Other materials are made in the classroom by the children and teacher together. These might be for example: experience stories, chart stories, experiment write ups and so on. Maths As with language, in maths children learn both skills and their use. Skills are developed through concrete operations and activities. Culturally relevant maths makes use of the new skills through theme related activities. Maths theme webs with culturally relevant maths and ideas for using maths in daily life were developed using the NCF mathematics concepts in both Orissa and Andhra Pradesh. Environmental studies Again in each state, ideas for involving the community and using the environment were developed from the themes, with activities in science, environmental studies, art and craft, drama, songs and dance. Teachers Guides are essential to support the teachers who are operating in remote locations and should include weekly and daily plans with ideas for activities. All materials and new teaching methods need to be tested in schools. Evaluations need to take place and revisions made as necessary. 7.4 Literature development Literature for use as part of the curriculum (oral stories, stories to read aloud, children’s stories, songs, poems etc., related to indigenous cultural themes, facts and information), will be developed during the curriculum development workshops and writers’ workshops. A corpus of culturally relevant reading materials is essential to build a literature environment. Every classroom should develop a library. Mother tongue speakers including community leaders, recognized story tellers, artists, teachers, and others should be trained to understand the principles and processes of writing, illustrating, editing, testing and revising. Materials may be printed locally using technology available in the community. These must be tested in the schools and communities, and revised at further workshops. Linguists will be available to support the process. 8. Ensuring a good transition: Bridging from L1 to L2 A good programme for second language learning, based on global research and sound educational language acquisition theory, is essential to the success of a multilingual programme. Second language learning (or second language acquisition: 2LA) should be developed in stages as outlined above starting with oral language development and moving on to reading and writing. This should be started only after developing a sound foundation in the Mother tongue. In India, second language learning is begun in grade 2 with oral development and in grade 3 with reading and writing. Gradual transition of curriculum content in the state/national language will take place in grade 4. In grade 5 all classes will be conducted in the state language with support for understanding from the mother tongue. Figure 3: Possible plan for transition based on The National Curriculum Framework, 2005