What happens to opportunities for learning when some of the structures of schooling are remodelled? What do children and young people do with these new opportunities? Drawing on research into creative projects in a primary and secondary school, and an after-school club for looked-after children, this paper examines a different way of working in…

Potential benefits for learning that the outdoors may hold have been brought into increased focus in the UK by the recent introduction of a manifesto for learning outside the classroom (DfES, "Learning outside the classroom: manifesto"; Nottingham, Department for Education and Skills, 2006). This article draws on two recent studies of outdoor…

What is involved in the creative process? Investigates the teacher's part in all stages of developing the setting for stimulating the student's creativity. (Author/RK)

Author sees little evidence of aesthetic qualities in much that passes for "poetry" in schools. Her devastating attack illustrates the depth of her concern; her constructive suggestions illustrate the value of her contribution to thought and practice in this area. (Editor/RK)

Puts movement in the context of "thematic learning" and "thematic learning" in the context of a general approach to education. For a fuller picture readers are referred to his book, "Children and Themes." (Editor/RK)

Argues that the media, messages and the electronic world should find a place in the primary curriculum as a significant area in their own right. The school's objective should be to develop the concept of literacy so that children come to "read," understand and evaluate media and messages of different kinds. (Editor/RK)

To remove the adversary emphasis from pupil-teacher interactions, the author presents a simple model, showing how an intervention can potentially make a situation better, worse, or unchanged for the pupil and the teacher. A sample scenario is provided of two teachers dealing with a misbehaving child. (SJL)

Five key concepts in Home and Family Education were identified: Nutrition, Management, Interdependence, Development, and Protection. With the help of practicing teachers, main ideas within each concept were sequenced for instruction, based on the logic of the concept and the developmental stages of students, ages 8-13. (Author/SJL)

Case-studies of educational practice are not easy to find, especially case-studies by teachers able to present their practice clearly and effectively and willing to acknowledge that certain approaches proved unsuccessful or unprofitable. Author does this here, based on her experience as head of design in a Worcestershire middle school. (Editor/RK)

Discusses efforts to extend environmental education in primary schools so that children can have a sound basis for making decisions about the environment when they become adults. (RK)

Authors see the provision of an "aesthetic atmosphere" as one of their greatest challenges. One is an art specialist and the other is a principal. Outlines some of the ways in which they have successfully met that challenge. (Editor/RK)

This article tries to provide both a justification for primary science and an introduction to the kind of science which can be fostered by nonspecialist class teachers in primary schools. (KC)

Described is a science program for students in grades 3 and 4. Because there is only one hour per week set aside for science instruction, an attempt has been made to incorporate science into other subject areas. (KC)

Through a description of some of the activities which take place in his science classroom, the author makes a strong case for the inclusion of technology, or applied science, rather than pure science in the primary curriculum. (KC)

The authors suggest that simply by changing the method of questioning, a teacher can change not only the intellectual demands in the classroom, but also the range of thinking strategies that provide for understanding and competence. (KC)