The name is absent

4. This would be a radical change in an Anglo-Indian
school, where students would be consulted in an effort to
raise educational standards.

The idea for this further area of research was identified
during the field study, when a combined arts' class was
observed The students and the teachers were interviewed
after the lesson. They were given an opportunity to
discuss the group process of co-operation and mutual
support and evaluate the activities and strategies
appropriate to the group.

3. Modular Curriculum Development for minority education:
Anglo-Indian Bilingualism and Integration into Indian
society.

The Modular Curriculum Package (4) could be the result of
collaboration among teachers in an Anglo-Indian school
which adopts the theory-practice model. The school is
committed to using the theory-practice model. The
modules must be subsumed (5) into the larger educational
process of learning an Indian language and understanding
India's religions through a creative and practical
activity. There are seven specifications in designing a
Modular Curriculum Package. (6) The following ideas
might help the teachers to develop a Modular Curriculum
Package in an Anglo-Indian school:
1. THEME:

Learning an Indian language and understanding
India's religions;

2. TITLE:

(i) Employment in the World of Work, or

(ii) Necessary skills for entering further and
higher education;

3. ENTRY LEVELS:

Targeted at different age groups;

4. RATIONALE :

Related to post-16 opportunities;

5. AIMS:

General, personal development and social
development;

6. ASSESSMENT OF SKILLS AND ABILITIES:

(i) Evidence of written work,

(ii) Interview conducted in an Indian language,
(iii) A personal exhibition of the student's skills
and abilities, that is, in art, music, drama,
dance, cooking, metal and wood work projects,
fashion show displaying textile design,
tailoring and embroidery, puppet-making, set-
design, computer programmes and physical
education.

7. TEACHING AND LEARNING APPROACHES:

These should be concerned with experiential
rather than didactic teaching.

Students should be offered a Profile of him/herself at

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