A historical overview of the development of the British middle school system is presented in this paper, with a focus on the impact of the national curriculum established by the Education Reform Act of 1988. Based on field observation, information is presented on curriculum, the role of head teachers and faculty, parental involvement, and student activities and assessment. Outstanding characteristics of the British middle school system include a grading system that amounts to a dialogue among teachers, students, and parents and the use of thematic teaching. Negative factors include the adverse effects of the national curriculum, visible in the emphasis on "parents as consumers" of education and the importance given to the meeting of various attainment targets, a new funding formula, and local school management which requires educators to assume many of the functions of business managers or accountants. Special focus is given to potential problems that may develop unless an equitable funding plan is developed. Appendices contain information on school assembly activities, discipline, thematic topics, and science class instruction. (22 references) (LMI)