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In this paper, the author considers the contribution of creativity to pastoral care in education. Since its advent in English schools in the early 1970s, pastoral care has placed the affective realm and individual enrichment centre stage in both its curriculum aims and teaching approaches. These principles have, however, had much to contend with over the past 50 years; from the obtrusive effects of state intervention in schools, to the challenges confronting young people growing up in increasingly complex societies. For many teachers and practitioners, engaging young people in creative pursuits has come to be regarded as a necessary counterpoint to increasingly performative school cultures and an essential means to enabling vibrant forms of positive self-expression. The power of creative activities has received new impetus as a pastoral concern in light of two national trends. The first as creative arts provision in the curriculum in English state secondary schools declines as a consequence of Government qualification reforms, and second as an increasing number of young people are referred to Alternative Educational Provision with mental health issues. As a consequence, many pastoral educators have turned or, indeed, returned to creativity and creative practices as a primary means of supporting and enriching the lives of young people, particularly for those who now struggle in contemporary school environments. In light of these developments and drawing on research and practice in the field of creativity and pastoral care, this paper aims to cast further light on creativity in pastoral education. [ABSTRACT FROM AUTHOR]

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]

Curriculum and its associated assessment are at the heart of educational systems worldwide. In light of perceived national educational stagnation or decline, as well as of performance in international league tables such as Programme for International Student Assessment (PISA), countries have embarked on curriculum and assessment reforms. This is particularly true in England, where currently wholesale changes are being introduced throughout the system. The curriculum and qualification system in England privileges that which is tested over any other expression of knowledge, which leads teachers to concentrate on teaching what is assessed, either externally through examination papers or internally through coursework. In the summer of 2012, following curriculum and assessment reforms to General Certificate of Secondary Education (GCSE) qualifications, serious concerns were raised about the marking and awarding processes for GCSE English, culminating in legal action. Using that experience as an example of assessment policy and practice gone awry, this article explores the ramifications of rapid qualifications changes and posits that some of the problems that plagued GCSE English in 2012 could be repeated, albeit in different guises, after revised qualifications are introduced in 2015. [ABSTRACT FROM AUTHOR]

This paper describes an exploratory trial conducted with 14–15 year-old students in English state schools who were studying business start-ups as part of a course in “Business Studies”. The intervention uses a “Story Grammar” strategy to improve students’ reasoning by increasing the frequency and complexity of their use of “connectives” such as “when”, “if” and “because”. The analysis reports positive effects of the intervention on students’ understanding as judged by the use of a standard examination style mark scheme, and the number and complexity of connectives used by students in their extended writing. By reporting effects on immediate target variables we are able to examine the causation with precision. Effects are reported through standardt-tests and effect size. We also discuss the design of the experiment and comment on its practicability as a model for investigating effects of classroom interventions. [ABSTRACT FROM PUBLISHER]

In the United Kingdom, curricular music education has seen two main waves of development and is in the process of shaping a third. Ideas from the second wave have maintained theoretical dominance to the present day, despite the concerns expressed by some about their practical implementation. This paper suggests that problems with the implementation of second-wave ideas have been caused by hermeneutic complexities inherent to the word ‘music’ as well as by an ongoing ideological debate about the proper purpose of music education. It is proposed here that by approaching musical learning in the emergent third wave through the sub-discipline of ‘music theatre’ – and by conceiving that term in its broadest sense – this interpretive difficulty can be avoided whilst many practical advantages may be reaped. The notion of music theatre as a key component of music education's third wave is explored alongside its theoretical prerequisites, and a number of questions are identified for further consideration. [ABSTRACT FROM PUBLISHER]

The incorporation of peace and war into the curriculum poses problems to teachers, especially in an examination-focussed school system. Whilst recent research concerning conflict has considered conflict-resolution within schools, and difficulties teachers face teaching about terrorism, little has been written on teaching 21st century war without the high-profile deployment of UK troops. In this article, I examine how peace and war are taught in an English school. After identifying the school's overall war-focussed discourse, I focus on the practices of an ex-services English teacher and his techniques to debate, discuss, and ultimately problematise war creating a space akin to Foucault's heterotopia. I argue this 'other space' allowed him to develop his practice and there is evidence of the heterotopia 'leaking' further afield. I suggest that although there are limitations to the classroom-as-heterotopia, it can nevertheless provide a space for practitioners to disrupt the wider discourse within their schools. [ABSTRACT FROM AUTHOR]

Discusses the occupation of the curriculum high-ground in secondary schools by the Technical &Vocational Education Initiative (TVEI) in Great Britain. Impact of the occupation on initiatives in teaching and learning; Influence of many of the central organizing ideas and educational themes of TVEI of the working practices of curriculum areas; Result of the redefinition and reconstruction of the TVEI by its sponsors and by curriculum coordinators in schools and colleges.

The article focuses on the Canadian curriculum concept of science education in British and U.S. secondary schools. British and U.S. education does not have an equal effect on Canada's educational system. Canada's geographic proximity to the U.S. aided American influence. It is suggested that nations including either England and Wales or Canada should review not only their own history but also other nations' contributions to a discipline prior to innovation. Great Britain's history of science education has periods of distinct emphases which include education traditions such as laboratory-oriented science teaching and a high degree of subject specialization. With regards to U.S. science education, curriculum developments are readily available.