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Introduction This paper explores the declared and formal and informal taught endodontic curriculum within an undergraduate dental programme in the UK as part of a wider study, which also investigates the learned curriculum. Management of the dental pulp was chosen due to the availability of clear internationally recognised guidelines.Method The declared curriculum was identified through existing course guides and seminar and practical session plans. The formal taught curriculum was identified by cataloguing all lectures, practical teaching sessions, seminars and handouts available to dental students. Questionnaires using clinical vignettes were used to explore the informal taught curriculum.Results Valid responses to the questionnaire were received from 25/40 (62.5%) clinical supervisors. Disparities between national guidelines and the declared and taught curriculum were primarily due to broad learning objectives and disparate information from lectures and supervising clinicians. Although the majority of formal teaching aligned with national guidelines, the main deviation occurred within the informal taught curriculum.Conclusion This study highlights disparities between current evidence-based guidelines and the declared and taught curriculum in relation to pulp management in a UK dental school. Recommendations are that all policies, procedures and protocols are updated and aligned to a contemporaneous evidence base annually, plus engagement with clinical lecturers, to enable more standardised teaching., (© 2024. The Author(s), under exclusive licence to the British Dental Association.)

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

Following calls to 'bewilder' (Snaza 2013) the pioneers of early education, this article positions Montessori pedagogy as a 'desire path' that acts as resistance to normative policy-driven pathways in early childhood education and care. Desire paths are alternative tracks made aside from officially established walking routes. In this paper I think with the metaphor of pathways and desire paths positioning an educator's choice to practice Montessori pedagogy as an approach which wanders outside of mainstream qualifications and education. To do this, I take fragments of a professional life story that chart the agentic nature of choosing Montessori pedagogy as a way to problematise how walking that desire line challenges, and defies normative pathways. I also propose a re-reading of Montessori's pedagogy, not as pioneering but as nomadic, and suggest that "social" desire paths enable Montessori education to be viewed as multiple, situated, alternative tracks to prescribed pathways.

Science curriculum development is currently focusing on 'scientific literacy', that is, that a science curriculum should prepare all young people for life, enabling them to understand and engage with scientific reports in the news media. So, what do the news media say about science? A UK newspaper survey conducted in spring 2003 showed that most science stories were related to life science, some to technology and earth science, a few to physics and none directly to chemistry. This 'snapshot' survey of one of the news media suggests that, in future, elements of physics and chemistry might best be taught through life, earth and technological contexts. [ABSTRACT FROM AUTHOR]

Volume 2 of this journal included an article (Canterford, 2003) which discussed 'segmented labour markets' in 'international schools'. Using an economics lens, that paper investigated the predominance of British and American educators, concluding that a form of discrimination existed which was driven by demand-side factors. In particular, Canterford identified a labour market dominated by British and American actors, asserting that 'requirements discriminate very effectively against teachers from certain areas of the world.' Our paper re-visits and advances Canterford's discussion, and argues that not only does there still seem to be a reliance on native English-speaking Anglo-American actors in what might be described as 'traditional international schools', but there is a further need to move beyond economic theory towards the application of a sociological one. By applying Pierre Bourdieu's "Social Field Theory" we show how positive discrimination in favour of native English-speakers from certain Western/Global North nations can occur within a discrete level of activity, creating a condition that is evident yet most often "misrecognised." A complex set of "doxa" endures within the arena, beginning at recruitment level and continuing within curriculum-delivery and teacher-retainment levels. We show how the field in general possesses a normative belief-system that promotes division within the labour market, yet at the same time makes it seem natural, legitimate, and 'legal'. This situation, the "nomos," is a powerful, structural condition that helps make positive discrimination in favour of British and American actors seem so fundamentally normal as to remain, for the most part, unremarked. The topic still requires substantially more investigation and validation. However, by theorising it, and thus better confronting it, we can arguably begin to deal with it.

Early in his paper, Radford discusses the origins of Western universities and argues that they were designed to provide a "very practical preparation for life and particularly for the professions, specifically law, medicine and theology." Radford then mentions how a core part of such education was grammar, rhetoric, and dialectic. Radford's purpose is to emphasise the practical nature of university education from the start and to imply that this should be its aim now. Throughout much of the paper he discusses the putative benefits of psychology and in so doing he is commenting on the nature of the modern world and its demands. Radford espouses a strange relativism about the subject, arguing that people ought to take seriously the "psychologies" of other cultures and embrace allied disciplines. This author does not share Radford's anthropocentric vision of psychology, which is about all behaving creatures, but rather advocates organising psychology along Niko Tinbergen's lines, which have emerged from the production of knowledge in the behavioural sciences and from a recognition of the explanatory requirements. The author's advocacy of Tinbergen comes from scientific judgement. In effect, market forces have tested Tinbergen's framework and the market has decided that it has value. The author argues that this market has not fully included psychologists who make curriculum decisions and claims that psychologists should pay attention to those in the human evolutionary behavioural sciences. Dickins stresses that academic psychology must be allowed to pursue scientific methods, develop new theories and falsify old, change frameworks, and follow particular interests as the market of ideas dictates. (Contains 1 footnote.)

Purpose: Drawing on human capital and sustainable career theory, this paper aims to explore university students' views regarding their self-perceived employability following participation in a mandatory module titled "The Global Marketing Professional". Design/methodology/approach: Overall, 80 students studying a full-time postgraduate master's degree in international marketing management at a northern Russell Group university participated in a two-wave study by completing a questionnaire during Weeks 1 and 9 of the module in the 2021/2022 academic year. Descriptive statistics, paired samples "t"-tests and quantitative content analysis were subsequently applied to the data set. Findings: Students' confidence in their self-perceived employability rose from 37.5% to 92.5%. This was supported by the paired samples "t"-tests' findings of increases at the item and composite scale levels. The quantitative content analysis found benefits of the module to include increased confidence, interactive classes, skills development, knowledge of the recruitment process, CV development, proactive career ownership, interview guidance and networking. Suggestions for improvement included increasing the amount of lecture time provided, increased accessibility via subtitles and opportunities for real-world experience. Originality/value: The contribution comes via the advancement of human capital and sustainable career theory by identifying empirically informed strategies for enhancing students' self-perceived employability within the university curriculum. Implications subsequently extend to universities, organisations and national economies.

Abstract In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation--England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of the curriculum in England, all PE curricula conceptualise health and wellbeing holistically. However, our analysis also uncovered complex health landscapes within curricula, where discourses move from notions of supporting and enabling pupil health and wellbeing towards a more concrete (and measurable) concept of health-related learning, often associated with public health goals of promoting physical activity. Furthermore, although the public health discourses are presented in a way that suggests that young people will develop knowledge and skills to support their health, closer scrutiny reveals that they may be more associated with discourses of risk, promoting 'healthy' behaviours to avoid 'ill health'. We conclude by suggesting that PE teachers need to develop a critical understanding of the health discourses within their PE curriculum. This will help them to navigate, interpret and enact curricula in an informed way, enabling them to challenge discourses that are deficit in nature, where pupils are taught how to be healthy, rather than having the freedom to learn about themselves and their health.

Aims: The present article seeks to explore the historical context of relationships and sex education (RSE) and examine the positioning of 'No Outsiders' within this. Consideration is given to the credibility of arguments against the implementation of No Outsiders in education settings and examination of whether diversity strands of 'sexual orientation' and 'gender identity' deserve the disproportionate amount attention they receive. Method: The paper utilises Erikson's Stages of Psychosocial Development (1950, 1963) to interpret the capacity of understanding of children and young people (CYP) in relation to an RSE curriculum. Contemporary research outlines the need for an environment which enables exploration. Further consideration deconstructs the argument for childhood innocence as a reason for not providing an informed RSE curriculum. Findings: The paper reports on the inherent difficulties of delivering an RSE curriculum, which may require the reconciliation and compromise of personal and societal values. Equally, there is a clear need for schools, institutions and society to remain steadfast and resolute in the face of discriminatory views. Limitations: The challenges in unifying groups who divide themselves on core issues is recognised, however a legislative backdrop frames the foundation for how this can be achieved. Conclusions: The 'No Outsiders in Our School' resource offers a fresh approach to the teaching of relationships education in primary schools (Moffat, 2015). Despite its seemingly harmonious early existence, the programme has suffered significant scrutiny, precipitating protests, vilification and condemnation by some sections of society. Matters of sexual orientation and gender reassignment deserve equal recognition as protected characteristics under the Equality Act (2010). Too often, the legitimacy of these protected characteristics are questioned or presented as 'other' within the context of equality. The move towards a more inclusive RSE curriculum should be brave in its embodiment of legislative policy.

This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers reported on in our first paper [McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research," 21 (4): 359-370.] identified a disconnect between how music education is currently realised in secondary school and how these researchers thought it should be taught. The findings from this expert panel were used to seed a two-round Delphi study where a wider international panel explored strategic issues facing the sector. In this paper, we report on the data generated from the first of these two wider Delphi rounds. Four areas were identified where gaps exist between actual and desirable classroom music teaching: the core purpose of music education, curricula content, curricular delivery, and context. Although panellists reached consensus on many issues, they held markedly different positions on others. These findings provide an agenda for exploration and reflection by researchers and practitioners, and raise the question -- is there a single desirable direction for twenty-first century secondary school music education?

This paper presents a qualitative systematic review of educational policy and practice on tackling intimate partner violence (IPV) among young people in the UK. Up to date, the majority of school-based IPV interventions were conducted in the US and now there is growing consensus among UK policymakers, researchers and practitioners as well to address IPV issues through educational practice. This review aims at gathering evidence of the type and nature of policies and institutional level practice adopted to tackle IPV issues among young people within an educational context, and what impacts these interventions have on mitigating the occurrence of IPV. In undertaking this review, three databases (Eric, BEI and Scopus) were searched and grey literature was manually added. Findings from the review suggest that the majority of interventions were effective in altering attitude and promoting awareness of IPV. Still, longitudinal studies are needed to see if changes in attitude can be translated into the effective behavioural alteration in real-life situation. Although most students expressed satisfaction toward the existing interventions, it was also found that lack of consideration of gender can lead to uncomfortable feelings among students. There were contradictory views regarding whether teachers or external experts would be a better person to deliver the intervention and who was the person students preferred to turn to for help. Besides, country-wide interventions are needed to make sure all schools have an opportunity to provide IPV education, and the support from the UK government is of crucial importance to make this happen.

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the 'gap' leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education ( GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. [ABSTRACT FROM AUTHOR]

Many approaches to political education take it to involve the construction of particular sections of the curriculum in which political matters are addressed -- named perhaps "civics" or "citizenship education". While these approaches have often been beneficial, they are all also problematic and controversial in some degree. Moreover, it is sometimes said that political education operates across a wide range of what happens in educational institutions -- for example, in the ways of behaving that are promoted inside and outside the classroom, in the general ethos of the school or college, and through its marking of significant dates or events. The approach adopted in this paper takes a more radical line, however, in that it resists the restriction of the political that these approaches assume. This is not to argue for the mobilization of schools and other educational institutions as instruments of politics. It is rather to try to show that matters of political significance are pervasive in the curriculum. The substance of the curriculum is an expression of what the culture takes to be important and of the values that the culture wishes to pass on. The fostering of those values must have some effect on the kind of society that is then promoted, and indeed this must be inherent in the aims of education.

Engineering, the "E" in STEM, is seldom taught as a distinct curriculum subject in English and Welsh schools to pupils under the age of 14 years. This contrasts with design and technology (D&T), taken in this paper to represent the largest contributor to the "T" in STEM (the remainder being taken to be the computing and digital communications aspects of ICT), which is currently taught to all pupils up to the age of 14 and remains a very popular option thereafter. The UK Government STEM programme (with sister projects: the LSIS 16+ STEM programme, the London Engineering Project and the 14-19 Diploma in Engineering) has provided large-scale action-research opportunities to better understand the nature of the T and E in STEM. This paper describes how the T and E in STEM have been found to be subjects in their own right and also to provide practical context for other STEM subjects. Some effective-practice guidelines have been established as a result, and these are discussed, but the paper concludes there is still much to do to fully establish the identity and character of the T and the E in STEM. Ideas for how this might develop are offered. (Contains 3 figures.)

As J. Radford (2008) points out in "Psychology in its place," the question of what role psychology should play in Higher Education is merely a subsection of the question, what is (Higher) Education for? In light of the large number of psychology undergraduates who do not go on to pursue careers in psychology, Radford argues cogently for a re-evaluation of the content and purpose of the psychology degree. This article presents the author's response to J. Radford's paper. This brief response goes further to examine the coherence of the current provision for studying psychology in post-compulsory education in the UK, and to ask whether the time has come to think more widely about the role psychology could play in the education of all children in the UK, through its inclusion in the compulsory school curriculum. There are practical problems involved with introducing psychology into the compulsory school curriculum and, justifiably, teachers will say that the curriculum is already too crowded. The author stresses that it is possible, therefore, that greater integration of psychology into the school curriculum could have the effect of reducing the gender imbalance. In Radford's terms, the teachers' challenge is to decide how the discipline of psychology should be presented by psychology the subject at each educational level, taking into account the aims of the course, the aspirations of the students and, at higher levels, the requirements of professional bodies. In presenting a coherent picture of the discipline of psychology to their students, teachers should ensure that, even at more basic levels, the subject of psychology emphasises the scientific nature of psychology the discipline.

When crises occur, revisiting given knowledge and practices seems sensible and necessary. For instance, the recent financial crisis in 2008 lead to questioning the role played by financial institutions and business schools in precipitating the crisis by allowing questionable professional ethics to go unchallenged. There is a current crisis in public administration in the UK, visible in the growing challenges to public sector professionals in their practice and in the increased questioning of the government as a guarantor of public services and welfare. To understand the current situation, exploring the role of public administration teaching and professional organisations in the UK is key. Have we perhaps neglected the teaching of ethics and public value as crucial tenets to the profession and to its practice? This paper explores the necessity, merits, and difficulties of embedding ethics and public value concepts into the curriculum.

This paper explores: (a) the impact of psychology education governance on our understanding of subjectivity and (b) how this functions for neoliberal capitalist structures. The ways-of-knowing, power relations and perceptions of subjectivity are approached through texts selected from official documents governing the curriculum, and qualitative interviews with psychology students, including postgraduates with teaching responsibilities. Discourse is analysed using Foucauldian theory. The key findings are that a positivist psychology curriculum (a) is largely market driven, (b) is a way-of-knowing that subjugates and objectifies the subject (c) works to substantiate individualist discourses and that, finally, (d) despite claims of neutrality, constructs a subject that works to meet neoliberal capitalist objectives.

Bioinformatics is an essential discipline for biologists. It also has a reputation of being difficult for those without a strong quantitative and computer science background. At Lancaster University, we have developed modules for the integration of bioinformatics skills training into our undergraduate biology degree portfolio. This article describes those modules, situating them in the context of the accumulated quarter century of literature on bioinformatics education. The constant evolution of bioinformatics as a discipline is emphasized, drawing attention to the continual necessity to revise and upgrade those skills being taught, even at undergraduate level. Our overarching aim is to equip students both with a portfolio of skills in the currently most essential bioinformatics tools and with the confidence to continue their own bioinformatics skills development at postgraduate or professional level., (© 2019 International Union of Biochemistry and Molecular Biology.)

The launch of the Transactions in 1923, exclusively for the publication of original scientific work, consolidated the standing of the Journal of the Textile Institute as a scholarly periodical, although the timing was fortuitous, reflecting the needs of the industrial research associations, then newly established in the UK following the 'neglect of science' controversy in 1916. The burgeoning output of papers from this source in turn acted as a major competitive stimulus for the transformation of textile technology in higher education from craft-based empiricism to scientific discipline, albeit incrementally. In the background was the apparent dichotomy between the industrial practitioner and the academic scientist. Higher education sought to bridge this gap while simultaneously adopting the ethos and practices of the applied science model for textile technology, thereby creating tensions internally which took many years to resolve. The paper reviews the emergence of textile technology as a scientific discipline during the inter-war years and acknowledges the defining role of the Transactions. [ABSTRACT FROM AUTHOR]

Purpose: Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies. Design/methodology/approach: The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter "et al." (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries. Findings: The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs. Originality/value: The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools.

This paper presents a philosophical approach to undergraduate curricula. The approach, informed by research, has been conceptualised as "socially critical vocationalism" (SCV). SCV is neither training nor pure traditional academic provision but an approach to curriculum that is academically defensible, practically relevant and socially responsive and may therefore go some way towards resolving the academic versus vocational tensions in higher education (HE) curriculum debates. The ramifications for the change in emphasis from traditional liberal HE towards more utilitarian, vocational and functional curricula are significant and it is hoped this paper will stimulate and contribute to the debate about this re-orientation of the HE curriculum. The paper offers new insights into curriculum philosophy and argues that SCV could provide a theoretical and evidence-based framework for the development of future HE curricula.

The dire implications of navigating the overwhelming whiteness of the education system for Black women is foregrounded by the author's autoethnography about her educational journey and experiences. Within it, the author illustrates the key role of her Black identity - despite being immersed in whiteness-- to provide a strong sense of self, pride and resilience, which ultimately leads to her survival in the unequal spaces of the education system. By way of her own educational experiences, the author shares how she becomes motivated to embark upon a PhD as a way to centre and affirm Black identities and in order to make palatable spaces within the hostility of whiteness. Drawing on her PhD research, which is framed by Black feminist epistemology, Critical Race Theory and Bourdieu's theory of practice, her findings, based on the semi-structured interviewing of 25 other Black British women graduates, illustrates that the participants share similar educational experiences and responses. The paper concludes by asserting that the attainment of Black girls and young women often does not reflect their strong commitment to education- which evidences one consequence of journeying into the 'heart of whiteness'. Therefore, the author argues for the necessity of more research and support for this diverse group.

Primary physical education (PPE) is increasingly being recognised for the role it can potentially play in setting a foundation for lifelong engagement in physical activity. However, the majority of the literature continues to focus on the negative features of the subject within the primary context. Whilst acknowledging the existence of these barriers, this paper sets out to take a proactive approach by presenting a conceptual framework for PPE that seeks to support a renewed and positive vision for the future. Based on ideas from complexity thinking, the framework represents a move beyond the more positivist and linear approaches that have long been reported to dominate practices in PPE and recognises learners as active agents engaged in a learning process that is collaborative, non-linear and uncertain. While acknowledging the contested nature of the complexity field, the paper explores how key principles, including self-organisation, emergence, similarity, diversity, connectedness, nestedness, ambiguous bounding, recursive elaboration and edge of chaos, offer a lens that views PPE as a complex system. With the children's learning positioned as the focus of PPE in the educational setting, the paper discusses how complexity principles interweave with the ecological components to help us better understand and more creatively engage with the complex nature of PPE developments. Specifically, these components are identified as PPE learning experiences and their associated pedagogy, teachers and their PPE professional learning and key environmental factors that include the physical environment and key stakeholders who influence developments across the different levels of the education system. The paper concludes by suggesting that this complexity-informed PPE framework represents an open invitation for the all those involved in PPE to engage in a collective process of exploration and negotiation to positively influence developments in PPE.

Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement. However, little attention has been given to the specific contribution a pedagogical model for outdoor adventure education (OAE) has to make to pupils learning. Purpose: This paper is presented in two parts. Part one is an advocacy paper and draws upon the broader discourse around models-based practice to make a case for the development of a pedagogical model for OAE. Drawing upon guidelines for models based approaches to physical education, this paper considers the theoretical foundation, rationale, review of research findings and major theme that inform the development of a model of OAE. Conclusions: The selected review of the research suggests that the major impact of OAE is upon the affective domain, particularly in relation to pupils developing a positive self-concept. Learning is also evident in the cognitive and physical domains, but this is secondary to learning in the affective domain. Drawing upon the analysis of the research literature, the major theme for the model is identified as "personal growth through adventure" and "OAE" is suggested as the name of the model. Part two of this paper builds upon these foundations to outline what a pedagogical model for OAE might look like in a secondary school in the UK.

Background: This paper is part two of a discussion about a new pedagogical model for adventure in the curriculum. It builds upon part one, the advocacy paper, which considered important theoretical foundations, historical influences and research outcomes of outdoor adventure education (OAE) in the UK. Purpose: This paper outlines how a model for OAE might be implemented in practice in schools in the UK. Four non-negotiable features of a pedagogical model for OAE are identified as essential for pupils to gain maximum benefit from their outdoor adventure experiences. Consideration is also given to other essential features of models-based approaches to physical education that teachers need to consider to underpin the model's authenticity, including pupils' readiness for learning, teacher expertise and knowledge, and assessment and future model validation. Conclusions: Four non-negotiable features of a model for OAE are identified as being mainly outdoors, experiential learning, challenge by choice and managed risk. Key concerns arising from the implementation of these non-negotiable features are considered. These include encouraging pupils to take more responsibility for their own learning, developing closer links between school OAE and local opportunities, supporting teachers in making judgements about pupils managing their own risk, developing teachers' expertise in reviewing and developing assessment tools that measure pupils' affective learning. [For Part One, see EJ1107185.]

Each country should look beyond the nationalistic stories and the everyday self-images popularly disseminated. UK students deserve an environment where school curricula, public debate, politics, media and memorials give balanced, factual and ethically informed narratives about Britain's past and current dealings with other races and nations. A mythical 'great' Britain underpins a 'racialized consciousness' shaping attitudes to race equality issues at home today and how of contemporary commercial colonialism is evaluated. 'White' is a socially constructed composite ethnicity with exclusionary and subjugating characteristics. With different national roots, and played out differently in different countries, the 2020 Black Lives Matter protests point to common, enduring global inequalities and injustices with 'white priority' at their root. This paper focuses principally on the school curriculum, its content and, how it is experienced and assessed. It examines understanding of, and attitudes towards, five interlocking themes: slavery; colonialism; 'righteous' wars; contemporary exploitative engagement with lesser developed nations; and racial and class inequalities in today's Britain. The limited current state of understanding of these issues poses challenges to the extension of multicultural education into meaningful antiracism and action for social justice. The school curriculum is only one part of wider action required to address (mis)understandings of Britain's past and present colonialism, to recognise current race related injustices at home and abroad and to resituate notions of 'belonging', ethnicity and equal worth. Even 'correcting' these perceptions, bolstered by the widespread 'Black Lives Matter' protests in many countries, will not lead to sustained improvements in racial justice without significant adjustments to legal, social and especially economic infrastructures.

This paper sets out to explore the perceptions of teachers towards assessment techniques at a secondary level private school of Karachi. This was conjectured on the basis of the circumstances of parallel boards in the education system of Pakistan and its effectiveness within the context with respect to the curriculum. This was gauged in line with the forms and techniques of assessment corresponding with the curriculum. A qualitative research design based on interviews was chosen for this study. Purposive sampling was used to select the teachers from a school. The findings of the study revealed that the General Certificate of Secondary Education (GCSE) is best suited to assess students' knowledge and skills and the teachers viewed that in order for students to be accomplished in this board, the ways of assessment must take a more meaningful measure of evaluating students' progress.

The article is a position paper on inclusive practice in education with respect to students with severe or profound and multiple learning difficulties (sld/pmld). It asks if children and young people with sld/pmld have been excluded from the policy and the practice of inclusive education. A review of the literature found that there is a research gap around inclusive education for learners with sld/pmld, and a review of historical and current practices indicated that this group of learners has indeed been excluded from both the policy and practice of inclusion in the United Kingdom with the use of curricula based on a mainstream linear and academic model reinforcing this exclusion. The study makes a theoretical and practical contribution to the continuing debate about inclusive education and will be of interest to teachers, parents, policy-makers and the learners themselves.

Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.

Previous research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers' perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students with special educational needs (SEN). The findings indicated that despite the difficulty of covering the curricula of the various grades, multi-grade teachers reported the implementation of flexible grouping practices (ability, mixed ability, social) for academic or social reasons. However, the tension between meeting the needs of the grade groups and the individual student with SEN were apparent, with some practices documented not necessarily inclusive. The importance of using appropriate grouping practices to enable teachers to include all students, thereby avoiding potentially negative effects of treating some students differently was emphasised.

All children are born with the gifts of curiosity and creativity--and an insatiable appetite for asking questions to find out about the world in which they live. Fostering these questions and developing inquisitive and investigating minds is one of the essential roles of parent and teacher, and the processes of enquiry are the necessary routes for nurturing and developing all children's potential for thoughtful discovery. The ethos of this paper is that "every child matters", and the underlying message is one of "inclusion with differentiation". The theme flowing throughout is that teachers and learners need to work interactively to construct knowledge; and, together, through this interaction, deep and sustained learning is promoted. When learners are truly involved in constructing knowledge for themselves, their motivation is high and both individual and group effort is sustained. Importantly, children in many communities are born into a rapidly changing technological world: they grow up using technological tools naturally, with ease and without fear, and they are often more proficient than their teachers! Learners are communicating globally, but all too often their technical skills and powers of communicating are not utilized in schools. In this paper Belle Wallace explains the Thinking Actively in a Social Context (TASC) Framework for thinking and problem-solving; Alessio Bernadelli recommends a wide range of software tools that he uses to develop TASC at secondary level; and Clare Molyneux and Clare Farrell describe a very successful primary project using TASC and Studywiz. (Contains 2 figures and 1 note.)

The intention of this paper is to make a contribution to religious education (RE)'s constant search for a rigorous curriculum identity. The Arts and Humanities Research Council (AHRC)/Economic and Social Research Council (ESRC) project "Does RE work?" has recently reported its findings, in which it concludes that RE suffers from too many competing expectations. A major reason for this is that, according to the report, policymakers have "freighted it with too many competing imperatives". Such imperatives range from religious literacy, through multicultural awareness, philosophical understanding, moral development and understanding heritage to sex and relationship education. In all, the project lists 13 such imperatives! It is little wonder then that the project echoes OfSTED's recent finding that teachers were under-confident and unsure as to the aims and purposes of the subject. The AHRC/ESRC project's findings also reflect a theoretical debate in RE that has been going on for some time. This debate might be termed "religious education and disciplinary identity". So, should RE be regard as a discipline in its own right, rather like history is regarded as a discipline, or is RE better understood as employing a number of disciplines such as philosophy, anthropology, psychology in its pursuit? This question of the subject's identity did not simply arise out a move from a "confessional" Christian identity to a multi-faith identity in the 1970s but was a live issue well before then. This paper takes the view that RE needs to prioritise its aims for the subject and place the aim of pupils' spiritual and moral development at the forefront of its concerns. In so doing religious educators need to continue the debate about the representation of religion in RE. (Contains 4 notes.)

What exactly has changed in the production of secondary school English over the last decade? To provide one part of an answer to that question, this paper takes the practice of annotation--a defining activity of the subject English in the UK seldom researched--and uses it as a device for uncovering aspects of changes in the subject. The theoretical approach is that of multimodal social semiotics with an historical perspective. A multimodal approach looks beyond language to all forms of communication. The approach used in this paper allows investigation of the interactions among changes in the social environment, policy, curriculum, technology, and student resources. The authors draw on illustrative examples from three research projects around subject English. Their analysis shows that by 2009, the policy, technological, and communicational landscape of school English had changed dramatically. Now the majority of English lessons are taught on an Internet-enabled interactive whiteboard (IWB) supported by scanners, visualizers, and wireless peripherals such as slates. (Contains 3 figures.)

This paper explores some of the unresolved tensions in higher education systems and the contradiction between widening participation and the consolidation of social position. It shows how concepts of capital derived from Bourdieu, Coleman and Putnam provide a powerful basis for critique, but risk a deficit view of students from less privileged backgrounds. These students are more likely to attend lower-status institutions and engage with an externally focused curriculum. The paper argues for greater attention to agency, and community and familial capital, in conceptualising the resilience of those from less privileged backgrounds. While the recognition of "voice" is important, a curriculum that acknowledges the context independence of knowledge is essential if these students are not to be further disadvantaged.

This paper considers contemporary "moral panics" around the underachievement of boys in school examinations in the UK and America. In the UK, in particular, the underachievement of boys is central to current "crisis accounts" about falling standards and failing pupils. "Underachievement" is a familiar word to those who work with young people, however, the term itself is not unproblematic. Indeed, for such a widely reported phenomenon, it is perhaps surprising that different perspectives as to the nature and importance of the concept exist. It is these different perspectives on a seemingly well-established discourse, along with an examination of the concept we call "underachievement" that form the focus of this paper. The importance of ensuring a fair and equitable schooling experience for all students is implicit in many societies, and a consideration of current moral panics surrounding the underachievement of boys provides a useful case study to help us consider what it is that we can reasonably expect from our schools and exactly which (if any) groups of young people are being let down by our education system. (Contains 3 tables, 1 figure, and 2 notes.)

Purpose: This paper has the purpose of exploring the potential for entrepreneurship education within veterinary medicine. It aims to examine some of the key themes in the entrepreneurship education literature, discuss the make-up of the UK veterinary sector, consider veterinary curricula requirements and illustrate how entrepreneurship education can benefit veterinary students. Design/methodology/approach: The approach adopted by the authors includes a literature review, in-depth discussion and the development of hypotheses for further study. Findings: Entrepreneurship education has the potential to make a valuable contribution to veterinary medicine curricula. This is due to the fact that the majority of veterinary graduates will work in or even own/co-own a veterinary business (i.e. a small veterinary practice) at some point in their career. In this context, the authors illustrate how entrepreneurship education can enhance both employable and day one/year one skills. The high entry requirements for veterinary programmes and the gender shift towards a predominantly female under- and postgraduate population add further interesting dimensions to the paper and present possible avenues for further research. Research limitations/implications: This is a conceptual paper and it is fully recognised that the concepts and hypotheses proposed need to be further developed and tested at the empirical level. Some interesting avenues for future research that could contribute significantly to this field are also identified. Originality/value: The paper highlights the potential value of incorporating entrepreneurship education within veterinary curricula. It also identifies how such incorporation can enhance students' employable skills and deliver many of the skills included in veterinary medicine's day one/year one competences' agenda.

Higher education in the UK espouses to develop intelligence and critical skills in undergraduates. To do this requires exposing students to challenge and thus risk. However, current models of quality assurance are risk-averse and thus potentially limit the scope of creative learning and teaching strategies. Using two case studies, this paper argues for a utilitarian risk-management model that can accommodate creative learning and teaching strategies, while making sensible decisions about risk management. (Contains 2 figures and 1 note.)

Background: This paper develops an analysis of how "educability" and "physical ability" are socially configured through the practices of physical education (PE) in schools. We pursue this interest as part of a broader project, shared by many in the wider community of social science researchers in PE, to better understand how "knowledge of the body" is produced, transmitted and "received" in and through the educational practices of schools, and how these processes relate to social justice, inequality, cultural reproduction and change. Purpose: Our specific interest here is in how the physical education curriculum is "encoded" with particular conceptions of education, childhood, development and "educability" and how these, when expressed through various pedagogical modes, may impact a child's opportunity to display or perform "ability" in PE classrooms and, ultimately, their "desire" to learn. Research design: Drawing on sociological concepts from Bernstein, the paper undertakes a comparative, narrative analysis of two curriculum texts, "Movement and Growing" (HMSO) and the "National Curriculum PE" (DFEE), both of which have sought to define thinking and practice in PE in the UK over the last 50 years. The former, influential in the 1950s and 1960s, is now a "redundant pedagogy"; the latter has defined PE in England and Wales since the 1990s. Findings: The analysis suggests that in the contrast between these texts we can identify two forms of pedagogy, each representing and reflecting distinctive political ideologies, versions of education and social control. The former ("Movement and Growing") predicates "horizontal relationships", the recognition and acceptance of diverse "abilities", shared needs and interests, and the achievement of personal value and status. The latter ("National Curriculum PE"), "vertical relationships", differentiation and the creation of "ability" hierarchies, and the ascription of positional status and value. Conclusion: The analysis invites teachers to consider whether modern variants of PE have liberalised or limited teachers' understandings of "ability", "educability" and how children learn to succeed and fail in PE. (Contains 4 notes.)

The purpose of this paper is to describe the Hong Kong (HK) school curriculum, especially the general curriculum for civic education and other social subjects, in relation to the political events of the 1984 Sino-British Joint Declaration, the 1989 Tiananmen Square Incident, and the return of HK's sovereignty from the United Kingdom (UK) to the People's Republic of China (PRC) in 1997. This paper will argue that since 1984, the school curriculum of HK has been marked by tensions brought about by political cultures shaped by the UK and the PRC, the bureaucratic mechanisms of which are used to make sure that those curriculum contents that are judged to be politically correct are taught in school. Over the last two decades the school curriculum has been depicted as being shaped by the emergence of the nation-state and the transfer of sovereignty. Granted that political and national education forms part of the school culture, the question of how to shape students to be patriotic through the curriculum will continue to be contentious.