Evaluates "English for Ages 5 to 11," a document assessing English education for elementary students in Great Britain. Criticizes the document's conception of English, as well as its proposed attainment targets. (MM)

The reading attainment of 1,329 primary school children was analyzed to see if literacy standards changed since the introduction of Britain's National Curriculum. The relative stability of attainment across cohorts contrasts with the prediction that the curriculum would raise standards. (SK)

Analysis of the mathematics attainment of cohorts of British elementary students in Year 2 (n=1,740) and Year 6 (n=1,663) from 1989-1997 reveals stable attainment over 9 years. There were fewer overachievers than expected since the standardization of the test. (SK)

This paper is a case study of curriculum development in Nigeria. It describes the principles with which a committee revised and developed a new elementary social studies curriculum. Included is a brief report of a study conducted to examine the effectiveness of the new curriculum. (Author/JDH)

Describes a series of 1991-94 events observed in an English primary school that are typical examples of school response to an externally imposed innovation--assessment of pupils against the progressive learning scale in the national curriculum. Focused reflective practice, through reference to change events and types of teacher response, enhances…

Reflects on a small-scale survey of nine schools in England where results of the National Curriculum test in spelling were particularly high. Discusses common approaches among the schools, including the teaching of spelling patterns and phonics; the fostering of early independence in writing and reading; and the regular learning of spelling at…

Suggests science taught at Key Stage 3 (ages 11-14) has changed little over the past two decades despite introduction of National Curriculum reforms. Notes high stakes testing at the end of Key Stage 2 (ages 7-11) has resulted in less experimentation in Year 6. Examines structural factors responsible for the current situation. (BT)

Uses data from the Performance Indicators in Primary Schools (PIPS) to compare the relative success of different classes in science in the National Curriculum. Discusses differences in terms of cognitive styles, training, and attitudes of teachers. Reports that primary teachers are considerably less confident about teaching science than about…

Explores primary teachers' perceptions of technology. Findings indicate that the perceptions held by primary teachers ranged from technology as the application of science to designing and making artifacts, and many teachers appeared to be confused about the relationship between the National Curriculum view of technology and that held by general…

This paper critically examines the English National Curriculum (NC) for History and its Schemes of Work's development of temporal cognition within the primary school. In addition, it outlines the findings of a longitudinal research study into Year 4 pupils' assimilation of historical time. The paper contends that the development of historical time…

During the 1980s and 1990s, the quantity of probability being taught in mathematics lessons in primary schools in England and Wales went from minimal to extensive and back again. A great deal of effort was invested in a project to incorporate probability into the primary curriculum that has now almost been abandoned. In this article I will attempt…

Examines critically the claim that in elementary school mathematics there is a national curriculum defined by textbooks and tests. Reports results of the content analysis of (1) student exercise portions of each lesson of a mathematics textbook series widely used in grades four through six and (2) commonly administered standardized tests of…

Argues that there is still an underdeveloped conceptual framework to the British National Curriculum's primary oracy curriculum as a whole, despite the recent School Curriculum and Assessment Authority's "Exemplification of Standards" booklet. Attempts to construct a useful conceptual framework for classroom oracy using different concepts which…

This study evaluated how 30 British primary school classes implemented inclusion of students with special educational needs (SEN) in the curriculum's literacy hour. It examined resources, teaching techniques, timetabling, personnel, classroom organization, location, and training. Findings indicated most SEN students were included in literacy…

Analyzed how British primary schools interpreted discretionary time, noting how that interpretation related to amounts of time given to different subjects within the National Curriculum. Surveys and interviews indicated that over half of the schools had 5% or less of the week available for discretionary time. Circle time and health education were…