Acts notes on norwood report PDF

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Acts notes on norwood report 1. “At the primary stage the main preoccupation lies with basic habits, skills and aptitudes of mind” (page 1). The main idea of this is to demonstrate what the pupil can do already and gain an understanding of what working abilities they have in order to decipher them into the correct groupings. Conclusion 2. “Using as data the veriest elements of knowledge which all children should be put into the way of acquiring” (page 1). Acquiring such information can help when adapting instructions for children with different levels of general ability. 3. “Attention given to special interests or aptitudes can be only tentative, since these have not yet declared themselves emphatically or constantly enough to justify such attention” (page 1). Giving extra attention to special interests can help broaden the child’s mind into being more open to new subjects. 4. “In the secondary stage; the attempt is made to provide for such special interests and aptitudes the kind of education most suited to them” (page 1). This is the stage that will provide more opportunities for the child to explore education best suited to them, it focuses on their interests and uses them to create an education in which they can excel the best. 5. “begun to indicate themselves at least roughly in the last phases of primary education, or they may not declare themselves in such degree as to deserve attention till a different kind of education is encountered” (page 1). 6. “business of secondary education, first, to provide opportunity for a special cast of mind to manifest itself” (page 2). Children use these opportunities to think for himself and decide how they want to learn. It is a secondary schools purpose to provide materials for them to do so. 7. “To develop special interests and aptitudes to the full by means of a curriculum” (page 2). 8. “must be both diagnosis or prognosis and special treatment adapted to the particular case.” (page 2). 9. “what age special abilities most generally declare themselves is clearly a matter of great importance for the structure both of primary and of secondary education; it is considered in its appropriate place.” (page 2). 10. Variety of capacity “the differences between individuals are so marked as to call for as many curricula as there are individuals, it would be impossible to carry such a principle into practice: school organisation and class instruction must assume that individuals have enough in common as regards capacities and interests to justify certain rough groupings.” (page 2). 11. “The evolution of education has in fact thrown up certain groups, each of which can and must be treated in a way appropriate to itself” (page 2). 12. “Whether such groupings are distinct on strictly psychological grounds, whether they represent types of mind, whether the differences are differences in kind or in degree, these are questions which it is not necessary to pursue” (page 2). 13. “recognition of such groupings in educational practice has been justified both during the period of education and in the after-careers of the pupils.” (page 2). 14. “English education has in practice recognised the pupil who is interested in learning for its own sake” (page 2). - “this may be revealed in his work or in his attitude to his career” (page 2).

15. “Such pupils, educated by the curriculum commonly associated with the Grammar School, have entered the learned professions or have taken up higher administrative or business posts.” (page 2). 16. “the assumption is now made, and with confidence, that for such callings a certain make-up of aptitudes and capacities is necessary, and such make-up may for educational purposes constitute a particular type of mind.” (page 3) 17. “history of technical education has demonstrated the importance of recognising the needs of the pupil whose interests and abilities lie markedly in the field of applied science or applied art.” (page 3) - “The boy in this group has a strong interest in this direction and often the necessary qualities of mind to carry his interest through to make it his life work at whatever level of achievement.” 18. “He may have unusual or moderate intelligence: where intelligence is not great, a feeling of purpose and relevance may enable him to make the most of it” (page 3). 19. “The various kinds of technical school were not instituted to satisfy the intellectual needs of an arbitrarily assumed group of children, but to prepare boys and girls for taking up certain crafts - engineering, agriculture and the like” (page 3). Schools teach boys and girls different crafts in life, this could be textiles for the girls things like needle work and cooking whereas boys would do more technical drawing and woodwork. This was basic education provided for the children while in school, working class and middle class would have been completely separate. 20. “There has of late years been recognition, expressed in the framing of curricula and otherwise, of still another grouping of pupils, and another grouping of occupations” (page 3). Even in secondary school children are being grouped based upon what ability of intelligence they have, to help them. This could actively demonstrate the different ways of helping pupils learn. Some pupils will be better with ideas whereas others in this group might deal easier with more concrete things. Is important to establish balance between the two. 21. “He may have much ability, but it will be in the realm of facts. He is interested in things as they are; he finds little attraction in the past or in the slow disentanglement of causes or movements.” (page 3). This pupil is uninterested in the past therefore his interest lies more in the present and what is happening now rather than the past. This pupil will have a stronger attraction to the facts of everything around him rather than the fiction of it all, leaving his mind to be more practical than theoretical. His mind turns his knowledge into a test. 22. “His mind must turn its knowledge or its curiosity to immediate test; and his test is essentially practical.” (page 3). 23. “He may see clearly along one line of study or interest and outstrip his generally abler fellows in that line; but he often fails to relate his knowledge or skill to other branches of activity.” (page 3). May struggle to focus on activities not related to his interest? 24. “His horizon is near and within a limited area his movement is generally slow, though it may be surprisingly rapid in seizing a particular point or in taking up a special line” (page 3). This pupil might work slower thinking his “horizon” is further away, in spite of the fact he is near it will take awhile for him to realize before getting to that certain point in his learning career and repidly seizing the opportunity to get to the finish line. 25. “The kind of education suitable for them becomes more clearly marked out and the leaving age is raised, the course of education may become more and more supple and flexible with the result that particular interests and aptitudes may be enabled to

declare themselves and be given opportunities for growth.” (page 3/4). 26. “That a development of this kind yet lies to great extent in the future does not preclude us from recognising the existence of a group whose needs require to be met in as definite a manner as those of other groups.” (page 4).

Types of curriculum 27. “a particular type of mind would receive the training best suited for them and that training would lead them to an occupation where their capacities would be suitably used” (page 4). Secondary school can provide the type of education needed to suit this pupils mind for example pupils who want to be doctors when they leave school would do more science classes, whereas pupils wanting to work in a sports profession would do more physical education. 28. “First, there would be a curriculum of which the most characteristic feature is that it treats the various fields of knowledge as suitable for coherent and systematic study for their own sake apart from immediate considerations of occupation” (page 4). The particular reason for this circumstance for this is because pupils already have a clear outline of what they want to do when they leave school. Using this as a key part of the curriculum can help to ready pupils for the next stage of learning for their occupation. It may also help to ready pupils for when they come out of school. They can grasp some experience for later stages before going out into the real world for new methods and more experience to determine the field of choice for occupation. - “grasp of the matter and experience of the methods belonging to those fields may determine the area of choice of employment and may contribute to success in the employment chosen.” (page 4). 29. “type of curriculum would be closely, though not wholly, directed to the special data and skills associated with a particular kind of occupation” (page 4). The central theme here is to emphasise how the curriculum will try to put focus on not only the main themes in a child's second phase of schooling but also to pay particular attention to the some of the skill sets required for the occupations later on in life. 30. “its outlook and its methods would always be bounded by a near horizon clearly envisaged. It would thus be closely related to industry, trades and commerce in all their diversity.” (page 4). This can outline the importance of diversity in the workplace before children move forward in their life. It discusses how closely related to the industry and trades diversity is, meaning it is of significance for them in their curriculum. 31. “third type of curriculum a balanced training of mind and body and a correlated approach to humanities” (page 4). This curriculum works on the natural sciences of the body and could provide a varied equipment needed to enable these children for the work of life. Helps to ready children for what is next. Although it does not prepare for a particular job or profession it will still make an appeal to the interests of the pupil.

Conclusions 32. “the Secondary Schools, which alone have provided full time education up to and beyond the age of 16 years, have often been asked to do too much.” (page 13). The Norwood report concludes with this as one of its statements. Children are in education until the age of 16 and it seems to be extremely clear that secondary schools have been asked to go above and beyond for their children. However this may not be the case some teachers may act of their own free will to help these students. This report outlines 3 main objectives for secondarys schools all of which

states ways secondary schools can do more to help their pupils, meaning this is on its way to becoming mandatory. 33. “Only on some such reorganisation of secondary education can the needs of the nation and the individual be appropriately met.” (page 15)....