HMI Education 8-12 (1985)

Notes on the text
Preliminary pages Contents, Preface
Chapter 1 Introduction
Chapter 2 The content of the curriculum
Chapter 3 Personal and social education
Chapter 4 Provision for children with special needs
Chapter 5 Planning, assessment, continuity and liaison
Chapter 6 The management and organisation of the teaching
Chapter 7 The main characteristics of the schools
Chapter 8 Some issues for discussion
Appendices Inspection procedures, background to the schools, Statistical notes, HMI schedules
Index

A survey by HM Inspectors of Schools (1985)

London: Her Majesty's Stationery Office 1985
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

Chapter 2 The content of the curriculum
[pages 4 - 36]

On this page:
Introduction
Language and literacy
Mathematics
Science and health education
French
Social and environmental studies
Religious education
Home studies
Arts and crafts
Music
Physical education

INTRODUCTION

2.1 Although the range of the curriculum was similar in most schools, there was some variation in the proportion of time given to the various elements. There were also variations in the titles given to subjects or areas of the curriculum and in the extent to which such subjects were taught separately or appeared as part of more general courses which incorporated a variety of components.

2.2 The sections in this chapter cover the main elements of the curriculum. The headings reflect closely the predominant pattern of curricular organisation employed in the schools. Most commonly, areas such as English, mathematics, French, music, home studies, physical education and religious education were taught as separate subjects. In the majority of the schools, arts and crafts were regarded and timetabled as one area of the curriculum. Health education was normally an element in other areas of the curriculum, most commonly, science. The arrangements for social studies, environmental studies, history and geography were very varied: in 23 of the schools these subjects were included in the topic work which was undertaken by some classes or year groups while others studied history and geography separately; in 16 of the schools history, geography and social studies were part of the topics or themes pursued by all classes, and in 10 schools, history and geography were taught separately throughout.

2.3 The assessments reported in this chapter relate to the work of children aged 8 to 12, whether in combined 5 to 12 schools or 8 to 12 middle schools. In the inspection of each school, overall assessments were made of the general standards of their work in each area of the curriculum. The sections which follow describe the content and achievements in the various elements of the curriculum. For convenience, the terms 'first year', 'second year', 'third year', and 'fourth year' are sometimes used; in each case these refer to the year groups 8 to 12. Furthermore the assessments of work in different subjects were made wherever that work appeared, whether in separate subject classes, in topic or thematic work or within a number of different subjects. For example, art or craft work which took place during history, geography or social studies lessons contributed to the overall evaluation of a school's achievements in arts and crafts. It must not be assumed that every school's curriculum was organised under the headings used in this chapter.

LANGUAGE AND LITERACY

2.4 The elements which most obviously permeated the curriculum were language and literacy, though almost all the schools also timetabled English as a separate subject. The work in English and in language development in the broader sense was assessed having regard to the four modes of reading, writing, talking and listening. Each of the modes appeared in a wide variety of contexts in the overall programme of each school.

2.5 Although in about two thirds of schools talking and listening were regarded as important aspects of the work, good practice more often depended on the initiatives of individual teachers than on the existence of agreed school policies. Many teachers were sympathetic to children's opinions and gave them time to reflect and think; such teachers were skilful in judging the time to hold back and the time to intervene. Talk was often used as a way of exploring ideas before the act of writing and this led to improved standards in both modes. The nature of teachers' questioning was an important factor in extending or curtailing speculation and discussion. An undue proportion of questions required a single answer and did not encourage children to offer alternatives or to speculate. Where topics under discussion were specific and concrete, pupils often participated fluently. Appropriate invitations to predict what might happen next when stories were being read often produced lively speculation and there were many instances where children listened intently to novels or poems which were being well read. in one school, for example, children chose to miss playtime in order to carry on discussion about a book. However, the pleasure of listening to a story was sometimes spoiled for the children by numerous supplementary questions being asked by the teachers. Sometimes, it seemed that the teachers were worried that activities which revolved around talk or discussion would produce too little evidence of work done. Where headteachers were convinced of the value of talk as a means of making sense of experience and communicating with others and conveyed these views to their teachers the quality of discussion and of resulting written work was good.

2.6 Fourteen of the schools provided a little time for drama on a regular basis; a further twenty schools had occasional lessons. Where drama occurred it was often related to topic work, broadcast programmes or forthcoming assemblies. In seven of the schools drama made a particularly influential contribution by creating opportunities for imaginative exploration, developing sensitivity towards language use, requiring thought and planning, and encouraging confidence and fluency. Some of the schools used broadcast programmes which linked drama to music and movement and a few used scripted material. The children appreciated the opportunities for enjoyment and performance provided by drama lessons but such activities were not often extended into work which led to language development. Most of the schools mounted annual dramatic productions but only a small number had drama clubs.

2.7 Many of the schools arranged regular visits to places of educational interest, both locally and further afield. These were sometimes used to promote language activities in class and to encourage a shared home/school interest. Many schools used visiting speakers, often local people such as a journalist, a miner, a policeman, a librarian and a mother. One school had used local radio material to develop its work in history, another had twice been visited by an author of books for children and in a third the children's impressions following visits to the local art gallery had been recorded and broadcast locally. In their talking or writing about such activities, the children showed that the value of these experiences in enriching and extending their use of language was considerable.

2.8 A large majority of the children in their final year were able to read at a satisfactory functional level, though some encountered difficulty in reading certain textbooks, notably those used in science. In about half the schools attention was paid to the development of extended reading skills, particularly the confident use of reference books, though in the majority of these cases the skills were practised in isolation from work in other areas of the curriculum. The best practice was based on effective use of a wide range of books, both fiction and non-fiction, where teachers extended the experience of children through well-considered topics and gave them opportunities to make notes and redraft the material they had written. Some of the teachers developed games and other strategies which encouraged the use of information books. Generally, however, opportunities for children to use a wide variety of sources and to discriminate between them were too limited.

2.9 The majority of the schools provided well for pupils in terms of the quality and quantity of fiction, mainly through good collections of paperback books and their use of the local authority library services. The schools which bought good quality fiction and regularly replaced worn out stock often took steps to promote their use through, for example, school book clubs, sharing of children's book reviews and, particularly, the encouragement given to children to take books home to read.

2.10 In the majority of the schools the children were read to, sometimes outstandingly well. A wide range of books was read: the teachers often chose material which children would have found too challenging by themselves but the quality of the material and the involvement of the teacher, who sometimes 'dramatised' voices, enabled children to follow and become involved in the narrative. The opportunities provided for the children to read for pleasure for themselves were satisfactory in over half the schools. Half the sample set time aside specifically for private reading and some encouraged children to read during registration and in other spare moments during the day. There were very few of the schools in which the teachers regularly spent much time talking about books or guiding children's choice of future reading. The discussion of books or poems by groups of children was also comparatively rare. However, there were a few examples of children informally discussing such books as The Silver Gown and The Hobbit.

2.11 Fiction was used as a means of deepening pupils' interest in other areas of the curriculum in about a third of the schools. Examples of books and poems used were Grice's Bonnie Pit Laddie, Flora Thompson's Lark Rise to Candleford and some of DH Lawrence's poems.

2.12 Forty-two of the schools had libraries most of which were favourably equipped and reasonably stocked. Sometimes, however, the accommodation was poor or, more often, the room had to serve a number of purposes and consequently its usefulness as a library was limited. There were few schools where the library was seen as a resource which related directly to everyday classroom work. Good use of the school library was often matched by extensive use of the local library, a facility which many children claimed to use regularly. Nearly three quarters of the schools had book clubs or bookshops or both.

2.13 The schools monitored the children's reading ability, usually through reading schemes with the younger age groups, but only a few encouraged children to keep their own reading records. Three of the schools had attempted to link reading in school and at home, one developing regular visits to the local library, another lending sets of books for use at home, and a third following up private reading with a school book club and a regular book review system. Many of the schools were uncertain about the extent of the children's private reading but believed it to be very limited.

2.14 The teaching of poetry was considered to be satisfactory in half the schools. Where there was good practice the teachers read a large number of poems to the children including many with which children were not familiar. One teacher, for example, had introduced Edwin Muir's poem The First Men in Mercury to her class of 12 year olds. She gave sufficient help to interest them in the poem but rightly left them to wrestle with aspects of the meaning. In another school the English coordinator had circulated a list of poems which experience had shown to be successful with children. The amount of poetry presented to pupils depended to a large extent on the teacher's knowledge of, and liking for, it.

2.15 The opportunities for children to write poems were few in most of the schools. Where there was such provision the children appeared to enjoy the challenge and sense of achievement it made possible.

There were examples of good work influenced by recent occurrences but too often the children attempting this kind of work had too little contact with poetry. As a consequence the meaning of verses was often distorted by children's search for rhyme and their overemphasis on special features such as alliteration. In this, as in the reading of poetry, there was often insufficient attention paid to features of poetry such as its economy and precision and the range of sounds and moods which it can represent.

2.16 The kind and quantity of writing required of the children varied considerably among and within schools. A number of the schools provided opportunities for personal writing which encouraged individuality and which often resulted in the children's perceptions of life showing through with freshness and vitality. Extended writing occupied a relatively small place in many programmes of work. Teachers were often unable to provide a suitably differentiated range of starting points for writing. In schools which encouraged writing for readers other than teachers, for example for other children and for parents, children developed their use of written language confidently. However, only relatively few of the schools had a policy requiring the children to write in a variety of styles on a range of subject matter. There were too few examples of children using written language to speculate, investigate or reflect on first-hand experience. There was often insufficient differentiation in assignments for ability groups or year groups, some subjects sometimes being set in more than one year. Most of the schools had course books for English and the extent and way in which these were used varied considerably. There were occasions when the type of exercise worked on by the children was clearly inappropriate to their needs. For example, this is an extract from an able second year pupil's original story:

'One other passenger left the train, carrying the odd-shaped parcel; thrusting it into Jennie's arms he hissed "Take that". She called back to him, but he ignored her and carried on running. Jennie began to get worried and terrible thoughts of what might be in the parcel went through her head. But eventually she calmed herself and she decided to take it to her cousin's house with her and found out what was inside it ...'

The same pupil was also required to complete such exercises as:

'Mark is climbing ... the tree'

2.17 The help given to children as preparation for written work was sometimes extensive, particularly when it was linked to project work which entailed visits and personal research. Sometimes discussion or illustrated talks by the teachers or the children provided appropriate preparation. The assistance given during writing was usually confined to help with spelling and to the encouragement of those whose invention was flagging. The children were rarely given help in shaping sentences or passages either during or after the task. The marking and evaluation of work were usually conscientiously undertaken, though more concerned with features such as appearance and spelling than with content.

2.18 Approximately three quarters of the schools paid careful attention to handwriting. Good levels of achievement were often associated with handwriting practice throughout the school, consistency of approach by the teachers, displayed work and participation in handwriting competitions. In only four of the schools was presentation generally poor. Some children with handwriting difficulties required more help with specific problems. In some of the schools children spent more time on handwriting practice than they needed.

2.19 There were good standards of spelling in those schools where spelling was related to the specific needs of the children as identified in the work which they had done. Other helpful features were personal spelling books and methods of marking which helped pupils to overcome persistent individual errors. Most of the schools displayed only that written work which had been carefully corrected. Spelling as a separate lesson had the effects of dissociating the activity from its context and of giving it an undue allowance of time which did not necessarily result in any marked improvement.

2.20 In the main, punctuation was taught through textbook exercises, sometimes related to the children's own written work. There was often insufficient progression in the handling of sentence construction and a considerable volume of exercise-based work reinforced a tendency to use a limited range of punctuation. In some of the schools the teachers limited their corrections to full stops and capital letters throughout the four years of the middle school. Amongst examples of good practice was the effective teaching of speech punctuation using conversations written by the pupils themselves.

2.21 Overall, standards of work were satisfactory or better in three quarters of the schools, including eleven where standards were good. In general, the pupils of average ability were rather better provided for than those of above or below average ability, but in each of these cases standards were satisfactory in two thirds of the schools.

MATHEMATICS

2.22 All the schools gave high priority to the teaching of mathematics. It was taught as a separate subject to all the children in all the schools. In the majority of schools, between 16 per cent and 25 per cent of the week was devoted to it.

2.23 Mathematics was taught by just over four fifths of the total number of teachers in the sample. It was most often taught to younger children in mixed-ability classes, though thirteen schools formed ability sets in year 1 [now Year 4] and sixteen in year 2 [now Year 5]. Twenty-nine schools set by ability for mathematics in the third year, and thirty-five schools in the fourth year. In some of the schools, the least able children were taught in groups withdrawn from mixed-ability classes.

2.24 All the schools gave considerable emphasis to calculations involving whole numbers. In some of the schools a significant number of the children were spending too great a proportion of their time practising computational skills; some of the children had already acquired these skills while others needed more discussion and practical work if they were to understand the computational methods they were using and be able to carry them out in context.

2.25 About half the schools gave reasonable attention to work on fractions and ensured progression across the four years. A few of the schools gave too little attention to work of this kind, while in others the tasks were unnecessarily complicated. In nearly half the sample appropriate emphasis was given to decimals, but even where the children were competent in the techniques they were sometimes inexperienced in the solving of problems involving decimals. In many schools practical work such as that involved in measuring length and weight was helping to develop understanding of decimals. The majority of less able pupils needed more help in developing their understanding of place value.

2.26 In fifteen of the schools there was a strong emphasis on mental work, but in many others there was insufficient attention to this aspect. Quick recall of multiplication bonds was often practised but sometimes insufficient attention was given to other number bonds and to estimation and approximation.

2.27 Graphical representation was given adequate emphasis in about half the schools. In those cases where appropriate provision and progression were in evidence, the children collected and interpreted data and where appropriate, used bar graphs, pie-charts, pictograms or line graphs to represent their data. However in many of the schools too little attention was given to developing their work so that the pupils could interpret graphs and use them to answer questions.

2.28 Geometrical work was a significant part of the programme in about one third of the schools. In one class of 9 year olds links were made between natural, man-made and geometrical tessellations of regular shapes as part of the work involving the calculation of perimeter, area and volume. In a needlecrafts lesson in a second school, the children discovered that they could make a soft toy ball using regular pentagons, but not hexagons. Too few of the schools developed ideas of space and shape so that there was a progression in the work throughout the four years.

2.29 The exploration of patterns was rarely developed sufficiently to enable the pupils to make generalisations and to express these orally or through symbols and formulae. Mathematical investigations and puzzles were included in the work in less than a quarter of the schools. Games which involved children in making predictions are popular out of school hours, yet in the schools the pupils were rarely asked 'What would happen if ...?'.

2.30 In the majority of the schools practical work was carried out but this was usually limited to the measurement of length and weight. In some of the schools however, the programme also included the measurement of volume and capacity. In approximately a quarter of the sample good work occurred in the use of measuring instruments.

2.31 Except for some aspects of computation, there was considerable variation between the schools in the range of topics included in their courses and in the proportion of their pupils to whom these topics were taught. Many of the children at all levels of ability were not given a sufficiently broad range of mathematical experience.

2.32 Few of the schools developed investigational work related to the local or more distant environment. In one school, work in environmental studies required fourth year pupils to survey a cave system, to draw plans and to map a stream and a pond using ideas of scale and sections. A second example of good work occurred during a field trip when children measured different types of bridge. For measuring the curvature of an ancient pack-horse bridge the children were spaced at horizontal intervals of one metre along the bridge and they then recorded the height of the parapet from the water level using string. Later the recorded data were used to produce scale drawings.

2.33 Topic work in mathematics was observed in a few of the schools. Examples of this included topics on money using a range of reference books, on computers, and on the construction of three-dimensional solids. Two schools provided valuable thematic work for less able groups: in one the children tackled a topic on 'homes' which involved mapping, patterns of brick-bonding, the proportions of sand to cement when making concrete, and mathematical shapes in house design. In the other, a considerable amount of the mathematical work of a similar group of children was related to the running of a school gardening club, which involved children in ordering seeds and selling plants.

2.34 In about half the schools there were indications of satisfactory links between mathematics and other subjects. In one school, for example. The work in environmental studies included an analysis of traffic flow and a calculation of the heights of buildings through the use of scale drawings. Work in other subjects frequently had a mathematical content and contributed to mathematical understanding, for example through weather observations, the timing and analysis of athletic performances, graphs of crops growing within the locality, and the use of 5x and 10x magnifications in science and matrices in geography.

2.35 Most commonly the mathematics lesson consisted of an introduction by the teacher followed by the children working individually on mathematical exercises. In half the schools there were opportunities for the children to use a variety of methods when solving problems, but the active encouragement to use their own common sense methods and alternative strategies was rare. Where choice was provided, it generally related to the selection of materials and equipment for practical work, or to the organisation by pupils of their own learning, for example in programming their weekly assignments.

2.36 The pace of work varied from class to class. Where it was too slow it was often associated with poor record-keeping or with the children being given unnecessary practice in techniques already mastered. In one school where the pace of work was considered appropriate a check list of the pupils' progress was being used effectively and in addition the teachers submitted for comment fortnightly forecasts of their teaching plans to the mathematics coordinator.

2.37 There were reasonable opportunities for oral work in just under half the sample. In one school, where its practice was good, there was an excellent introduction to algebra which involved mathematical puzzles and gave good opportunity for discussion between the pupils both when they were engaged in practical work and when they were working on exercises. In those schools where inadequate attention was given to oral work, there seemed to be a belief that mathematical education was mainly the acquisition of techniques of computation rather than the ability to think, argue and communicate about mathematics in relation to a wide range of different situations.

2.38 In 43 of the schools there were schemes of work for mathematics. In half of these, the schemes had been written by the subject coordinator; in the remainder they had been written by the head, or by the head in conjunction with the coordinator and other staff. Just over half the schemes contained more than a list of the mathematical content to be taught; for example, methods of teaching were discussed, though often only a restricted range of mathematical applications were suggested. In a considerable number of the schools there was a need for a more comprehensive scheme of work which clearly described the progression of ideas, teaching approaches and methods of assessment, discussed the range of work for different ability groups, and listed available resources. Where schemes were successfully used, there was usually considerable planned discussion between the mathematics coordinator and other teachers.

2.39 In most of the schools the pattern of textbook use was for one or two series to form the basis of the work supplemented by other published schemes or, in some cases, by teacher-prepared materials. In some of the schools certain elements provided by textbooks, for example, puzzles and practical applications were omitted from the work the children did. In the majority of the schools resources for practical work were readily available but in some they were used too infrequently. Many of the schools needed to clarify the purposes and determine the place of practical work in mathematics.

2.40 Reference books were rarely used to support the work in mathematics or to stimulate the children's interest in, or extend their awareness of, the subject. Some classes in about half the sample made use of televised programmes at some stage in their work. Good practice was seen in one school where various programmes were taped, were previewed by staff and were shown at appropriate points in the particular course.

2.41 At the time of the survey few of the schools had computing facilities, though some children had access to microcomputers at home. In four fifths of the schools the pupils were not encouraged or permitted to use electronic calculators in mathematics.

2.42 The attitude of pupils towards mathematics was positive in the majority of the schools: children cooperated well, worked diligently and took care in the presentation of their written work. But too often the pupils were given insufficient opportunity to think for themselves though, when a challenge was provided, their response to it was generally good.

2.43 In over four fifths of the schools, children of average ability were achieving satisfactory standards in the work they were doing, though very often this was too limited in range. Those of above average ability had satisfactory achievements in about three quarters of schools, and less able children were making satisfactory progress in about two thirds. In many of the schools there was insufficient practical work and the children were unused to applying mathematics to everyday situations or to talking confidently about their work in the subject.

SCIENCE AND HEALTH EDUCATION

2.44 Science was part of the curriculum in all the survey schools and aspects of health education were taught in 36. Science was usually timetabled as a separate subject, particularly with the older age groups but also with the younger ones in about two thirds of schools. Health education was usually taught as part of science or as a contributory element to other areas of the curriculum such as physical education, home studies or religious education. In most of the schools the children were taught science and health education in mixed-ability groups. Girls and boys were usually taught together except in some schools for some elements of health education that were concerned with physical changes at puberty. The younger children were usually taught science and health education by their class teachers but older ones were more frequently taken by teachers who specialised in the teaching of science to some degree.

Science

2.45 The content of the children's work in science showed clear differences across the age range. Compared with the older ones, the younger children were more likely to be involved in the study of living things such as seeds, plants, pond life, birds and themselves. Older pupils also studied such natural phenomena but also aspects of physical science including simple mechanics, friction, heat, air pressure, electricity and magnetism. Nevertheless there was an imbalance of content in many of the schools where the courses failed to provide adequate coverage of elements of physical science.

2.46 Over half the schools made use of their grounds or of visits further afield to places such as field study centres, zoos or nature trails, but such visits were rarely part of a planned programme of development and often scientific aspects were not stressed as much as the historical or geographical ones. Particularly good use was made of the environment in ten of the schools. In one, the work taking place on a local building site stimulated a visit to a brick works for a fourth year class and was followed up with an investigation into the composition of cement and mortar. In another, studies of local flora led to a tree survey which involved the measurement of height, girth and the spread of branches, using surveyor's tapes, clinometers and directional compasses.

2.47 In about half the schools the children were given opportunities to conduct experiments and enquiries. Older children did more of such work than the younger ones. In one of the schools for example, an able pupil had constructed a solar panel to provide power for a morse key. In a second the fourth year children's study of thermal insulation effectively incorporated controlled experiments using a range of insulating materials, calorimeters, second timers and thermometers. In a few of the schools the children were encouraged to select data relevant to the problems or topics under investigation. In a minority they were able to find patterns in the data they had collected. Good practice in the effective and safe handling of scientific apparatus was reported in eighteen of the schools. Generally, however, the prescribed nature of the practical work, often based on work cards, prevented genuine experimentation, speculation and problem-solving.

2.48 In about a quarter of the schools the children were regularly encouraged to explain what they had seen or found; the younger children were able to offer explanations in response to questions such as 'Why does a snail leave a sticky trail?'; the older children in one school were able to explain why a compass did not read true when a magnet was nearby. Often, a greater degree of understanding was revealed in discussion than was apparent in written work. However, the children frequently required more help if they were to attempt explanation or to identify inconsistencies in their findings.

2.49 The most common teaching mode in science lessons was instruction by the teacher using demonstrations and illustrative material. As a result, good exchanges of ideas between teachers and children occurred in about half the sample. However, in a number of classes too much copying from the blackboard and too many dictated notes inhibited scientific understanding and investigation.

2.50 Some links with other subjects were noted in about half the schools. Discussion of scientific problems often led to appropriate use of mathematics, particularly measurement and graphical representation. Other subjects to which science was most often linked were crafts, topic work and home studies. Examples of such connections were in work about the Industrial Revolution and the impact of science and technology; a study of the local environment; and work on nutrition and food preparation. A number of technological projects were seen: the construction of battery-powered vehicles, the design of games using simple electrical circuits, and the building of an anemometer.

2.51 The vast majority of the schools had schemes of work for science, either as a separate subject or as part of a combination of subjects. About half the schemes were satisfactory. Such schemes included details of the topics to be taught, drew attention to progression, and listed the materials and equipment available in the schools.

2.52 In the majority of the schools the children enjoyed their work in science, especially where it was strongly based on practical activities. The children generally persevered even with tasks that were not particularly interesting. Standards of work were generally satisfactory or better in 27 of the schools. Children of average ability were achieving satisfactory standards in about half the schools.

Health education

2.53 The vast majority of the schools taught children about the functions of the human body, though the extent of this work varied considerably from passing mention of the senses to more extensive teaching, often using television, Schools Council materials and other published schemes. In most of the schools more needs to be done to give the children a simple knowledge and understanding of the body and of the place of man in the web of life. This foundation is essential for the development of a positive attitude to healthy life styles and the choices they entail from an early age.

2.54 About three quarters of the schools included sex education as part of the programme of work. Many of them dealt in some way with physical changes at puberty, sometimes with girls only. Emotional changes associated with puberty were discussed in only a quarter of the schools.

2.55 In about half the sample the hazards of smoking were considered and in rather more the pollution of the environment was discussed. In one example as part of a project about the sea, a class of 11 year olds talked about the dangers of pollution and acted out a play which drew attention to broken glass and other litter where children might play. As a follow-up, the children wrote letters to the local paper and television station, drawing the attention of the council and the public to the problem of litter.

2.56 The daily life of the schools and classrooms provided many opportunities for incidental learning about interpersonal relationships. Such relationships were often discussed in assemblies and promoted by residential weekends. In addition, a third of the schools reported that work about disabilities and how these affected those who suffered from them and topics such as 'Myself' or 'Friends' provided important ways to help the children to become aware of the circumstances and feelings of others.

2.57 Just over half the schools used outside speakers on the health education programme, such as school nurses, doctors, health visitors, policemen and road safety officers. In some cases, talks on dental health were organised. In a few of the schools dieticians or cooks talked about nutrition; in some, mothers were invited in to talk about child care and development.

2.58 Television programmes were used regularly for work in health education and often led to worthwhile discussion and good written work. As a follow-up to one such programme on the effects of tooth decay a class was divided into three groups: one took the role of the dentists explaining the dangers of tooth decay; another prepared a television script with narration and diagrams designed to publicise good oral hygiene; and a third prepared posters and slogans. Visits, usually as part of project work, provided other opportunities for work related to health education. For example, after a visit to Eyam, the plague village, one class of 9 year olds discussed 'cures' for the plague and made herbal tea. These activities led to discussion about the spread, prevention and control of disease.

2.59 Other resources used included material from the Royal Society for the Prevention of Accidents, the Health Education Council, and the Schools Council. The provision of books for this aspect of the curriculum was generally poor but there were some examples of classes making use of a range of reference books after seeing films and television. In only about a third of the sample were there guidelines for the teaching of health education, which were drawn up by the school or provided by the local education authority. Such schemes were often based on the Schools Council Health Education Project or Science 5-13 materials.

2.60 Health education was not a strong feature of the schools inspected. Many of the schools need to devise broad policies and detailed schemes of work, to identify those teachers responsible for coordinating the work and to take advantage of in-service provision at national and local levels.

FRENCH

2.61 French was taught in all but 6 of the survey schools. In 4 of the schools, the children began learning French in the first year, and in a further 11 the language was introduced a year later; 19 of the remaining schools provided a two year course and 9 a one year course. French was normally taught to mixed-ability classes, though 4 schools set by ability in the third year and twice that number did so in the final year. Where setting was employed, there was often insufficient differentiation in the work provided for the different sets: less able children usually followed the same course as the more able but at a slower pace. The small amount of time allocated to the subject and its distribution throughout the week gave some cause for concern in a number of schools.

2.62 Of the four language skills - listening, speaking, reading and writing - listening comprehension was the most successfully developed. In over half the classes observed the standards of work were considered as satisfactory or better. Where teachers used French regularly as a means of communication in the classroom, the children's understanding was good. In the best examples the children were spoken to in French, and listened to tapes, at near normal conversational speeds. Good listening comprehension was often associated with the use of pictures, figurines, flashcards and tapes.

2.63 The children's ability to speak the language was satisfactory in just under half the classes, though much of the French spoken involved repetition or simple answers to standard questions. In the particularly successful schools the pupils were able to ask questions and to use the language in other simple situations, often in response to stimuli such as pictures or role play. Elsewhere, English was too often used in situations where French would have been appropriate.

2.64 In the vast majority of the schools, the children had opportunities to read French. This activity was almost entirely confined to word recognition, reading aloud from the board or from flash cards, or reading from course books. Only two examples were noted of reading for general understanding, sometimes called gist reading. Reading aloud by the children was often used mainly as an exercise in pronunciation rather than as an attempt to achieve an overall understanding of a text. Much more could be done to develop reading skills, especially those of the ablest pupils.

2.65 Where writing was undertaken, the early stages were confined to copying and often illustrating lists of vocabulary. In only a few cases was writing later developed in ways which led to the pupils using the written language in well rehearsed situations.

2.66 About half the schools had links with France either through correspondence or visits. Fourteen of the schools had organised excursions to France recently or planned to do so. One school's annual trip to France took the form of a study visit in which the children lived in a chateau, had daily French lessons, kept diaries in French and completed specific tasks related to the language and culture of the country.

2.67 Given the emphasis which the schools rightly gave to oral French, the overall quality of work of pupils of average ability was satisfactory in about two thirds of the sample. Satisfactory standards were achieved by more able children in slightly more than half the schools and by children of lower ability in about half.

SOCIAL AND ENVIRONMENTAL STUDIES

2.68 Topic or project work related to social and environmental studies was undertaken in about four fifths of the schools. The topics and projects were organised under the heading of social studies in about a third of the sample and under environmental studies in about half. In the topic work in a few of the schools environmental studies and social studies were designations used at different stages in the work programme; differences in terminology did not always signify marked differences in content or approach. Most often historical and geographical elements were combined, though science, religious education or English were also included in the topics in some of the schools. In about half the sample the children in some year groups studied history and geography separately and in a further 10 of the schools the separate study of these elements occurred throughout the 4 year course. In most of the schools in the sample, historical and geographical elements received appropriate allocations of time, either as separate components or as aspects of topic work.

2.69 Those schools adopting a thematic approach to social and environmental studies introduced children to a wide range of topics. These topics were sometimes related to aspects of the locality but often involved a study of other countries and other historical periods. In the course of such work the children drew most often on historical and geographical sources but also on elements of science and religious and moral education, and, occasionally, on views of how societies are organised and how people earn their living.

2.70 Almost all the schools paid some attention to national history, either as part of project work or as a separate study of history. About two thirds of the sample introduced the children to aspects of world history, most commonly ancient civilisations and the European voyages of exploration, in a similar proportion of the schools the children studied aspects of local history.

2.71 In addition to work on their own neighbourhood the children in many of the schools studied aspects of the British Isles, such as farming, industry or cities. The study of other countries was concerned in a general way with how people live and was sometimes too superficial and led to misleading generalisations and stereotypes. Most of the books used did not give sufficient attention to what such places are like and how people's lifestyles are influenced by where they live. Features of the physical environment were studied in the majority of the schools, but were generally treated in isolation when they might advantageously have been related to human activities. On some occasions, detailed studies formed part of the field work, for example, the study of rivers and sediment processes or the identification of rock types. Reference was sometimes made to environmental or social issues, when particular places were being studied; here, the teachers provided opportunities for the children to form opinions and make their own judgements on such issues as conservation and the care of the environment. Some incidental reference to Third World problems was often made in topic work. The study of the development of towns and villages was found in only a few schools where it was usually based on field work and the use of local maps and plans.

2.72 In the majority of the schools local fieldwork and visits to more distant places made an important contribution to developing the children's understanding of social and environmental studies. The children's writing, drawing, model-making, map work and use of reference books were often stimulated as a result of such first-hand experience outside the school. Over half the schools had made visits to museums and field centres. Some of these visits included residential stays of several days in such places as York, Weymouth or Swanage. Some visits were planned in order to study specific features such as railways, canals or harbours. In those cases where the results of fieldwork were good, the quality of the preparation and follow-up work was central to that success. Though valuable, the children's increased understanding resulting from first-hand experiences was rarely developed throughout the middle school course to enable pupils to look for patterns and make comparisons with other places or with other times.

2.73 An appreciation of continuity and change was being developed in just over half the schools by encouraging the children to consider questions of similarity and difference between different historical periods and through the study of the process of change in relation to particular topics or themes. For example, in one school a class of 8 year olds constructed a model village which they modified during the course of the year to illustrate the change from Iron Age to Roman to Anglo-Saxon settlement. In a second school the third year [now Year 6] children's work on 'Our Town' included the development of communications to London from the stagecoach to the first railway and finally to the building of a motorway link. However, in a majority of schools more attention needs to be given to developing children's awareness of time sequence and chronology through placing people, artefacts and events in time and arranging them in sequence in relation to one another and to other material previously studied. In topics or in history lessons, little emphasis was placed on helping the children to understand causation or historical explanation.

2.74 In only a few of the schools was the concept of location being sufficiently well developed through field work and/or the use of maps and plans. Where there was good practice the children were encouraged not only to identify and describe places but also to suggest reasons for their location. Even where location received some incidental treatment in the topic work, not enough attention was being given to deepening the children's understanding of the concept. In order to facilitate such understanding, the children should be given regular opportunities to use atlases and local maps. The pupils' appreciation of the concept of adaptation was enhanced in a small number of schools through field visits which demonstrated how people make use of, modify, and adapt to, their local environment. Examples of such work included a study by a third year class [now Year 6] of the impact of urban encroachment on farming land and an investigation by a fourth year group [now Year 7] of the development of the local furniture industry. Studies of people in other lands made only passing reference to environmental use and adaptation.

2.75 A variety of skills and capabilities can be developed through environmental and social studies, whether taught as topics or in the form of history and geography. Such work can help children to learn how to collect, select, classify and record information and how to present it in a coherent and appropriate way. As indicated in paragraph 2.8 about half the schools encouraged the development of extended reading skills, particularly the competent use of reference books, but in the majority of cases these skills were practised in isolation and not as part of enquiries in social and environmental studies. In only a minority of the schools were the children given appropriate opportunities to collect, classify and record material drawn from books, displays, maps, photographs or field studies. In general too much of the work was based on textbooks or involved the copying of material from reference books. However, there were examples of more demanding work which required the children to collect relevant evidence from a variety of sources, to record it appropriately, to develop reasoned arguments and to draw careful conclusions.

2.76 Overall, about half the schools were succeeding in helping the children to appreciate the points of view, the force of ideas and beliefs and the circumstances of other people in other times and places. An interesting example occurred in one school where the children were asked to imagine that they were the Pilgrim Fathers fleeing from religious persecution. But generally, there was insufficient awareness of the need to develop the specific historical skills concerned with empathy and the use and evaluation of primary source material such as artefacts, newspaper cuttings and other documents. A few of the schools had materials such as the 1851 census documents of their local areas or large-scale maps of the locality dating from the 18th or 19th centuries.

2.77 The schools varied considerably in the extent to which pupils used atlases confidently and skilfully. In only just over a third of the sample were atlases regularly used, and then not necessarily in all classes. In these schools the pupils were generally competent in the skills of using indexes, finding locations, and making simple interpretations. Elsewhere, atlases were used much less frequently, though there were some classes where good practice was observed. Overall little use was being made of globes.

2.78 In the majority of the sample there were examples of good or satisfactory practice in map work, though these were rarely part of planned programmes of work throughout the middle schools. Such work often emphasised the location of places on wall or atlas maps or the straightforward extraction of other information from maps. In a few classes map reading skills were developed to a more advanced stage where by comparing maps of different editions the children observed changes and then proceeded to look for explanations. In only a small number of cases were detailed map reading and map interpretation encouraged.

2.79 In about a third of the schools the children were achieving satisfactory or better standards in social and environmental studies. Those schools where topic work was undertaken did not achieve generally higher or lower standards than those where history and geography were taught separately.

RELIGIOUS EDUCATION

2.80 A corporate act of worship was a regular feature in the schools inspected, although only two thirds had whole school assemblies on four or five days of the week. In addition, almost every school provided religious education either as a separate subject or, less often, as part of a combination of subjects such as topic work or humanities. Religious education was not inspected in the nine voluntary aided schools in the sample where the responsibility for arranging inspection of the subject rests with the schools' governors.

2.81 In almost all the schools assemblies were seen as important, although there was considerable variation in their pattern and form. Many were taken by the heads but some were taken by other teachers or by children. A common pattern was for a class to prepare and present the assembly. Often the school choir and orchestra took part and in a third of the schools, visitors, such as clergymen, were occasionally invited to lead assemblies. The content of assemblies was most frequently related to Christian festivals, topical matters, pupils' personal and social development and themes such as faith, forgiveness and consideration for others. In a few cases assemblies celebrated the festivals of other faiths such as Islam or Hinduism. Assemblies were of satisfactory quality in approximately two thirds of schools.

2.82 Both in assemblies and class work the children were introduced to religious ideas and topics based on biblical stories and Christian and other religious festivals. The thematic work observed included topics related to thankfulness, forgiveness, conservation and support for charitable organisations. Visits to local churches were undertaken by the majority of schools. One school included a visit to a mosque as part of a regular programme of visits to places of worship and in this way gave pupils some appreciation of the varieties of religious faiths active in our society.

2.83 Religious education was based mainly on stories from both the Old and New Testaments. Occasionally the children learned about how such material had been written and made comparisons with other sacred writings. In addition, some teachers sketched in the historical background in order to make clearer the significance of some episodes, for example, describing homes and family life as a background to the healing of Jairus's daughter. Where modern translations were used, the Good News Bible was the most popular. Passages which had a strong narrative line were those most generally used, such as the story of Joseph and his brothers. In many of the schools an emphasis was placed on the life of Jesus, especially the miracles and parables. There were a few schools which used stories other than from the Gospels and when they did, the stories most frequently related to the apostle Paul.

2.84 In about two thirds of the schools some attention was given to teaching the children about the language of myth, symbolism, worship and ritual. In a few schools, Greek, Icelandic, North American Indian and other myths were introduced, often associated with specific television programmes. In one of the schools 9 year old children learning about Egypt had been asked to consider the reasons why the Pharoahs were buried with their possessions. Other opportunities to appreciate symbolism and ritual and the influence of religious ideas and beliefs arose from the discussions about membership of local churches and children's organisations. Sometimes stories such as C S Lewis's The Magician's Nephew, or Spear's Bronze Bow were used; similarly, well-chosen reading and music at assemblies did much to promote the children's understanding and appreciation of religious language and ideas.

2.85 Moral and religious values were promoted in the schools' general approach to pastoral care. In a vast majority of schools relationships were good, heads and staff set high personal standards, and children were encouraged to be honest, kind and considerate.

2.86 The most successful classroom activities were questioning and discussion. Often such work concerned current events, behaviour and moral matters and in some classes children were encouraged to talk about their own experiences. Among the examples of such sensitive discussion was a fourth year [now Year 7] lesson in which the children looked at the nature and kinds of prayers and discussed the Lord's Prayer, Eli Jenkins' prayer from Under Milk Wood, the prayer of St Francis and a folk song by John Denver. Writing occupied a considerable portion of time in religious education lessons. The children were given a variety of assignments including copying, answering questions and writing in their own words. Sometimes, as in a project connected with the disabled, children were helped to understand the problems of other people by entering imaginatively into some of their difficulties. Some effective writing was produced when the children were required to write their own prayers. Similarly, some poems written in English lessons demonstrated an understanding of and insights into personal and social issues. Art, drama, music and dance made useful contributions to this aspect of the work in some schools, particularly when used in assemblies. Musical plays such as Joseph and His Technicolour Dreamcoat and a version of St Luke's Passion enhanced the quality of the religious education in the schools where they were performed.

2.87 In two thirds of the schools schemes of work for the subject had been drawn up and in about a third of these they had been developed directly from the agreed syllabus of the local education authority. In the more useful schemes it was clear that the teachers had carefully set out the basis upon which religious education was to be taught in the school. Where this was derived from the agreed syllabus, attention had been given to how it could be applied to the particular school concerned, with clear references to available resources. However, such schemes were in the minority. There was a need in many schools for more detailed schemes of work, giving guidance on the selection and nature of suitable biblical stories and their background, on contemporary religious practices and associated beliefs and on the distinctive contribution of religious education to pupils' development and the curriculum. Such schemes should also make clear the aims and objectives of the subject, the ground to be covered, the religious ideas to be explored, the methods and resources to be employed and the means by which work could be reviewed and assessed.

2.88 In a third of the schools where religious education was inspected, the work was satisfactory. In the remainder the work was often undemanding and the children were not being required to think deeply enough about a wide range of religious issues.

HOME STUDIES

2.89 Home studies were taught in thirty-nine of the schools, either as a separate part of the curriculum or as an aspect of topic work. When it occurred separately, it was usually provided for groups of children, more often the older rather than the younger ones, and was sometimes included as part of a rotational pattern of activities. About a quarter of the schools had a teacher with designated responsibility for the subject.

2.90 The majority of the schools engaged in work on such topics as human development, houses, furniture and the locality, often as an element of science, social studies, environmental studies or project work. Aspects such as safety, nutrition, meal planning, costing and the preparation of food were taught by designated teachers with responsibility for home studies. In some schools, however, home studies consisted only of cooking.

2.91 The work with the younger children concentrated on the preparation of food: small groups of children prepared cakes and biscuits often with the help of ancillaries or parents under the supervision of the class teacher. In two such schools, the children planned the work, went shopping, carefully weighed and measured the ingredients, made the cakes and worked out the cost of the finished products.

2.92 For third and fourth year children in most of the schools the work was still narrowly focused on the preparation of cakes and biscuits. The best practice, which was present in a small number of the schools, consisted of home studies courses that dealt with a wide range of content, skills and processes, and was not confined to food preparation. In approximately a quarter of cases, the children were taught about elementary nutrition as well as the preparation of well-balanced meals. In one school a topic on fruit and vegetables was the basis for cookery and for scientific enquiry, including the preparation of a fruit salad, the preservation of foods, and experiments to discover the starch content of fruit and vegetables. At a second school the pupils planned a complete meal, purchased the ingredients, discussed the time plan for the lesson's activities, and proceeded to work in groups preparing and serving a three-course meal followed by coffee.

2.93 In most of the schools the children were taught to handle tools and equipment safely and appropriately. In seven schools insufficient attention was given to this aspect. Hygiene was carefully taught and practised in the majority of classes but there were a few instances where the conditions and habits of working were unsatisfactory.

2.94 The work of the pupils of average, above average and below average abilities was satisfactory in slightly more than one third of the schools, though not necessarily the same schools in each case. Overall, there was too little differentiation made for different ability levels in the planning of the work, teaching approaches and the pace of the lessons.

ARTS AND CRAFTS

2.95 All the schools provided opportunities for the children to use a variety of materials and to develop skills in art and in crafts. Such activities occurred in a variety of contexts, for example, art and crafts were used to enable the children to illustrate and understand aspects of work in history, geography, science and religious education. There were also times when art and crafts were timetabled as subjects in their own right. The titles given by the schools to these activities varied. Sometimes, collective terms such as 'arts and crafts' or 'design' were used to describe the work involving a wide range of activities such as drawing, painting, needlecrafts, ceramics and the design and making of models. In twenty-nine of the schools arts and crafts were taught largely or entirely as combined areas of study; the remaining schools timetabled art separately from craft, design and technology for most year groups. Needlecrafts were sometimes provided as part of arts and crafts and sometimes as part of home studies. Art was provided in all the schools, needlecrafts in almost all and aspects of craft, design and technology in twenty-five.

2.96 In all but a few of the schools boys and girls were given similar opportunities to work with materials both resistant and non-resistant. They were usually taught together, but in a small number of the schools, were taught separately for some aspects of the work. In approximately half the schools, arts and crafts were taught on a rotational basis so that, for example, the children worked on one craft for a period of three to six weeks and then changed to another; such arrangements sometimes made it difficult to ensure continuity of experience for pupils.

2.97 Overall, standards of work in art were satisfactory in about half the schools. Work with resistant materials such as wood and metal and with fabric and thread was less well developed than other aspects; standards were adequate in only a third of the schools where these particular activities were provided. The children usually worked enthusiastically though they were not always given sufficient opportunities to develop sensitivity to, or experiment with, materials or to use their imagination to produce individual solutions to problems posed by themselves or their teachers.

2.98 All the schools provided the children with opportunities to experience a number of processes associated with arts and crafts, but in the majority of the schools the range of processes was narrow. Drawing and painting were the most common activities, but work with fabric, printing, weaving and clay were also important aspects, though not often all within any one school. The most common resistant material used was wood, though copper or aluminium sheet was also used in a few instances. In contrast to the general picture, one school offered a wide range of activities, including painting, drawing, block printing, pottery, tie-dye, batik, weaving and model-making. In another school, construction kits, wire and a variety of easily manipulated materials were used to make working models.

2.99 In about two thirds of the schools the children showed some sensitivity, especially in relation to colour, tone and balance but in only about a third was their ability to make judgements about and to discriminate between materials being sufficiently encouraged.

2.100 In slightly more than half the schools, the children were encouraged to develop their skills of observation and to record their observations in a variety of visual forms. A particularly good response was made by some children who were encouraged to examine with lenses a considerable variety of natural forms, technical and mechanical objects and other items. Nevertheless, in many cases, insufficient attention was given to observation and not enough use was made of the local environment for this purpose.

2.101 In almost a third of the schools the children were encouraged to make judgements and solve design problems in various ways. However, in many cases their willingness to talk about their work was not sufficiently utilised to explore design possibilities. Decision-making was usually restricted to aspects of the size and shape of the objects or structures being made, but some good examples were seen. In one school, a group of children observed a variety of living things and were then asked to make a decorative sculpture for their home. This involved choosing suitable wood, using various tools to shape it and finishing and polishing it so as to highlight the grain. They were then encouraged to devise ways of mounting the completed model on a stand, using copper wire.

2.102 Work with fabric included collage, needlework and toy-making, and weaving and knitting were also part of the programme in some of the schools. About a third of the schools usefully considered the history of clothes, usually as part of history or through topic work. In a smaller proportion the pupils studied the properties of fabrics and fibres. In a few cases, the older pupils learned how to make simple clothes through measuring and cutting out cloth and executing a wide variety of stitches. The work given to the older pupils was not often challenging enough. Only in a few cases did it demand greater precision than previous work or the application of skills to new situations.

2.103 In most of the schools the children used a variety of manipulative skills, but in many cases these were being insufficiently developed. In those schools where good practice was identified, the children used a limited range of tools initially and progressed to careful and confident control over a wider variety. Tools for basic processes in art and in work with resistant materials were in general use, but only in a small number of the schools did the children have the experience of using more complex tools such as drilling machines or wood-turning lathes.

2.104 Adequate attention was paid to the safe handling of tools and equipment in the majority of the schools, but in some instances there were inappropriate handling of tools, poor work-holding facilities, slippery floors and overcrowding. The children's awareness of safety hazards generally reflected their teachers' attitudes towards this aspect of the work.

2.105 Links were most often made between art and historical, geographical or scientific aspects of topic work. Much of this work was illustrative and was often carried out as a follow-up to visits, enquiries or class discussions, but in some cases, the work took the form of preparatory drawings or designs. There were fewer links between work in crafts and other subjects, but there were some good examples. In one school, the older pupils pursued links with science when observing and interpreting designs and with humanities when studying buildings in which different materials had been used.

MUSIC

2.106 Music was part of the curriculum in all the schools. It was almost always taught as a separate subject to mixed-ability groups but in a few schools it was also linked to other aspects of the work such as poetry, drama, topic work and science. In over three quarters of the schools the children were taught in single class groups; in the remainder various other arrangements were employed. In the majority of the schools the children had only one 30 to 40 minute lesson of class music per week - an inadequate amount of time in which to pursue a reasonable range of musical activities. Almost all the schools made extra provision, mainly for musically able children, through such means as peripatetic instrumental teaching, extracurricular instrumental and choral work and attendance at local education authority music centres.

2.107 Singing took place in all the schools but was regularly and consistently practised in only about three quarters of them. It was quite often accompanied by percussion and sometimes by recorder playing. In eight of the schools, hymn practice or other singing in very large groups constituted the only singing for many children. Three quarters of the sample had one or more choirs for interested children, who usually practised at lunch time or after school. In one 5 to 12 school there were 3 choirs involving 200 children in all, just over half of all those on roll.

2.108 Recorder playing in class was a regular activity in about two fifths of the schools but took place in every class in only half that number. In almost all the schools the children were given opportunities to play the instrument as an extra-curricular activity, usually in groups ranging in size from 12 to 30. In one school about 100 children had learned the recorder and in another a third of the pupils could play the instrument. Class music-making using instruments other than recorders was regularly practised in a quarter of the schools and more occasionally in a further 19. Learning to read music was practised regularly in classes in fourteen of the schools mainly through singing, recorder playing and the use of broadcast material and course books, and was developed through extra-curricular activities in rather more schools.

2.109 In only about a quarter of the sample were the children given some opportunities to devise their own music and in very few was this developed as an essential part of the music curriculum. There was a good example of this work in one school where with help from the teacher a group of 8 year olds made up a story about space exploration using percussion accompaniment. The children were given some encouragement to listen attentively to music in about three quarters of the sample, but listening was developed regularly for all pupils in only 15 of the schools.

2.110 Almost every school provided some instrumental teaching for small groups of children. In most cases, the tuition was given by peripatetic teachers or by a combination of peripatetic and school staff. The children involved were very often withdrawn from classes for tuition, but some were taught at lunch time or after school. Most often the children were learning to play the violin but other instruments taught included the clarinet, trumpet, flute, cello, guitar, horn, trombone and cornet. Most of the children started to learn their instruments during the first two years of middle school [now Years 4 and 5] and the majority continued their tuition throughout the middle school course.

2.111 Orchestras had been formed in about half the schools and these usually met in out-of-school hours. A quarter of the sample had ensembles and a similar proportion had bands which usually included recorders, woodwind and/or brass instruments. Exceptionally, one school had a senior and junior orchestra and percussion and woodwind ensembles.

2.112 Standards of work in the musical activities offered were satisfactory in just over half the schools, including a quarter where the children's response was good throughout. In the remaining schools opportunities for children to listen to music and to engage in music-making were limited. In general, the less able children were less well served than their abler peers.

PHYSICAL EDUCATION

2.113 Physical education was taught in all the schools as a separate subject. In the majority of the schools, the programme included games, gymnastics, athletics and swimming. Outdoor pursuits and dance were each offered in about half the sample. Most schools provided some extra-curricular sporting activities which were often extensive in range though mainly for the more able pupils. In three quarters of the schools, the children were taught in normal class groups for indoor lessons. For games, about half the schools were organised on a year group basis. Some separation of the sexes for games lessons occurred in about three quarters of the sample. In some cases, segregation took place at too early an age and, by emphasising the specific differences between traditional boys' and girls' games, hindered the development of a range of skills and knowledge applicable generally to games.

2.114 In approximately two thirds of the games lessons seen, the children responded enthusiastically and positively. In about half the sessions, the pupils' skills were being developed effectively. Other lessons were less satisfactory because the children's performance was not being improved sufficiently or because individuals had too little involvement with the games activities. Where games lessons were conducted by non-specialist teachers, not enough attention was paid to teaching the skills and the rules of the games.

2.115 Gymnastics usually occupied about a quarter of the time allocated to physical education. In about half the gymnastics lessons seen, large apparatus was used for climbing, balancing and vaulting and, in a further quarter, mats and benches were used for agility exercises and for work with partners. The level of the children's achievement was considered satisfactory or better in almost half the lessons. Successful sessions contained one or more of the following factors: variety and challenge; movement and pace; disciplined work and understanding by the children of the nature of the task. In over two thirds of lessons seen, the children responded with keenness and enthusiasm. However, many sessions had shortcomings including the setting of inappropriate or excessively difficult tasks, or undue emphasis given to a competitive approach to work on apparatus.

2.116 Provision for dance was made in just over half the schools, though this was often limited to a single class or year group. The content of the lessons seen included country dancing and dramatic material, often based on stories, poems or broadcasts. In some of these lessons there was a good balance between instruction and exploratory work.

2.117 All but 8 of the schools used off-site facilities for swimming, either public baths or local school pools. A quarter of the sample had their own swimming pools, the majority of which were small and only suitable for the initial stages of learning. In about half the schools, the teachers were assisted by one or more professional instructors. In the great majority of lessons seen, the response of the children was very good as were their standards of work. Many of the pupils were keen to improve their skills and gain awards. Supervision was generally good as was the observation of safety measures. In a minority of cases, the children were taught in groups too large to allow effective progress in the development of swimming skills.

2.118 The athletics programme normally included sprinting, relay racing, jumping, throwing and team trials leading to awards in accordance with a national scheme. Most of the time was spent on running and jumping practice. In over half the sessions, the response of the children and the standards achieved were good. There were, however, some activities seen where the pupils were not sufficiently involved or where they were gaining little skill or knowledge.

2.119 The majority of the schools offered a wide variety of extracurricular sporting activities, including team practices, matches, gymnastics and other club activities. In a number of the schools, the children had opportunities to engage in activities such as sailing, canoeing and orienteering, often associated with residential visits.

2.120 In their approach to physical education, the children were generally enthusiastic, purposeful and hard-working. Many displayed independence and perseverance and responded well when asked to make decisions. Where the work was good, the children's positive attitudes and sense of fair play were complemented by the pursuit of high standards, a sensible balance between competition and cooperation, and the recognition by teachers and pupils of the importance of individual progression. The children showed responsibility at all times in organising, using and storing apparatus.

2.121 In just over two thirds of the schools, the children of average ability in physical education were achieving appropriate standards. Those of above average ability had satisfactory achievements in about three fifths of the sample and the less able children were making satisfactory progress in about half the schools. Factors contributing to the development of coherent and comprehensive programmes of work for children of all abilities included positive curriculum leadership, carefully devised schemes and discussion about the content of the work and children's performance by those teaching the subject.