Andrew Turner, who teaches in a school for pupils with severe learning difficulties, considers the teaching of history by teachers of such pupils and suggests that the skills of imaginative reconstruction and empathy are relatively neglected areas, particularly when dealing with distant historical periods. Recent research with mainstream primary pupils illustrates the possible parallels and the article gives details of a small‐scale study of one group of Key Stage 3 pupils.

Improving academic quality requires feedback from students since they have specific insight in their lived educational experience. Most institutions assess educational experience by evaluating individual modules. Few institutions collectively review evaluation data from multiple modules or explore this data for evidence of curriculum transformation. The University of Pretoria developed four curriculum transformation drivers and the School of Health Systems and Public Health developed and implemented 19 transformation-related statements. We revised the standard endof-module evaluations to explore student experiences regarding the implementation of these drivers. 45 modules were reviewed. The quantitative data were analysed in Excel. Qualitative data were analysed using an inductive approach with open-coding. We generated categories and themes before comparing these to the curriculum transformation drivers. Four major themes emerged from the qualitative data: reflecting the "what", "why", "when", "where", "how" and "who" of the student experience. Categories and subcategories were explored and linked to the quantitative results. The results show that the students valued their educational experience and felt valued as students. The students' voices provided a rich source of data regarding curriculum transformation and included detailed suggestions for quality improvement. Our study presents substantive evidence of authentic educational and philosophical intentions that were realised in practice.

According to recent NDNS data, milk and milk products constitute main source of dietary calcium in the UK (1) . Due to sugar and fat content, the nutritional profile of flavoured milks may be unfavourable and contribute to excessive energy consumption. In contrast to sugar-sweetened beverages (SSBs), flavoured milk, is more nutrient dense and could contribute to overall improved nutrient intake in children (2,3) . Carbohydrate and Health report (4) stipulated that the daily energy intake derived from free sugars should not exceed 5 %. Sweetened milk products may be outside of the initial focus of food industry in reformulation, as these products are not covered by the soft drink levy (5) . Nevertheless, in response to the Government's plan, action is required to address the excessive free sugar consumption in children whilst improving intakes of other nutrients. The aim of the current study was to analyse school children's acceptability of chocolate-flavoured milk (CFM) with a reduced sucrose content. A control CFM was developed using a leading supermarket's own brand chocolate-flavoured milk as benchmark. In subsequent trials, sucrose content was reduced by 30, 40 and 100 %.The acceptability of the CFM samples was tested using a previously validated 7-point facial hedonic scale (6) in a group of 56 schoolchildren (4-10 years old) recruited through a school in Greater Manchester. Control CFM, CFM with sucrose content reduced by 30 % (A), CFM with sucrose content reduced by 40 % (B), and CFM with sucrose content reduced by 100 %(C) were provided to children. Children were asked to score each of the samples from 'super bad' to 'super good.' The study obtained the approval of the research ethics committee at Manchester Metropolitan University. Informed parental consent was gained.

This study reports on a programme of professional development in a single context; the development of National Curriculum core subject expertise amongst staff in a large all age special school. Links between professional development and whole school development are explored and some of the tensions found within the case study school are described. The importance of institutional history as a factor in school development is stressed. It is argued that any target setting process needs to take account of an organisation's history and that target setting within the sphere of professional development is likely to be complicated by the possibility of conflicts between national, institutional and individual agendas. It is suggested that ultimately the process of professional development may, in itself, further complicate institutional target setting as individual members of staff develop and articulate their own values. Background This article describes an attempt by one large special school to implement a professional development programme targeted on the development of knowledge in National Curriculum (NC) core subjects, while at the same time addressing wider issues of professional development. The programme was developed by the Head and his Deputy, in conjunction with senior university staff from Manchester Metropolitan University (MMU). The impetus for the project came from two sources; a recent Office of Standards in Education (OFSTED) inspection, which highlighted the need to develop teachers' subject knowledge in English, Maths and Science, and more fundamentally, from the belief of the Head and Deputy that a link with a University could provide a powerful tool for individual PROFESSIONAL DEVELOPMENT IN A SPECIAL SCHOOL

This paper reports the findings of a case study carried out in a special school catering for pupils with a wide range of learning difficulties. It looks at the way a group of Year 1 and 2 pupils responded to a series of teacher-planned and conducted story-telling sessions using pictures and a piece of commercially available software designed to provide a framework for storywriting. The findings are discussed in relation to existing research on story-telling by pupils with learning difficulties and to the concept of using Information and Communication Technology as a means of 'scaffolding' children's development in this area. Some wider issues relating to the development of the pupil's learning through story-telling are discussed.