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This paper presents the findings from a survey of Primary One and Primary Five teachers' experiences of delivering the new learning area personal development and mutual understanding (PDMU) in its first year of implementation in the Northern Ireland Curriculum, September 2007-June 2008. The study was funded by St Mary's University College, Belfast. The survey was based on a postal questionnaire sent out to a stratified sample of 350 primary schools in October 2008 and explored the following aspects of PDMU: training and resources; teaching methodologies; assessment; and implementation and outcomes. The findings suggest that teachers are on the whole successfully implementing PDMU in accordance with the guidance from the Council for Curriculum Examination and Assessment, and that the impact on the pupils, classroom and school has been beneficial. Constraints are nonetheless identified of time, training and teacher confidence. The conclusion confirms the consensus on the importance of PDMU; however, more research is needed on the long-term impact of how PDMU enhances learning and influences behaviours, taking into account not only the views of teachers and pupils but also research that is carried out by these key stakeholders. [ABSTRACT FROM AUTHOR]

This paper reports on an investigation into the quality of the learning experiences for 4–5‐year‐old children in Northern Ireland schools in the context of the debate about play‐based and formal approaches to learning and teaching. Detailed observations were carried out in 70 Year 1 classes: 38 in traditional Year 1 classes where the Northern Ireland National Curriculum is being delivered, and 32 in Enriched Curriculum classes, where a more developmentally appropriate, play‐based and child‐centred curriculum is being piloted. The quality of the learning experience in each class was assessed using a structured observation schedule, i.e. Walsh and Gardner's Quality learning instrument . Overall the Enriched Curriculum appears to be providing 4–5‐year‐old children in Northern Ireland with a higher‐quality learning experience. The children are given more opportunities to act independently, are engaged in more challenging activities and are more learning disposed, and they show higher levels of emotional, social and physical well‐being. The findings are discussed in terms of what constitutes an appropriate curriculum for this age group. [ABSTRACT FROM AUTHOR]