What is English for? Language structure and the curriculum for English

This article uses Bernstein’s theory of pedagogic discourse to account for both the processes by which curriculum change occurs and the failure of efforts to introduce meaningful attention to language structure into national curricula.

The National Literacy Strategy and knowledge about language in the English school curriculum

In “The English Patient: English Grammar and teaching in the Twentieth Century”, Hudson and Walmsley (2005) contend that the decline of grammar in schools was linked to a similar decline in English universities, where no serious research or teaching on English grammar took place. This article argues that such a decline was due not only to a lack of research, but also because it suited educational policies of the time. It applies Bernstein’s theory of pedagogic discourse (1990 & 1996) to the case study of the debate surrounding the introduction of a national curriculum in English in England in the late 1980s and the National Literacy Strategy in the 1990s, to demonstrate the links between academic theory and educational policy.

Grammar in the curriculum for English: what next?

It is clear from several government reports and research papers published recently, that the curriculum for English in primary and secondary schools is about to change, yet again. After years of a bureaucratic stranglehold that has left even Ofsted report writers criticising the teaching of English, it seems as if the conditions are right for further revisions. One of the questions that inevitably arises when a curriculum for English is reviewed, relates to the place and purpose of the teaching of grammar. This paper outlines a possible curriculum for grammar across both primary and secondary phases, arguing that for the teaching of grammar to have any salience or purpose at all, it has to be integrated into the curriculum as a whole, and not just that of writing. A recontextualised curriculum for grammar of the kind proposed here, would teach pupils to become critically literate in ways which recognise diversity as well as unity, and with the aim of providing them with the means to critically analyse and appraise the culture in which they live.

The application of robotics to the turbine blade encapsulation process

A survey of the existing state-of-the-art of turbine blade manufacture highlights two operations that have not been automated namely that of loading of a turbine blade into an encapsulation die, and that of removing a machined blade from the encapsulation block. The automation of blade decapsulation has not been pursued. In order to develop a system to automate the loading of an encapsulation die a prototype mechanical handling robot has been designed together with a computer controlled encapsulation die. The robot has been designed as a mechanical handling robot of cylindrical geometry, suitable for use in a circular work cell. It is the prototype for a production model to be called `The Cybermate'. The prototype robot is mechanically complete but due to unforeseen circumstances the robot control system is not available (the development of the control system did not form a part of this project), hence it has not been possible to fully test and assess the robot mechanical design. Robot loading of the encapsulation die has thus been simulated. The research work with regard to the encapsulation die has focused on the development of computer controlled, hydraulically actuated, location pins. Such pins compensate for the inherent positional inaccuracy of the loading robot and reproduce the dexterity of the human operator. Each pin comprises a miniature hydraulic cylinder, controlled by a standard bidirectional flow control valve. The precision positional control is obtained through pulsing of the valves under software control, with positional feedback from an 8-bit transducer. A test-rig comprising one hydraulic location pin together with an opposing spring loaded pin has demonstrated that such a pin arrangement can be controlled with a repeatability of +/-.00045'. In addition this test-rig has demonstrated that such a pin arrangement can be used to gauge and compensate for the dimensional error of the component held between the pins, by offsetting the pin datum positions to allow for the component error. A gauging repeatability of +/- 0.00015' was demonstrated. This work has led to the design and manufacture of an encapsulation die comprising ten such pins and the associated computer software. All aspects of the control software except blade gauging and positional data storage have been demonstrated. Work is now required to achieve the accuracy of control demonstrated by the single pin test-rig, with each of the ten pins in the encapsulation die. This would allow trials of the complete loading cycle to take place.

Forging futures? Engineering in the primary school curriculum

Starting with the research question, "How can the Primary School Curriculum be developed so as to spark Children's Engineering Imaginations from an early age?" this paper sets out to critically analyse the issues around embedding Engineering in the Primary School Curriculum from the age of 5 years. Findings from an exploratory research project suggest that in order to promote the concept of Engineering Education to potential university students (and in doing so begin to address issues around recruitment / retention within Engineering) there is a real need to excite and engage children with the subject from a young age. Indeed, it may be argued that within today's digital society, the need to encourage children to engage with Engineering is vital to the future sustainable development of our society. Whilst UK Government policy documents highlight the value of embedding Engineering into the school curriculum there is little or no evidence to suggest that Engineering has been successfully embedded into the elementary level school curriculum. Building on the emergent findings of the first stage of a longitudinal study, this paper concludes by arguing that Engineering could be embedded into the curriculum through innovative pedagogical approaches which contextualise project-based learning experiences within more traditional subjects including science, history, geography, literacy and numeracy.

Trade marks, registered designs and the monopolisation of functional shapes:a consideration of Lego and Dyson

Legislation: Regulation 6/2002 on Community designs art.3(3)(e) Directive 98/71 on the legal protection of designs art.7(1) Cases: Dyson Ltd v Vax Ltd [2010] EWHC 1923 (Pat); [2011] Bus. L.R. 232 (Ch D (Patents Ct)) Lego Juris A/S v Office for Harmonisation in the Internal Market (Trade Marks and Designs) (OHIM) (C-48/09 P) Unreported September 14, 2010 (ECJ) *E.I.P.R. 60 In Lego, the Court of Justice of the European Union denied registration for an exclusively functional shape mark despite the availability of other shapes capable of fulfilling the same function and in Dyson v Vax Mr Justice Arnold established that a design can not be registered for a purely functional shape even though another shape could fulfil the same required function.

'In reality it's almost impossible':CLT-oriented curriculum change

Curriculum innovation is challenging and, as several commentators have reported, moves to introduce communicative language teaching in many contexts internationally have resulted in mixed outcomes, or even failure. In an effort to shed some light on this complex problem, this article focuses on curriculum change through the introduction of new communicative textbooks in an engineering college (kosen) in Japan. First, three key factors that inhibit change are considered and then other factors that specifically hindered change in the kosen environment are identified. A study investigating the attitudes and classroom practices of four Japanese teachers of English highlighted a culture of pedagogical uncertainty and lack of professional support. Suggestions for supporting teachers to implement curriculum change more effectively, both in Japan and elsewhere, are drawn out.