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Continuing professional development (CPD) is currently high on the Scottish Education agenda. Recent curriculum reform in Scotland, with the introduction of Curriculum for Excellence, places physical education (PE) at the forefront for its role in directly supporting learners' mental, emotional, social and physical well-being. This emphasis on PE, along with concerns about the health of the nation, has resulted in a nationwide initiative providing non-specialist teachers of primary PE with the opportunity to develop a specialism in the subject through government-funded CPD programmes at postgraduate level. Using Knowles' andragogical model as a framework, this paper reports data from a larger research study that evaluated a Scottish PE-CPD initiative. This paper comprises a single case holistic study investigating the impact and implications of a PE-CPD programme through the professional learning journeys, from the outset until completion, of four teachers: a nursery teacher, a class teacher, a cluster cover teacher and a PE specialist who participated in the programme. Data were collected over one academic year using two-stage questionnaire interviews and were analysed thematically with special attention given to the emerging general themes to achieve a holistic understanding of the case. Study findings endorse the positive impact of using the andragogical model of adult learning combined with the literature-supported characteristics of effective PE-CPD programmes. Teachers' perspectives on their CPD experiences, integration of acquired learning into working contexts and teaching post-PE-CPD were then examined to determine the next steps. This led to critical reflection on the implications of the findings for the teachers' ongoing professional development. We then challenged the role that university providers play in supporting teachers' lifelong learning. Instead, we suggest new school-university partnerships and alternative ways to support capacity building and lifelong learning towards a sustainable transformational change in Scotland's primary PE. [ABSTRACT FROM PUBLISHER]

Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland’s Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for Excellence. We focus on two case studies – secondary schools within a single Scottish local education authority. In the paper we argue that the nature and extent of innovation in schools is dependent upon teachers being able to make sense of often complex and confusing curriculum policy, including the articulation of a clear vision about what such policy means for education within each school. [ABSTRACT FROM PUBLISHER]

In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that ‘Our literature is the best in the world’ and that every pupil should study particular authors. The ‘cultural heritage’ model of English is increasingly dismissed by teachers and students However, it is this ‘cultural heritage’ model which is preserved in the discourse of politicians. This paper explores the role that literary heritage texts play in the discourse of education policy in the context of devolution in twenty-first century Britain and considers the drivers and differences which can be seen in England and Scotland. [ABSTRACT FROM PUBLISHER]