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NSC Home Page > EUAS Contents > Relevant subject links
EDUCATION
Relevant subject links
The two NC subjects, which have the closest affiliation with the industry, are science and geography. Not only is science a 'core subject', the content of the current science curriculum is highly specific in requiring quite precise subject areas within science to be taught at specific stages; thirdly science has to be taught across the whole 5-16 age range. We have estimated that either directly or indirectly, elements of the NC Science which have relevance to quarrying, account for the following proportions:
KS1: 94%
KS2: 87%
KS3: 87%
KS4*: 55%*Dual award science.
The appropriate parts of the curriculum statements are set out in Appendix 7 and a summary of the main applications in science is given in Appendix 9.
In contrast, geography is restricted to Key Stages 1-3, is not a core subject and the nature of the material to be taught (with some exceptions) is very largely described as a series of general objectives and methodologies, rather than specific subjects or topics within geography. Nevertheless, there are considerable opportunities for quarries as a medium for teaching geography.
The next part of the report summarises briefly, the key linkages between quarrying and the NC, subject by subject. Detailed resumes of science and geography together with overviews and ideas for links with other subjects are given in Appendices 6-13.
It should be stressed that the summaries below cover the whole the curriculum, and many aspects only apply at later key stages and only touch upon the broadest categories .
Core NC Subjects:
Science - Scientific enquiry; life processes and living things; materials and their properties; physical processes; and in particular -characteristics, uses and reactions of materials, including rocks and minerals; forces, movement, energy; ecology, evolution.
Mathematics - Using and applying maths; number and algebra; shape, space and measures; data handling; almost every aspect of the industry where numbers are concerned can be used at some point in the NC maths - measurement, volumes, areas, angles, statistics, graphic portrayal of numbers. The National Numeracy Strategy is obligatory for all primary schools and is seen by the Government as critical in delivering the acquisition of basic skills.
English - Speaking and listening; reading; writing; and in particular the industry can offer inspirational ideas for creative writing, drama/role play, debating pros and cons, assessing differing styles of accounts. The National Literacy Strategy is mandatory in primary schools and is seen by the Government as imperative in raising the levels of key skills.
Non-core, closely relevant NC Foundation Subjects
Geography - Geographical skills; countries; themes; and in particular - management of resources and relationship to other land uses; physical and human environments/interactions; land use change and impact of change over time.
History - Chronology; historical knowledge, understanding interpretation, enquiry, organisation and communication; in particular - working of stone is by far the world's oldest industry and stone often provides the only readily accessible evidence for history up to 1850. The industry can also provide excellent primary and secondary source materials relating to industry and transport from 1850 onwards.
ICT - (Information and Communication Technology) Exploration, discussing, developing and presenting ideas; information exchange; the industry can offer many opportunities for innovative uses of media and data to record and portray. Also (as in Maths) statistical handling - links with most other subjects.
Citizenship - Knowledge, understanding, enquiry, communication participation and responsible action; it concerns the skills and experience necessary to become an informed citizen, e.g. assessing cases for and against a particular argument; decision-making; people and environment. Many examples can be drawn from the planning process.
Design/Technology - Designing and making things; students learn about the properties of materials, the tools/machines and processes for producing things and how these factors influence design. The industry can provide numerous examples.
Art - Exploring, developing ideas; investigating and making; evaluating and developing work; knowledge and understanding; there is considerable scope for generating inspirational ideas and themes for art here, in terms of textures, colour, surfaces, particularly as part of extended pieces of work.
In addition to the more obvious links outlined above it is also possible to gain inspiration from the industry for topics in music, PSHE, physical education and religious education and modern foreign languages. Furthermore, one area of growing importance, the cross-curricular theme, Education for Sustainable Development (ESD) offers major opportunities for gleaning ideas from quarrying.
Examples of themes drawn from the quarry industry are given in Appendix 9.
It should also be noted that the exam specifications (syllabi) for these subjects at GCSE, AS and A level generally extend these NC themes further and into even more specific areas. However for most given subjects, separate exam specifications are published by each of the four examination agencies in England and Wales, for each exam level and in very many cases, a ranges of options or allied subjects are offered, resulting in a considerable (and growing) number of exam-related courses. Each exam specification may run to say eighty pages and may change every year or so. For these reasons it is impractical to summarise all relevant courses. This can be unfortunate as some years, certain of the topics selected for teaching, may be especially pertinent to quarrying. However, as each school/LEA/teacher/department chooses the particular specifications it wishes to work to, the specification concerned may not in any case be being used locally anyway.
A relatively small number study for GNVQs (General National Vocational Qualification). Subjects include land and environment, leisure and tourism, science. However numbers in schools specifically, are still relatively modest; most of these courses are offered by colleges.