The aim behind this research was to investigate how pupils in an English middle school between the ages of 9 and 12 were beginning to understand the term 'Citizenship' within the context of their taught History sessions. The authors were keen to not only elicit their views and understanding, but also to see what patterns and issues were emerging which shed some light on how the teaching of Citizenship through History, in particular, was impacting on their perceptions. This was a particularly pertinent time to undertake the study given that the curriculum for schools in England was being reviewed by the Government at the same time. Therefore, through some exploration of the historical background, a clear methodological approach, and use of quantitative and some qualitative analysis, the authors have sought to show some of the possibilities, as well as some of the difficulties, of addressing the concept of 'Citizenship'.

This article considers how citizenship education can be forwarded through the curriculum in a primary school context. It specifically looks at how History teaching through a module of work in the National Curriculum (England and Wales) can be used as a vehicle for developing the concepts inherent within citizenship. It focuses on work with upper Key Stage Two pupils (aged 10 to 11) in a state primary school with a view to seeing how far they can comprehend the necessary knowledge and understanding required to effectively discuss citizenship-related issues. Given that citizenship has been given growing attention by government through the Department for Education and Skills at both primary and secondary level, it was appropriate to undertake a practical approach to questions of delivery.

This article considers how values education, and in particular the concept of Living Values, can be forwarded through a whole school approach within an English Primary School context. It specifically looks at how Living Values within the school has emerged from a consideration of the theory and practice of Values Education as this has developed over recent years. Given that the issue of Values is currently being discussed within the framework of the review of the Primary Curriculum within English Schools, this article seeks to show how the theoretical context and existing practice can play their part in the debate.

The aim behind this research was to investigate how one-year Postgraduate Certificate in Education Primary (PGCE) trainee teachers in England perceived the nature of the curriculum and the values inherent within it. A sample of 102 trainee teachers was asked to reflect through a detailed set of questionnaires on how they saw the issues facing them as they prepared to enter the teaching profession. The authors were keen not only to elicit the trainee teachers' views and understanding, but also to place the research within a historical context, as well as analyse and evaluate the responses, to see what patterns and issues were emerging within the national and international context. This was a particularly pertinent time to undertake this study given that, once again, the Primary Curriculum is under review by a newly elected UK government. Therefore, through setting out the historical background, and providing details of a clear methodological approach, as well as the quantitative and qualitative analysis and evaluation, along with an evaluative summary, the authors seek to show to what extent continuity and change in terms of values in regard to the curriculum exist.

This paper describes an ongoing EU project concerned with developing an instructional design framework for virtual classes (VC) that is based on the theory of Multiple Intelligences (MI) (1983).  The psychological theory of Multiple Intelligences (Gardner 1983) has received much credence within instructional design since its inception and has been implemented successfully in a wide array of traditional educational settings. Nonetheless, very little research has been carried out on developing frameworks for elevating MI into an e-learning environment. Specifically, the project hopes to adapt and utilize MI theoretical learning principles to create a virtual class specifically designed for instructing health and safety to construction managers. This paper explores the emerging principles from both theory and practice in order to identify the appropriate methodology for the successful incorporation of MI based instructional techniques in the virtual class design. Guidelines are provided on how the MI concept of ‘entry points’ can best be adapted for the specific learners (in this case construction managers) and class content (in this case health and safety). Of particular concern to this papers examination of ‘entry points’ is the potential for the deployment of intelligence profiling research to create a class tailor-made for construction managers while simultaneously adaptive to each learners individual needs. Emerging from this analysis, the paper will provide core recommendations including how to create problem based instructional activities that are directly related to both the participant’s intelligence strengths and to the class content.