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Education for citizenship is firmly on the policy agenda throughout Britain, and there is an expectation that teachers will create a participative, consultative ethos in schools. This paper identifies three main vehicles for pupil consultation: elected pupil councils, democratic and participative classrooms and opportunities for pupils to engage with controversial issues within the curriculum. It focuses on a longitudinal study of pupils' experience of democratic practice in Scottish schools in relation to these vehicles. Evidence from a diverse sample of primary schools illustrates the way in which upper-stage pupils are encouraged to participate in decision-making processes and engage in the discussion of contemporary social issues of their own interest both in the classroom and during pupil council meetings. In addition, further evidence of the extent to which these same pupils' experience of the democratic process evolves following their transition to secondary school is reported. The paper raises new questions about the extent to which Scottish pupils may be exposed to a progressive model of democratic education, and suggests that children may be given more opportunities for consultation in primary school than they are in the early stages of secondary school. [ABSTRACT FROM AUTHOR]

This paper traces local authority engagement with development of the primary curriculum across the century from 1902. It aims to extend an understanding of the LEA contribution to curriculum development, its benefits and its deficits, throughout the processes of decentralisation and centralisation which have characterised government policy over the course of a century following the 1902 Education Act. It argues that historical perspectives are needed to inform the pursuit of solutions to a fundamental dilemma: how best to engage teachers in curriculum development on a local scale at the same time as maintaining equal access to curriculum opportunities on a national scale. Drawing on the educational press as a primary source, it focuses on three key dates at 25-year intervals seeking to identify some of the leading issues and arguments, and references are also made to oral history evidence. [ABSTRACT FROM AUTHOR]

Introduces a series of articles on the educational policies of the British Labour Government from its assumption of power in May 1, 1997 to 2004. Early years of the Labour government's implementation of its educational policies; Developments in the various stages of schooling; Improvements to the special education curriculum.

Provides information on a study which assessed the relationships between the constructs, domains and performances context of the National Curriculum for England and Wales. Description of the analytical framework used; Levels of attainment in the National Curriculum; Conclusions.

Presents information on a study which examined sections from the Crowther Report addressing the issue of breadth in the post-16 curriculum in Great Britain. Context of the report; Overview on the proposals of A. D. C. Peterson; Information on an article from the `Times Educational Supplement,' in July 7, 1961.

Analyzes results from Key Stage 1 National Curriculum tests in Great Britain in 1995. Use of multilevel modelling; Influence of reading attainment on mathematics test scores; Effects of background variables such as sex, age and nursery education.