This discussion considers implications of the British National Curriculum for young students with multiple sensory impairments, suggesting that "disapplication" is preferable, to allow emphasis on basic skills, followed by application of a modified curriculum at a later stage in the child's schooling. (DB)

This paper describes how sixth form girls in England provided music experiences to young children (ages 3-9) with severe learning difficulties. The weekly sessions involve individual sessions and use of various instruments. The relationship of the music therapy program to the National Curriculum is noted. (DB)

A survey of 60 special schools serving physically disabled children (ages 14-16) in England and Wales determined that 70 percent of the schools did not teach foreign languages, and small percentages did not offer history, music, and geography. The impact of the National Curriculum on these students and schools is discussed. (JDD)

Describes restructuring in a Western Australian school district. Provides background information and summarizes findings of a case study exploring what primary teachers thought about the restructuring of their work. The 60 teachers interviewed generally thought the restructuring process negatively influenced their curriculum work. Teachers felt…

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)

The problems and possibilities that have arisen since the Key Stage 3 of the National Science Curriculum was implemented in the United Kingdom are discussed. The assessment strategies used with various attainment targets are described. The influence of the National Curriculum on testing is addressed. (KR)

The headteacher of a British secondary school for students with moderate learning difficulties reports on their experiences in teaching French including obtaining government support, supplementing mainstream instructional material, and a trip to France. The school's experience is related to National Curriculum foreign language requirements. (DB)

Questions the usefulness of "unitary" English, which subsumes language and literature as a prominent feature of much progressive pedagogies. Proposes that language and literature instead be separated and thus radically transformed. (HB)

Presents the results of a survey of teachers on the use of games in science teaching. Teachers were more likely to use games in mathematics or language arts than in science. Findings indicate that if science games were more widely available, less expensive, and relevant to the National Curriculum, teachers would be more likely to use them as a…

Describes the progress made in Northern Ireland toward the introduction of GCSE science curricula in postprimary schools. Documents the move from separate courses in chemistry, physics, and biology to integrated science courses. (DDR)

Focuses on further education (FE) in Great Britain and describes the nature of science education within the program. Describes the Spotlight on Science project which focuses on chemistry, physics, and biology. (DDR)

Examines the future of biology education in Great Britain and concludes that its aims and focus will need to continue to develop. Makes recommendations for teacher and student control of the curriculum, environmental education, and bioethics. Contains 16 references. (DDR)

Argues that physics should be made more attractive to young people by linking the teaching of it to the real world and human culture. Focuses on the results of an initiative to reform physics education. (DDR)

Reviews the development of education-business partnerships in the United Kingdom and raises a number of issues about definition and purpose. Discusses the difficulty of establishing an educational framework for such enterprises. Contains 31 references. (DDR)

Provides an account of one teacher's experiences creating and learning to market educational games. Urges others to consider developing educational resources. (DDR)