This article reports on the design of interdisciplinary units in five International Baccalaureate schools in Norway and Denmark, each with fewer than 100 students in their Middle Years Programme. The mixed methods study describes subject combinations and time frames of 37 enacted units and 111 hypothetical interdisciplinary units, and the…

This study analyses the intended and enacted curricula that are produced when metacognition is included as an element within standards-based reforms for schooling. Reformers of the senior-secondary curriculum for South Australia (SA) and the Northern Territory (NT) hoped to improve the academic outcomes of all students, and especially those from…

Self-regulated learning (SRL) -- autonomously planning, self-monitoring and self-reflecting on learning -- is a strong predictor of academic success. Mastery of the strategies needed to become a self-regulated learner does not develop automatically in all students; thus, the classroom environment, including pedagogy and modes of assessment, plays…

In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of…

This article will explore the centrality of narrative in both the process and the content of enquiry-based learning, as a formative process which does not predetermine either its starting point or its outcome. Rather, it takes as its starting point the agency and life narrative of the learner and builds from this to a formally assessed outcome. It…