.102, 7.134, 7.135.7.141, 7.192
average ability: 2.15, 7.26, 7.46, 7.61, 7.72, 7.84, 7.99, 7.102, 7.131, 7.145, 7.166, 7.168, 7.196, 8.10
behaviour: 2.16, 4.2, 7.185
boys-girls: 2.13, 7.84, 7.87, 7.100, 7.110, 7.119, 7.133, 7.134, 7.138, 7.148
less able: 2.15, 7.19, 7.21, 7.26, 7.38, 7.46, 7.61, 7.62, 7.71, 7.72, 7.84, 7.99, 7.102, 7.118, 7.131, 7.145, 7.166, 7.168, 7.196, 8.10
more able: 2.15, 7.21, 7.26, 7.46, 7.61, 7.67, 7.72, 7.74, 7.84, 7.99, 7.102, 7.118, 7.131, 7.145, 7.166, 7.168, 7.196, 8.10
[page 198]
older: 2.2, 2.5, 2.7, 2.8, 2.22, 2.25, 2.29, 3.22, 3.25, 3.26, 4.4, 5.4, 7.5, 7.11, 7.27, 7.39, 7.51, 7.62, 7.71, 7.74, 7.75, 7.84, 7.97, 7.101, 7.119, 7.133, 7.134, 7.138, 7.150, 7.169, 7.178, 7.180, 7.182, 7.186, 8.8, 8.10
very able: 3.23, 7.46, 7.84
younger: 2.2, 2.8, 2.25, 2.29, 3.25, 3.26, 7.27, 7.38, 7.39, 7.51, 7.57, 7.74, 7.78, 7.84, 7.101, 7.110, 7.119, 7.133, 7.137, 7.138, 7.151, 7.156, 7.186
children with special educational needs: 5.1-5.9, 8.10
appropriateness of demands: 5.9
assessment of progress: 5.2
identification: 5.2
records: 5.2
with emotional or behavioural difficulties: 5.6
with impaired hearing: 5.7
with learning difficulties: 5.3 -5.4, 6.18
with moderate learning handicaps: 5.5
with physical handicaps: 5.8
choice, opportunities for: 4.3, 4.5, 7.38, 7.95, 7.103, 8.8
Circular 2/81, Falling Rolls and Surplus places: 8.12
Circular 6/81, The School Curriculum: 8.3
classes (and teaching groups)
composition by age: 3.20
composition by ability:
banding: 3.21, 3.22, 6.6, 7.184
mixed-ability: 2.14, 3.16, 3.17, 3.18, 3.21, 3.22, 7.5, 7.28, 7.47, 7.62, 7.74, 7.87, 7.110, 7.119, 7.133, 7.158, 7.169, 7.184
setting: 2.14, 2.15, 3.16, 3.21, 3.22, 6.6, 7.5, 7.28, 7.47, 7.62
streamed: 2.14, 3.21, 3.22, 6.6, 7.47, 7.62, 7.184
class teaching (generalist teaching): 2.3, 2.20, 3.15, 3.16, 3.17, 3.18, 8.2, 8.11, 8.13, 8.15, 8.20, 8.21, 8.22
community, links with: 2.5, 3.2, 4.3, 4.12
computation: 2.9, 5.4, 7.29-7.31
consistency: 2.18, 6.1, 6.20, 7.34, 8.5
consultation: 2.11, 2.17, 2.18, 4.10, 5.6, 6.19, 6.20, 6.22, 8.3, 8.5
continuity (see also liaison): 1.9, 2.17, 2.25, 2.26, 6.1, 6.16-6.23, 7.34, 7.42, 8.2, 8.3, 8.4, 8.5
with first schools: 6.17-6.19
with other middle schools: 6.20
with upper schools: 6.21-6.23
country dancing: 7.138
craft, design and technology: 2.6, 2.7, 2.8, 2.21, 3.25, 3.28, 7.57, 7.85, 7.86, 7.100-7.109, 8.9
accommodation: 2.29, 7.108, Appendix 1, 22
assessment and records: 6.9
books: 2.30, 7.108, Appendix 1, 26
children's attitudes: 7.102
equipment: 7.108
levels of difficulty of work: 7.102
materials: 7.104, 7.108
schemes of work: 7.107
standards of work: 7.101, Appendix 1, 30, 31
curriculum
opportunities for boys and girls: 2.13, 7.84, 7.87, 7.100, 7.110, 7.119, 7.133, 7.134, 7.138, 7.148
planning (see also schemes of work): 6.1-6.4, 8.3, 8.18
policies for: 8.3, 8.5
range of: 2.2, 2.6, 2.10, 2.18, 7.34, 7.46, 7.131, 7.132, 8.6
time allocation: 2.7, 2.8, 3.26, 7.5, 7.27, 7.47, 7.74, 7.157
D
dance (expressive movement): 7.132, 7.138, 7.144
Department of Education and Science: 6.4, 8.3, 8.9
deputy heads: 3.5, 3.9, 4.9, 7.185, 8.18
design (see also craft, design and technology, and art and design): 2.6, 2.8, 3.24, 7.85, 7.93, 7.105, 7.107, 7.110, 7.111
discussion with pupils: 2.9, 7.11, 7.20, 7.31, 7.52, 7.54, 7.94, 7.103, 7.127, 7.142, 7.148, 7.150, 7.162, 7.164, 7.185, 7.190, 7.191, 7.192, 8.8
display: 7.24, 7.40, 7.90, 7.116, 7.129
drama: 5.4, 7.9, 7.65, 7.161, 7.163,
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7.185, 7.191, 7.192
E
Education Act
1944: 1.2
1964: 1.1, 1.2
1981: 5.1, 8.10
educational psychologists: 5.6
educational welfare officers: 3.7, 4.10
En Avant: 6.8, 7.65
English (see also language and literacy): 2.2, 2.9, 2.18, 2.21, 2.22, 2.32, 3.3, 3.8, 3.25, 7.5-7.9, 7.114, 7.156, 8.3, Appendix 1, 21
assessment: 2.12, 6.6
books: 2.30, Appendix 1, 26
composition of classes and teaching groups: 2.14, 3.16, 3.17, 3.22, 7.5
deployment of teachers: 2.20, 3.13, 7.5
levels of difficulty of work: 2.15, 7.26
liaison and continuity: 6.20, 6.22
materials: 5.3
records of progress: 6.6, 6.21
schemes of work; 7.6
standards of work: 7.26
time allocation: 2.7, 3.26, 7.5
environment, local: 2.2, 2.10, 7.36, 7.55, 7.89, 7.159, 7.171, 7.174, 8.8
environmental studies: 7.9, 7.55, 7.114, 7.154
equipment (see resources)
experience, first-hand (personal): 2.2, 7.19, 7.25, 7.89, 7.149, 7.159, 7.171, 7.191.
explanation: 2.10, 7.51, 7.53, 7.171, 7.176, 8.8
extra-curricular activities (see voluntary activities)
F
faiths (other than Christian): 7.185, 7.187 , 7.188
falling rolls: 8.1, 8.12, 8.20, 8.21, 8.22
fieldwork: 4.3, 7.19, 7.36, 7.55, 7.171, 7.174
French (see also modern languages): 2.2, 2.7, 2.18, 2.21, 3.8, 3.25, 7.11, 7.62-7.72, 8.3, 8.10
accommodation: Appendix 1, 22
assessment: 6.8
audio-visual aids: 7.68, 7.71
books: 2.30, 7.64, 7.66, 7.68
composition of classes and teaching groups: 2.14, 3.22, 7.62
deployment of teachers: 2.22, 3.14, 3.18
liaison and continuity: 6.20, 6.22
listening: 7.63, 7.70
materials: 7.68
reading: 7.64, 7.66, 7.70
records: 6.21
schemes of work: 7.70
speaking: 7.63, 7.65, 7.70
standards of work: 7.72, Appendix 1, 30, 31
teacher-produced materials: 7.64, 7.66
time allocation: 3.24, 3.26
G
games: 7.132, 7.133, 7.134, 7.135, 7.142, 7.143, 7.144
generalisation: 2.10, 7.33, 8.8
geography: 3.25, 4.6, 7.36, 7.37, 7.47, 7.55, 7.154, 7.155, 7.156, 7.168-7.183, 7.184, 7.188, 8.11
accommodation: 7.180, Appendix 1, 21
assessment and records: 6.12
books: 7.181
equipment: 7.181
continuity and liaison: 6.22
deployment of teachers: 2.22, 3.14, 7.169
levels of difficulty of work: 7.168
materials: 7.181
schemes of work: 7.182
standards of work: 2.32, 7.168, Appendix 1, 30, 31
teacher-produced materials: 7.181
governors: 8.1, 8.3
groups
mixed-aged: 3.20
single-age: 3.20
withdrawal: 3.23, 5.3, 5.5, 7.5, 7.28
work in: 7.113, 7.158, 7.169, 8.8
gymnastics: 7.132, 7.135, 7.142, 7.144
H
handwriting: 6.19, 7.21, 7.24
heads: 2.22, 2.24, 2.25, 2.26, 3.1-3.3, 3.4, 3.12, 4.9, 6.2, 6.16,
[page 200]
7.10, 7.182, 7.185, 8.3, 8.18, Appendix 1, 29
health education: 3.24, 7.57, 7.125, 7.143, 7.146-7.153
history: 3.25, 7.47, 7.154, 7.155, 7.156, 7.157-7.167, 7.183, 7.184, 7.188, 8.6, 8.10, Appendix 1, 21
assessment and records: 6.12
deployment of teachers: 2.22, 3.14
levels of difficulty of work: 7.166 resources: 2.30
schemes of work: 7.165
standards of work: 7.166, Appendix 1, 30, 31
time allocation: 7.157
home studies: 2.2, 2.7, 2.8, 2.21, 2.22, 3.13, 3.25, 4.3, 4.11, 7.11, 7.37, 7.57, 7.85, 1.86, 7.110, 7.116, 7.119-7.131, 1.146, 7.147, 1.149
accommodation: 2.29, 7.129, Appendix 1, 23
assessment and records: 6.12
books: 7.130, Appendix 1, 26
equipment: 7.130
levels of difficulty of work: 7.120, 7.131
materials: 7.130
schemes of work: 7.128
standards of work: 7.131, Appendix 1, 30
teacher-prepared materials: 7.123, 7.130
time allocation: 2.13, 3.26
home visiting: 4.10
homework: 7.39
humanities: 2.2, 2.8, 2.20, 2.21, 3.13, 3.24, 3.26, 3.27, 5.4, 7.5, 7.8, 7.114, 1.126, 7.154, 1.182, 7.184, 8.7
I
ideas, general: 2.11, 6.3, 7.160, 7.171, 7.182, 7.190, 7.195
initiative, opportunities for: 4.6, 7.38, 7.170, 8.8
inspection: 1.1, 1.8
integrated studies: 7.154
J
job specifications: 3.11
L
language and literacy (see also English): 7.2, 7.3-7.26, 1.91, 7.94, 1.189
guidelines: 7.1 0
listening: 7.3, 7.10, 7, 11, 8.8
literature: 7.15-1.16, 1.20, 1.140, 7.161 , 7.163
poetry: 7.8, 7.20, 7.138, 7.140
reading: 2.9, 2.18, 3.23, 5.2, 5.3, 5.4, 6.19, 7.3, 7.10, 7.12-7.18, 7.25
speaking: 2.9, 3.23, 7.3, 7.10, 7.11, 7.15
standards of work: 7.26
writing: 2.9, 5.3, 7.3, 7.7, 7.8, 7.10, 7.19-7.24, 7.52, 7.127, 7.164, 7.191, 7.192, 8.8
liaison (see also continuity): 2.17-2.18, 3.7, 3.8, 5.3, 5.7, 6.16-6.23, 8.5
with first schools: 6.17-6.19
with other middle schools: 6.20, 7.34
with upper schools: 6.21-6.23
libraries: 4.11, 7.17, Appendix 1, 19, 26
links between curricular areas: 7.16, 7.57, 7.106, 7.114, 7.126, 7.140, 7.183
listening: 7.3, 1.10, 7.11, 8.8
literature: 1.15-7.16, 1.20, 7.140, 7.161 , 7.163
local education authorities: 1.1, 1.2, 1.3, 1.4, 8.19, 8.20
advisers: 2.11, 6.2, 6.4, 6.16, 6.20, 6.22, 7.10, 7.59, 7.152, 8.1, 8.18
assessment schemes: 6.6, 6.7, 6.8
guidelines: 6.4, 6.20, 7.41, 7.59, 7.182
policy statements: 8.3
M
marking: 2.12, 6.6, 6.7, 6.15, 7.21, 7.41
mathematics: 2.2, 2.9, 2.18, 2.21, 3.3, 3.8, 3.25, 5.3, 7.2, 7.11, 7.27-7.46, 7.57, 7.127, 8.3, 8.11,
[page 201]
Appendix 1, 21
assessment: 2.12, 6.6, 6.7
books: 2.30, 6.22, 7.42, 7.44
children's attitudes: 7.46
composition of classes and teaching groups: 2.14, 2.19, 3.16, 3.17, 3.22, 7.28
continuity and liaison: 6.19, 6.20, 6.22, 7.34, 7.42
deployment of teachers: 2.20, 2.22, 3.13, 7.28
equipment: 7.35
levels of difficulty of work: 2.15, 7.46
materials: 7.35
range: 7.34, 7.46
records: 6.21
schemes of work: 7.41
standards of work: 2.32, 7.46
time allocation: 2.7, 3.26, 7.27
Mathematics counts (The Cockcroft Report) HMSO: 8.9
micro-computers: 7.45, 8.9
middle schools
costs: 8.21, 8.22
development of: 1.1-1.4, 8.21
general issues: 8.1-8.22
numbers of pupils: 1.2
reorganisation into: 1.3
size of: 8.12, 8.21, 8.22
types of: 1.1, 1.2
modern languages (see also French): 3.13, 7.62, 8.9
moral education: 7.185
museum services: 2.10, 7.55, 7.88, 7.89, 7.114, 7.130, 7.159, Appendix 1, 28
music: 2.2, 2.21, 3.8, 3.13, 3.25, 7.73-7.84, 7.138, 7.185, 7.191
accommodation: 2.29, 7.82, Appendix 1, 22
assessment and records: 6.10
deployment of teachers: 2.22, 3.14, 3.18
equipment: 7.83
levels of difficulty of work: 7.84
liaison and continuity: 6.19
materials: 7.83
peripatetic tuition: 2.19, 7.79, Appendix 1, 13
schemes of work: 7.81
singing: 7.65, 7.75
standards of work: 7.84, Appendix 1, 30
time allocation: 2.7, 3.26, 7.74
voluntary activities: 3.8, 7.74
N
National Foundation for Educational Research: 6.7
needlecrafts: 2.8, 2.13, 2.30, 3.25, 3, 28, 7.37, 7.85, 7.86, 7.110-7.118, 7.119
accommodation: 7.116
books: 2.30, 7.117, Appendix 1, 26
equipment: 7.117
levels of difficulty of work: 7.118
materials: 7.117
schemes of work: 7.115
standards of work: 2.32, 7.118, Appendix 1, 30, 31
non-teaching staff: 5.8, Appendix 1, 14
New Technical Vocational Education Initiative: 8.3
Nuffield Combined Science: 7.59
O
observation: 2.10, 7.51, 7.88, 7.95, 7.142, 7.163, 7.170, 7.171, 8.8
open-plan settings: 7.116, 7.129
outdoor pursuits: 2.5, 4.7, 7.132, 7.139
out-of-school activities (see voluntary activities)
P
parents: 2.4, 3.2, 3.7, 4.9, 4.10, 4.11, 4.12, 5.6, 6.23, 7.148
participation
parental: 4.11
pupil: 5.6, 5.9, 7.185, 7.192
pastoral care: 3.5, 3.6, 3.7, 4.8-4.9, 7.192
personal and social education: 2.5, 4.1-4.12, 7.2, 7.185
personal relationships: 2.4, 4.2, 7.11, 7.146, 7.151
physical education: 2.2, 2.21, 3.8, 3.25, 4.3, 4.11, 7.125, 7.132-7.145, 7.146, 7.147, Appendix 1, 26
accommodation: 2.29, 7.134, 7.135, Appendix 1, 24
athletics: 7.132, 7.136
children's attitudes: 7.134, 7.135, 7.141
[page 202]
continuity and liaison: 6.22
dance: 7.132, 7.138, 7.144
deployment of teachers: 2.22, 3.13, 3.14, 3.18, 7.133
equipment: 7.135, 7.136, Appendix 1, 27
games: 7.132, 7.133, 7.134, 7.135, 7.142, 7.143, 7.144
gymnastics: 7.132, 7.135, 7.142, 7.144
levels of difficulty of work: 7.136, 7.145
outdoor pursuits: 2.5, 4.7, 7.132, 7.139
records: 6.11
resources: 2.30
schemes of work: 7.144
standards of work: 7.134, 7.137, 7.145, Appendix 1, 30
swimming: 7.132, 7.133, 7.137, 7.142
time allocation: 3.26
poetry: 7.8, 7.20, 7.138, 7.140
presentation of children's work: 7.21, 7.23, 7.40
Primary education in England (the national primary survey) HMSO: 1.9, 3.15
probationary teachers: 3.5, 3.6, Appendix 1, 10
problem-solving: 2.2, 2.10, 4.6, 7.11 7.32, 7.51 , 7.93, 7.101 , 7.105, 7.111 , 7.142
progression: 2.11, 2.31, 7.6, 7.9, 7.32, 7.41, 7.58, 7.59, 7.65, 7.66, 7.81, 7.115, 7.128, 7.144, 7.165, 7.182, 7.183, 7.195, 8.4, 8.14
project work: 7.154
pupils (see children)
pupil-teacher ratios: 2.19, 8.12, 8.13, Appendix 1, 12
Q
questionnaires for heads: Appendix 3
R
reading: 2.9, 2.18, 3.23, 5.2, 5.3, 5.4, 6.19, 7.3, 7.10, 7.12-7.18, 7.25
records and recording: 2.12, 5.2, 6.6, 6.9-6.16, 7.13
school: 6.13, 6.17, 6.21
local education authority: 6.13, 6.17
samples of work: 6.13, 6.17
religious education: 2.2, 2.21, 3.3, 3.17, 3.24, 3.25, 7.146, 7.154, 7.155, 7.156, 7.183, 7.184-7.196, Appendix 1, 21
books: 2.30, 7.188, 7.191, 7.193, Appendix 1, 26
levels of difficulty of work: 7.196
materials: 7.191, 7.193
resources: 2.30
schemes of work: 7.195
standards of work: 2.32, 7.196
themes (topics): 7.184, 7.186, 7.188, 7.195
time allocation: 2.7, 7.184
remedial classes: 3.23, 5.3, 7.5 work: 2.19, 2.29, 3.3, 3.23
reports: 4.1 0, 6.13
resources: 2.6, 2.1 0, 2.30, 3.7, 3.8, 5.3, 6.3, 7.153, 8.9, 8.21, Appendix 1, 25-31
books: 2.30, 7.42, 7.44, 7.60, 7.64, 7.66, 7.68, 7.98, 7.108, 7.117, 7.130, 7.181 , 7.188, 7.191 , 7.193, Appendix 1, 26
equipment: 2.30, 5.3, 5.7, 7.35, 7.60, 7.71, 7.83, 7.98, 7.108, 7, 117, 7.130, 7.135, 7.136, 7.181, Appendix 1, 27, 28
materials: 5.3, 7.35, 7.60, 7.68, 7.83, 7.98, 7.108, 7.117, 7.130, 7.153, 7.181, 7.191, 7.193
teacher-produced materials: 7.43, 7.64, 7.66, 7.130, 7.181
standards of work: 2.30, Appendix 1, 29-31
responsibility, opportunities for: 4.4, 4.5, 7.170, 8.8
rotational patterns: 2.8, 3.24, 3.28, 3.29, 7.86, 7.119
S
safety: 3.28, 7.56, 7.103, 7.113, 7.122, 7.136, 7.143, 7.149
schedules, HMI: Appendix 4
schemes of work: 2.11, 3.8, 5.3, 6.2-6.4, 6.22, 7.6, 7.10, 7.41, 7.59, 7.81, 7.96, 7.107, 7.115, 7.128, 7.165, 7.182, 7.195, 8.4
science: 2.2, 2.18, 2.21, 3.8, 3.25, 7.27, 7.37, 7.47-7.61, 7.114, 7.125, 7.147, 7.156, 8.03, 8.9
accommodation: 2.29, 7.60, Appendix 1, 23
assessment and records: 6.12, 6.21
books: 7.60
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children's attitudes: 7.61
composition of classes and teaching groups: 2.14, 3.16, 7.47
deployment of teachers: 2.22, 3.14, 3.18, 7.47
levels of difficulty of work: 2.15, 7.61
liaison and continuity: 6.20, 6.22
schemes of work: 7.41, 7.59
standards of work: 2.32, 7.61, Appendix 1, 30-31
time allocation: 3.26, 7.47
Science 5-13: 7.59
singing: 7.65, 7.75
size of school: 8.12, 8.21.8.22
'large': 2.6, 2.30, 2.31, 3.5, 3.6, 3.9 Appendix 1, 25
'medium-sized': 2.6, 2.31, 3.5, 3.6, 3.9, Appendix 1, 25
'small': 2.6, 2.19, 2.30, 2.31, 3.3, 3.5, 3.9, 8.1, 8.12, 8.21, 8.22, Appendix 1, 25
social studies: 2.8, 7.47, 7.154
Special educational needs (The Warnock Report) HMSO: 5.1, 8.10
speaking: 2.9, 7.3, 7.10, 7.11, 7.15
staff development: 8.18
statistical notes: Appendix 2
subjects
combinations: 2.8, 3.24, 3.26, 3.27, 3.29, 7.85, 7.86, 7.156, 7.167, 7.184, 8.7
deployment of teachers: 2.21, 2.22, 2.23, 3.13, 3.14, 7.5, 7.28, 7.47, 7.119, 7.133, 7.169
range of work within: 2.10
separate: 2.8, 3.24, 3.26, 7.85, 7.86, 7.154, 7.167, 7.183, 7.184, 8.7
subject teaching: (specialist teaching) 2.3, 2.7, 2.20, 3.15, 3.16, 3.17, 3.18, 3.19, 8.2, 8.11, 8.12, 8.13, 8.15, 8.17, 8.20, 8.21, 8.22
and standards of work: 2.23, 3.19, 8.11, 8.22
survey
design and administration: 1.5-1.8
purpose: 1.5, 1.9
sample of schools used: 1.6, 8.1, Appendix 1, 1-3
swimming: 7.132, 7.133, 7.137, 7.142
T
teachers
deployment of: 2.20-2.23, 2.24, 2.25, 3.12-3.19, 3.24, 5.3, 7.5, 7.28, 7.47, 7.119, 7.133, 7.169, 8.11, 8.13, 8.15, 8.16, 8.17, 8.20, 8.21, 8.22
experience of: 2.6, 2.19, Appendix 1, 10
initial training: 2.19, 2.20, 2.21, 2.22, 3.8, 3.14, 7.5, 8.1, 8.7, 8.15-8.17, Appendix 1, 6-7
in-service training: 8.18, 8.19, Appendix 1, 8-9
numbers of: Appendix 1, 4
peripatetic: 2.19, 5.8, 7.79, Appendix 1, 13
qualifications of: 2.6, 2.8, 2.19, Appendix 1, 5, 8
salary scales: Appendix 1, 11
senior: 3.6
with designated curricular responsibilities: 2.11, 2.25, 3.3, 3.7, 3.8, 3.14, 6.2, 6.4, 6.21, 7.153, 7.182, 8.13, 8.14, 8.17, 8.18
with organisational and curricular responsibilities: 2.27, 3.5, 3.6, 3.7, 3.9, 8.13
teaching
modes of (patterns of): 2.3, 2.20, 3.15, 3.16-3.18, 8.2, 8.11, 8.15, 8.18, 8.20, 8.21, 8.22
approaches: 2.15, 7.38, 7.51, 7.111, 7.120, 7.135, 7.158, 8.8
Teaching quality, Cmnd 8836, 1983: 8.15, 8.16, 8.17
technology (see also craft, design and technology): 7.56, 7.105
tests and testing: 2.12, 3.7, 5.7, 6.6, 6.7
En Avant: 6.8
internally administered tests or examinations: 2.12, 6.7, 6.8
standardised tests: 2.12, 5.2, 6.5, 6.6, 6.7, 6.13, 6.17, 6.21
The school curriculum HMSO: 8.3
timetabling arrangements: 3.24-3.29, 7.85-7.86, 7.154-7.156, 7.183
topic work: 3.17, 7.37, 7.47, 7.154, 7.177
transfer, age of: 1.3, 8.22
transition
from primary education to secondary education: 8.2, 8.20, 8.22
from class teaching to subject teaching: 2.3, 2.7, 3.15, 3.16, 3.17, 3.18, 8.2
[page 204]
V
visits (journeys): 3.7, 4.3, 4.11, 7.9, 7.20, 7.36, 7.55, 7.68, 7.69, 7.117, 7.130, 7.139, 7.159, 7.1 61 , 7.171, 7.174, 7.188, 7.192, 7.194
to middle schools: 6.17
to upper schools: 6.21
voluntary activities: 2.5, 2.16, 3.8, 4.3, 4.7, 7.9, 7.18, 7.74, 7.132, 7.134,
W
work
inspection of: 1.7
levels of difficulty of: 2.15, 2.31, 5.3, 7.2, 7.12, 7.26, 7.46, 7.61, 7.84, 7.99, 7.118, 7.120, 7.131, 7.136, 7.145, 7.166, 7.168, 7.196, 8.2, 8.8, 8.10, 8.21
standards of: 2.2, 2.8, 2.23, 2.24, 2.30, 2.31, 2.32, 3.29, 7.2, 7.26, 7.46, 7.61, 7.84, 7.99, 7.118, 7.131, 7.134, 7.137, 7.145, 7.166, 7.168, 7.196, 8.7, 8.11, 8.12, 8.21 , 8.22, Appendix 2
writing: 2.9, 3.23, 5.3, 7.3, 7.7, 7.8, 7.10, 7.19-7.24, 7.52, 7.127, 7.164, 7.191, 7.192, 8.8
Y
year group coordinators: 2.26, 3.7, 6.17, 6.21, 7.182, 7.185, 8.14, 8.18