This is the first in a series of information papers that are intended to supply information on matters of general importance to the educational system. It focuses on the complex committee structure for curriculum development in Scotland beginning in 1965 and outlines its growth up to the present. (Editor/RK)

Outlines current bilingual provisions, practices, and programs for the teaching of Gaelic at the preschool, primary, secondary, and higher educational levels of Scotland. Discusses curriculum development, resources and support structures. Classifies government policy toward bilingual education as one of "benevolent neutrality." (NEC)

Discusses the metacognitive skill of learning to learn and explores questions related to its importance for teaching. Describes work in progress that is designed to incorporate learning to learn into the curriculum for 10-14 year olds. Presents a hierarchical model of learning skills, strategies, and approaches and a guide for teachers. (JHZ)

Attentional skills (distractibility, attention span, goal directedness) are crucial in promoting or hindering progression through curricular targets, yet these strands are not included in "5-14" (national curriculum) guidelines. Proposes an additional 5-14 learning outcome with its associated strands and targets to encourage growth of…

Assesses the 5-14 Development Program, national guidelines for primary-secondary curricula in Scotland. Examines program objectives for mathematics, English, and environmental studies. Describes guidelines' possible ambiguities for teachers seeking tools for instruction and academic assessment. Suggests teachers' experience be used to further…

Examines religious and moral curricula in "5-14," a national primary-secondary curriculum model in Scotland. Faults moral curriculum for ambiguous description of universal values and terminology that fails to establish objective moral framework apart from "common" or personal judgement. Religious curricula faulted for…

This lecture seeks to (1) discuss the nature of resistance to the notion that Britain is a multicultural society, locating this resistance in the defence of an outdated view of the British national identity; (2) present some evidence of White pupil's negative views of minorities; and (3) identify aims and characteristics of effective schools in a…