Suggests that the formation and implementation of the National Curriculum for England and Wales has been a dialectical process involving legislators, administrators, and teachers. Using case studies, discusses some problems with the curriculum and schools' responses that may work against a truly national curriculum. Criticizes reduced local…

Argues that the British Government's National Curriculum document contains conflicting messages, particularly regarding "relevant education" and "cross curricular learning." Points out what the author considers to be puzzling contradictions and confusions operating within the government's own ideology and educational aims. (TW)

Outlines statistical data on national curriculum patterns. Fewer than two percent of all graduating seniors meet or exceed the standards for college-bound students. Includes statistical data on courses students study, number of students per computer, dropout rates, activities of graduates, and test score averages.(MD)

Issues involved in adapting Britain's National Curriculum for students with special educational needs are discussed. Outlined are the official position on modification and disapplication of the curriculum, the lack of adequate guidance in this area, the need to distinguish between modifications and disapplications, and possible patterns of…

This paper comments that problems with Great Britain's Key Stage 1 standard assessment tasks (SATs) for pupils with special educational needs involve the SATs design and use. Issues discussed include activity-based assessments, adaptations, time demands, step size, future development of SATs, and disapplications of the National Curriculum. (JDD)

Examines the claim that the National Curriculum provides educational entitlement to all 5- through 16-year-old students in England and Wales. Argues that the curriculum counters efforts to battle racial inequality. Suggests that Labour Party policies would do little better. Highlights elements of an alternative plan that could help promote…

In the spring of 1991 a two-part questionnaire was mailed to a nationwide sample of 100 uppersecondary teachers in England. Usable responses were received from 72 teachers. The purposes of this study were the following: (1) to describe the impact of the 1988 British Reform Act on Education; (2) to determine teacher perceptions in selected publicly…

Discusses the education for citizenship program that is part of the National Curriculum in Great Britain. Maintains that citizenship can be interpreted in a minimal, or formal way or in a maximal, or more personal fashion. Calls for a national debate to define more clearly the meaning of citizenship. (CFR)

Suggests that a major reappraisal of school science education in England and Wales is urgent and relevant to other nations' science education programs as well. Suggests that science instruction should be centered in technologies that will directly affect students' lives. Argues that science imparts values in spite of a reputation for neutrality.…

Argues that decency and good manners are not optional but essential ingredients of a democratic society. Discusses examples of decency and good manners in relation to citizenship education. Claims that there is an implicit and explicit role for schools to teach decency as part of the curriculum. (CFR)

Reports on 18 months of action research that examined the effectiveness of using the history of science to promote British students' understanding of the nature of science. Both quantitative and interview data offer substantial evidence of a strategic movement away from serendipitous empiricism and toward an appreciation of the interactive nature…

Presents results of a curriculum innovation in a British inner-city school. Reports a revival of motivation and a successful educational experience for a group of students who had been expected to fail. Describes a program in which all students could participate in helping anyone they felt needed help. Discusses work experience, community service,…

In 1988 the Education Reform Act was passed in England. Among its clauses, the one that laid the framework for a centralized, national curriculum represented the most significant change. One of the key aspects of the national curriculum concerned the way in which student achievement and progress were to be measured. Attainment was to be assessed…

Discusses a comparative study of elementary school teachers in England and France that preceded the implementation of the National Curriculum in English schools. Reports differences in teaching methods, classroom organization, and teacher student relationships between the two countries. Concludes that greater focus on professional autonomy by…

This paper notes conflicts among England's education laws and discusses philosophical and practical weaknesses of the National Curriculum for serving students with special needs. European practices are described, and it is concluded that establishing central control can actually discourage curriculum differentiation and encourage the exclusion…