Some developments in the World Wide Fund for Nature's Environmental Education Programme are discussed, in particular its research into whole school management of cross-curricular themes. Also considered is whether the so-called precautionary principle is an appropriate concept to include in the science curriculum and suggests the need for broad…

This article uses a science learning activity to demonstrate how Key Stage 3 of the British National Curriculum in science can be made accessible to students with special educational needs. It explains 11 steps of instructional development that help in identifying differentiated learning objectives and allow for appropriate assessments. (DB)

An analysis of the Language Awareness/Knowledge about Language components of the English/Welsh National Curriculum in English and Modern Foreign Languages is used to investigate the explicit awareness of language expected of secondary school students. The framework assumes increasing degrees of abstraction and the changes in types of…

Suggests that a properly conceived British National Curriculum for English has advantages. Points to English teachers who already emphasize the power of language to express thought and feeling. Notes that the achievement of attainment targets could be offset by reduced confidence, good will, creativity, and professional involvement. Discusses…

The article examines issues addressed by the British National Curriculum History Working Group concerning history instruction for students with disabilities. The working group's recommendations are summarized and assessed in regard to special educational needs. Potential problems are identified and suggestions for successful implementation such as…

Article examines the processes of forming and implementing the British physical education (PE) national curriculum and presents the essential elements of the curriculum, discussing the effects of the national curriculum on British PE to date, and noting possible implications for PE in the United States. (SM)

Survey of 43 British secondary teachers showed that the National Curriculum positively influenced teaching methods, encouraging greater variety in delivery and more active learning. Concern was expressed that these practices may be hindered if national assessment tests are narrow in nature and content. (SK)

Reports on a revision to the National Curriculum for Science in Great Britain that carries the danger of reverting to more prescriptive work with less emphasis on whole investigations. Uses a comparison between two exercises. (DDR)

Reviews how educational reforms and changes in political viewpoints have influenced gifted education in Britain, ways in which the National Curriculum support the educational experiences of all children, and teachers' perceptions of the role of the National Curriculum in both identifying and providing for gifted students. (CR)

Describes a study of the attitudes of 13- and 14-year-old student towards science. Involves the analysis of a questionnaire which shows that both boys and girls have positive attitudes toward science. Contains 26 references. (DDR)

Suggests that dissatisfaction with the chemistry curriculum is not a new phenomenon and that there appears to be a 30-year cycle of change. Recommends the use of a clear set of goals that would provide more exciting and relevant chemistry for all. (DDR)

Observes that the United Kingdom's National Curriculum pressures primary teachers to change their teaching methods, but research shows equivocal results. Argues that the problem stems from the way characteristics of classroom organization have been defined in various studies. Reports on nine case studies of change in rural primary schools. (DSK)

Focuses on the pedagogy constructed in Finnish state educational discourse. Reveals four essential changes in the use of language about teaching, learning, and schooling that have occurred since the 1960s. Finds that decontextualization must occur for the other three changes to be possible and credible. Discusses the appearance of school-free…

Asks whether the National Curriculum, introduced to British primary schools in 1989, has succeeded in raising standards of attainment in mathematics. Analyzes mathematics standards of eight cohorts of year 6 students from five primary schools from 1989 to 1996. Reveals no evidence of rising standards in attainment. (DSK)

Analyzed the mathematics standards of 8 cohorts of Year 2 children from five randomly selected British primary schools within one Local Education Authority; children had completed Mathematics 7 from the National Curriculum. Found evidence of stable standards of attainment over the eight years. Found fewer overachievers than expected. Examined the…