Multiplying Decimals
This resource, from the Centre for Innovation in Mathematics Teaching, illustrates the common mistakes students make when multiplying two decimal values. It suggests that the language used could be adjusted so that the term times is interchanged with of, thus one-tenth of one-tenth is equal to one one-hundredth. Practice of multiplying…
Calculations with Negative Numbers
Straightforward logic is used in this resource, from the Centre for Innovation in Mathematics Teaching, to establish the calculation, necessary to move correctly along a number line, when the starting point is at a negative value. Phrases such as owing and debt are used to help students deal with directed number in context. Further…
Adding with Negative Numbers
A number line is used in this resource, from the Centre for Innovation in Mathematics Teaching, to illustrate how to solve a calculation involving negative numbers. To help correct misconceptions regarding these, the term taking away is used to represent minus and giving back for plus. Thus -8 +6 is read as taking away 8 and giving…
Dividing Whole Numbers by Fractions
This resource, from the Centre for Innovation in Mathematics Teaching, uses diagrams to illustrate division by a fraction and, to clarify the common misconception identified with this task, prompts students to rethink the statement, divide three by one quarter, as the number of quarters that fit into three. Practice of dividing…
4/5- Publication year: 1990 - 1999
- Teacher guidance
Decimals and Their Equivalent Fractions
This resource, from the Centre for Innovation in Mathematics Teaching, explores the misconception that decimals and fractions are different types of numbers. It illustrates how to write a decimal value as a fraction, as well as how, by using division, most fractions can be expressed with denominators of 10, 100 or 1000 to find their…
Multiplications Can Increase or Decrease
This resource, provided by the Centre for Innovation in Mathematics Teaching, explores why multiplication does not always increase the size of a number. It explains how, by putting the term multiplying into a context with which students can identify and making a situation meaningful, this common misconception can be addressed. Practice…
Rounding Numbers
Students' misconceptions when rounding to the nearest 1000 is the focus of this resource from the Centre for Innovation in Mathematics Teaching. It illustrates how, when asked to round a value to the nearest 1000, some students mistakenly round to the nearest 10, then the nearest 100 and finally to the nearest 1000, giving an…
Issues in Design Education
Issues in Design Education comes from the Art and Design Education series and was published in 1990 by Longman. It consists of a series of essays written by design and technology education specialists, each one considering an aspect of the technology curriculum. The purposes of this volume were: • To identify the issues…
Design and Technology: the National Curriculum - Key Stages 1-4 (1999)
The 1999 edition of the Design and Technology National Curriculum included set out clearly the programmes of study and attainment targets for Key Stages One to Four. It sets out the importance of design and technology education to students' performance across the curriculum in promoting social, moral and cultural development…
UNESCO Resource Kit - Science and Technology Education
This folder of guidance and resources was published for UNESCO by the Association for Science Education. The resources consisted of 26 modules each with Student’s Notes and Teacher’s Notes. UNESCO Project 2000+ was a collaborative partnership between eleven major international agencies and inter-governmental organisations…
Quality in Design and Technology 1993
Produced in 1993, this leaflet was written by the National Curriculum Council for teachers of design and technology at all four Key Stages. It aimed to stimulate lively and useful discussion amongst educationalists and technologists. It briefly raises and summarises different issues and factors that influence planning, teaching,…
Speakers from Industry: a Practical Guide for Teachers and Industrialists
Produced by CIEC Promoting Science, this booklet offers advice and guidance for: • teachers who wish to bring industrial speakers into school • industrial speakers who would like an insight into the needs of teachers and their students. The booklet contains two sections that deal with: Part I - a general guide…
Industrial Encounters: Good Practice for School Links
From CIEC Promoting Science, this guide aims to help schools and science-based companies make the best use of their opportunities to liaise together. It concentrates upon using link activities to enrich aspects of the school science curriculum but there are many principles in the guide, with a more general application. There…
On Site: a Guide to Visiting the Chemical Industry
From CIEC Promoting Science, this guide provides practical information and advice about organising a visit to a local science-based industry. Visits can be engaging, stimulating and profitable for the students, teachers and companies involved. The guide looks at industrial links at both primary and secondary school levels and…
Science and Mathematics in Schools - a Review
This Ofsted publication describes factors affecting the low take-up of science and mathematics post-16 identified for the year 1992-93. These were: the status of science in our culture; the nature of science and mathematics as school subjects; the organisation of schools; the curriculum; science and mathematics teachers; factors…
Curriculum Guidance 7 - Environmental Education
This publication, from the National Curriculum Council (NCC), provides: aims of environmental education; a framework for environmental education; implementing environmental education; case studies and classroom activities. The following attainment targets from the science National Curriculum were particularly relevant to learning…
Curriculum Guidance 10 - Teaching Science to Pupils with Special Educational Needs
In this publication, from the National Curriculum Council, the priority was to review how accessible the National Curriculum was to students with special educational needs (SEN). This publication draws on good practice in schools with students with special educational needs. It was produced with the help of a team of teachers and…
Science Explorations
The main aim of this booklet, provided by the National Curriculum Council, is to offer guidance on: • the nature of scientific investigation • continuity and progression across the full age range • how schemes of work can be prepared to develop scientific skills • the integration of investigations with…
SMILE Mathematics: a Guide for Teachers
This detailed guide aimed to anticipate some of the questions that teachers would have first had when using SMILE. It describes the original intended way of operating SMILE, which teachers may be able to adapt to their individual circumstances and current practices. The SMILE materials consist of a large bank of resources which…
SMILE Cards Answers
This resource contains answers for all SMILE Cards with numbers that match the original card numbers. The most useful aspect may be that many of the cards also have hints and tips on how to approach the activity, with support or extension ideas too.
Active Teaching and Learning Approaches in Science
Active Teaching and Learning Approaches in Science (ATLAS) was a curriculum development project organised by the Centre for Science Education in the Higher Education Institution that is now called Sheffield Hallam University. This book includes chapters for teachers followed by a set of illustrative copymasters for use with students.…
Investigative and Problem-Solving Approaches to Mathematics and Their Assessment
This resource, first published in 1990, as the Mathematics Teacher's Development Series was written in response to the Cockroft Report to address the recommendation that all mathematics teaching should include opportunities for exposition by the teacher, discussion between teachers and students and between students themselves,…
Mathematics Programmes of Study: INSET for Key Stages One Two, Three and Four
These resources from the National Curriculum Council were published in 1991 following the recently introduced National Curriculum. They were designed to help schools in their own INSET programmes, and were written with local or departmental groups of teachers in mind. The introduction of the National Curriculum posed many questions…
National Curriculum Council Consultation Report 1991
A report from the National Curriculum Council (NCC). In January 1991 the Secretary of State for Education and Science announced an urgent review of the attainment targets in mathematics because: • the structure of the 14 targets was proving an obstacle to manageable and sound testing, and to intelligible reporting to parents •…
Mathematics: Non-Statutory Guidance
The National Curriculum Council (NCC) published non-statutory guidance to support the teaching of mathematics in the National Curriculum in 1989, and again in 1991, to accompany the first revision of the National Curriculum. Non-statutory Guidance 1989 • The guidance materials for mathematics were written to provide a reference…
Science in the National Curriculum 1999
The National Curriculum for science, published in 1999. Compared with the 1995 version of the National Curriculum, the main changes are: • There is a statement about the ‘Importance of Science’. • The ‘Experimental and investigative science’ sections are renamed ‘Scientific enquiry’,…
Science in the National Curriculum 1995
This revision of the National Curriculum builds on the 1991 version and follows Sir Ron Dearing’s 1993 review of the whole National Curriculum. • It retains the four Attainment Targets (AT), each with an associated Programme of Study (PoS), although AT1 becomes ‘Experimental and investigative science’,…
Science in the National Curriculum 1991
This revision of the National Curriculum was an attempt to simplify the 1989 version, and to make assessment more manageable. • The 17 Attainment Targets (AT) were reduced to four – with these divided into ‘strands’. • Fewer Statements of Attainment: the number was approximately halved by broadening…
Mathematics in the National Curriculum 1999
Although the Qualifications and Curriculum Authority (QCA) carried out a radical overhaul of the curriculum, the mathematical content hardly changed. Key Stages One, Two and Three had their own Programmes of Study (PoS). Key Stage Four was now divided into Foundation and Higher. The PoS set out what students should be taught at each…
Mathematics in the National Curriculum 1991
The 1989 document was replaced by a revised version, Mathematics in the National Curriculum (1991). A major aim of the revision was to make assessment more manageable, whilst keeping the content of mathematics unchanged. The revisions came into force on 1 August 1992. The 14 Attainment Targets (ATs) were reduced to five. 'Measures'…
Technology Programmes of Study and Attainment Targets: Recommendations 1993
Produced in 1993, this National Curriculum Council document was written to respond to the Secretary of State for Education’s proposals to address issues with the National Curriculum for technology at the time. The key responses to the proposals include: • The scope of ‘technology’– clarifying the…
Report on National Curriculum Council Construction: Technology 1993
A report from the National Curriculum Council (NCC). The change in approach was in turn widely criticised by respondents, and further revisions made by the NCC. While the move towards two Attainment Targets (ATs) and the separation of Information Technology was accepted, there were wide concerns about perceived male bias, lack of…