Didactic games for sensory development of children

Crown copyright material is didactic games for sensory development of children with the permission of the Controller of HMSO and the Queen’s Printer for Scotland. The complete document is presented in this single web page. Foreword This paper is one in a series of discussion documents published by HM Inspectorate under the general title Curriculum matters.

Over the years the Inspectorate has had much to say about the school curriculum. In formulating the aims and objectives on which the curriculum should be built, schools will necessarily have to take account of the policy decisions of LEAs and central government and of the expectations of parents, employers and the community at large. They are properly expected to give attention to academic progress, though not to the exclusion of other important experiences. Nature and scope of the curriculum 11. A school’s curriculum consists of all those activities designed or encouraged within its organisational framework to promote the intellectual personal, social and physical development of its pupils.

Areas of learning and experience 32. The areas of learning and experience listed and described below embody a point of view about the broad lines of development which should feature in a rounded education. No claim is made that this is the only possible, or an original, point of view. It provides only one perspective: another, which complements it, concerns knowledge, concepts, skills and attitudes and is considered in paragraphs 90 to 105. These are not suggested as discrete elements to be taught separately and in isolation from one another. They constitute a planning and analytical tool. Promoting these skills requires attention to the type and range of classroom activities.

Primary schools should seek to encourage and develop potential to the full, starting from the point which each child has reached on entry. This starting-point will vary considerably from child to child. Ideally, children will be using language to express their ideas and feelings, have some understanding of simple mathematical ideas and relationships, have reasonable manipulative skills and be starting to cooperate with one another. Pupils will have already made considerable progress in their primary schools. Many will have retained their curiosity, learnt a great deal, will know how to learn and be keen to do so.