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This paper summarizes and comments on recommendations of the Modern Foreign Languages Working Group concerning attainment targets, programs of study, and statements of attainment in Great Britain's National Curriculum. Strategies used in modern language instruction in Berkshire's special schools are described. (JDD)

Discusses shortcomings of the school curriculum, suggesting that students' long-term education interests are not fully served as long as teachers' freedom and creativity are limited and technical values are prioritized over humane ones. Presents cameos of children whose schooling spans the twentieth century to illustrate these shortcomings. (JPB)

Two sections of this newsletter are concrened with describing the present activities of curriculum projects and professional societies, in Great Britain, in the areas of science education and mathematics education. Announcements of general education activities, two articles concerning science education projects in Australia and Peru, seven short articles describing international conferences, an annotated publications list of science and science education books, and seven abstracts of journal articles and papers in science education also are contained in this document. (DT)

Advocates focusing on personal and social education in outdoor education, before addressing subjects in the National Curriculum in Britain. Discusses the development of professionalism in outdoor educators. Provides an assessment of progress scale for the goals related to professionalism. Proposes that outdoor education may be more secure as part of the youth service. (KS)

Examines the content of the British National Curriculum documentation published so far, as it relates to the education of Black children (here meaning non-White). Concludes that equal education is still a distant prospect in Britain. (DM)

This paper describes problems likely to arise as special education students in Great Britain follow the National Curriculum's programs of study in geography. The establishment of National Curriculum attainment targets which are based on prescribed content requires that teachers organize their classes into several groups working on different content areas. (JDD)

This article responds to a commentary (Colwill, Peacey) that discusses publication of QCA guidelines on developing the curriculum for pupils with learning difficulties. While acknowledging that the guidelines will lead to an evolution of good practice, it urges staff to continue to appreciate and value their own development work. (Contains six references.) (Author/CR)

This commentary discusses publication of QCA guidelines on developing the curriculum for pupils with learning difficulties. It links the guidelines to the recent review of the National Curriculum and identifies some of the contributions these guidelines can make to planning, teaching, and assessment. Challenges for practice and research are explored. (Contains three references.) (Author/CR)

Discusses the gulf between adult education theory and practices and looks at other British papers and reports on adult and continuing education issues and policies. Argues that insufficient thought has been given to adult education content and to the difficulty of integrating institutions with traditionally different types of curriculum. (MF)

In assessing pupils with special educational needs in conjunction with the provisions of Great Britain's National Curriculum, three areas should be distinguished: planning the next step for pupils' learning, assessing pupils' levels of achievement, and assessing the quality of education offered. (JDD)

This paper examines the complexity of teaching handwriting to meet the requirements of Great Britain's National Curriculum. Three major questions are considered: (1) what should be taught? (2) what are the teaching objectives? and (3) how will pupil progress be assessed? (JDD)

Many British students with severe learning difficulties cannot realistically be expected to complete Level 1 requirements of the National Curriculum. These students remain marooned on Level 1 and become failures through continual comparison with higher achieving peers. They should be offered appropriate non-National Curriculum programs of study and attainment targets. (JDD)

Environmental education in secondary schools in Great Britain has had a disappointing existence to date. The relationship between environmental education and other parts of the curriculum are explored, reasons for the lack of enthusiasm for environmental education in Britain are suggested, and some possible remedies to this situation are discussed. (RM)

Why radical feminism, which until so recently appeared to be firmly identified with movements toward a common curriculum, will now exert pressure toward greater curricular differentiation is discussed. Multiculturalism and its implications for curricula in Canada, Australia, Africa, and Great Britain are also examined. (RM)

Described on a comparative basis are the approaches to and the methods and effects of academic restructuring in the universities of the United Kingdom and West Germany. Selective steps have been taken in both countries to protect and strengthen science and technology, especially research in these areas. (Author/RM)

In discussing the curricular needs of the United Kingdom's immigrant minority children, the author analyzes various social accommodation models (melting post, cultural pluralist, multicultural) and proposes a "human rights" model of education, with curricular adaptation to specific minority problems: identity conflicts, communication problems, and unequal access to community resources. (SJL)

The author outlines five major problem areas in declining secondary enrollments: space accommodation, curriculum, administration, staff employment, and school reorganizations. He suggests ways to turn these problems into opportunities for educational improvement. (SJL)

From his 20 years experience in modeling a comprehensive school according to genuinely comprehensive principles, the author gives a considered statement of his objectives and experiences. (This article is part of a theme issue on comprehensive education in Britain.) (Editor/SJL)

Discusses two methods of curriculum policymaking in Great Britain. In the first method, a "philosophically competent" person who serves as the central authority figure makes decisions. The second method involves a participatory decision-making process. The author argues that a committee, following national educational guidelines, will make better decisions. (AM)

A rejoinder to Smithson's article, "Curriculum Policy-Making at the School Level: Two Approaches" (v15 n2 p215-28 1981). The author stresses that competent philosophical reasoning contributes to better decisions in curriculum policymaking. Such competence is necessary regardless of whether the decisions are made by administrators or representative committees. (AM)

British educational policy on inservice training has established as a priority the training of classroom teachers to meet special educational needs of their students, using a curriculum-focused, whole-school approach. Three issues require consideration in the policy's implementation: academic organization, social climate of the school, and teachers' job satisfaction. (JDD)

A survey of 25 teachers from special schools in Great Britain concerning issues of assessment for Key Stage 1 of the National Curriculum reports on teacher training, administrative help, use of teacher assessment, reporting results, assessment modification, classroom organization, and pupil reactions. Curriculum implications are noted. (DB)

Views of Great Britain's Economics Association concerning the need to equip all secondary students with some economic awareness and understanding are presented. Discusses the meaning of economic awareness, where it should be provided in the school curriculum, teacher education, and curriculum development. (RM)

Responds to Andrew S. Hughes' preceding article in this issue of "Educational Leadership." Notes past American debates over basic and general education and warns that trends toward educational retrenchment in the U.S. and Great Britain may lead schools to limit the mass of students to basic literacy education. (RW)