7. As a result of work and discussion children should be beginning to appreciate that colours have a lightness and darkness which is not the same thing as colour. They should be able to recognize the relative tones of colours which are not particularly near in tone.

B. Modelling and carving

The following opportunities should be provided:

1. Opportunity to model in clay, dough and Plasticine on as large a scale as possible as well as on a small scale, with and without the use of additional scrap materials such as beads, buttons, macaroni, spills, scraps of material, etc.

2. Opportunity to make models from scrap materials, such as boxes, wire, string, corrugated paper, silver paper, etc.

3. Opportunity to carve in soap, salt, hard clay.

4. Opportunity to take part in group work. This is most valuable when children group themselves together spontaneously to work at something of common interest.

As a result of these opportunities the following learning should take place:

1. Children should discover and use some of the movements which produce different results in modelling and carving, and learn something of the nature and limitations of each material.

2. They should discover that it is possible to work in relief as well as in the round.

3. They should discover how to use materials in conjunction with each other.

4. In modelling with scrap materials they should gain skill in using scissors; they should learn something of the qualities of the various sticking agents; they should be beginning to learn to make estimates of the size of box or piece of material they will need to do a particular job; they should solve some of the problems that are posed by the things they wish to make and by the medium.

5. As a result of this work and of exhibitions, incidental teaching and general discussion, they should be beginning to enjoy things for their shape and they should be enjoying feeling things for both shape and texture. They should have a growing vocabulary of words for describing the "feel" of things.

C. Puppetry

This craft has much to offer children of all ages in fields other than art and craft. Suitable puppets for this age group to make would be cut-out puppets, attached to sticks and dressed either by colouring or painting or by sticking and draping material. Many children in this group would also be able to make matchbox puppets, again dressing them by sticking or draping material, and possibly doing some simple stitching. From this work they should gain skill in cutting out. Dressing the puppets should offer opportunity for selecting and relating materials. Work should also include the making of some scenery and properties of a very simple kind.

D. Woodwork

Opportunity should be afforded to work in wood, using hammers and saws. Children should be given the opportunity to make things of their own choice, using wood in conjunction with other materials if they wish. By the end of their time in this group they should be able to hammer a nail home using the hammer, holding it well away from the head. They should also be able to saw through a piece of wood of reasonable size, and have discovered some ways of joining wood. This kind of work can also afford opportunity for training children to estimate the size or length of wood needed. The chance to work in wood should, of course, be available to both girls and boys.

E. Needlework

Opportunity should be afforded for children to attempt to make articles of their own choice, using large needles and coloured thread. They should be allowed the opportunity to cut things out for themselves as well as the opportunity to sew some things with which the teacher has given more help. They should gain from this work some control over the tools of needlework, the knowledge that it is necessary and important to fasten on and off firmly, although not necessarily the skill to do this. Needlework at this age should be carried out mainly with scrap materials, and the emphasis placed on what the children are gaining from it rather than on finished results. Towards the top of the infant school, there may be a case for introducing some rather more formal work—making of mats in panama canvas, for example. Fabric pictures are particularly useful at this stage because, by combining sticking with simple sewing, work can be provided at a variety of levels. This work also should be available for both boys and girls.

F. Weaving

Weaving on home-made wooden and cardboard looms can be introduced to the older Infants. Children should learn how to set these up and weave on them with as near even tension as possible. They should be encouraged from the beginning to use a variety of yarns and to consider the appearance of one in relation to another.

G. Booktnaking

Bookmaking will arise from work in other subjects where class, group and individual books are made. The following work could be undertaken with this age group:

1. Making and decorating the inside and outside of books, using stapling and sewing as the method of binding.

2. General encouragement to arrange the inside of the book with consideration for good appearance. Use of title page when appropriate.

From this work they should gain the following:

1. Ability to fold and cut a number of pieces of paper to something like the same size.

2. Ability to make a simple book by sewing.

3. Beginning of appreciation of the appearance of books. By the end of their time in the Infant school, children should have learnt to work with other children, to care for the tools and materials they use, and to clean them and put them away.

They should also have gained the ability to move about the classroom without disturbing others, and to take part in group work, making a personal contribution to the whole.