This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year the project has explored the work of 16 practitioners working with 3-5 year old children, using a range of methodologies including questionnaires, interviews and reflective dialogues (based on video recordings of particular classroom episodes), reflective journals and child assessment checklists. The development of the range of abilities involved in becoming a self-regulating, independent learner has been conceptualised in terms of research and theory relating to the development of 'metacognitive' abilities and dispositions.It is argued that, while the development of independent learning is generally accepted as an important educational aim, current trends in Primary education which have encouraged a more teacher-directed approach, are not helpful. The paper advances a model of independent learning which is based on developmental psychological research, and presents interim findings from the project which suggest that even our youngest children are capable of considerable independence in their learning. While particular pedagogical techniques and approaches need to be developed, many of these are wellestablished and researched, and can be shown to be effective in fostering independent learning abilities within the Primary school context.

In England and Wales, 16-19-year-old students are given considerable subject choice. Many follow Advanced (or A) level courses in three or four subjects and economics is a popular option. Within a wider study of A level teaching and learning, subject choice was explored. Two questions were considered: (1) Why do students choose to study A level Economics? (2) What skills and knowledge do students expect to gain which will help them when at university or in a job/career? Questionnaires were sent to 16-19-year-old students in a representative sample of 100 schools and colleges following a popular A level Economics course. Eighteen schools and colleges responded, returning 228 questionnaires. Additionally, four students were interviewed in-depth about their experiences. Quantitative analysis revealed that a large majority of students chose A level Economics because they thought they would enjoy it. At least half of the students believed they could gain an understanding of national and international economics which would help them subsequently. Only 15% identified more generic skills, such as decision making, as being of value later in life. The findings offer a useful overview of students' motivations for studying economics in England and Wales.

There has been a long-standing debate about how 'English' can be defined. Educational policy changes have typically been driven by differing representations of the subject, and have ranged from broad 'aesthetic' definitions to more narrow 'functional' views. The present study aims to analyse areas of consensus and contention in stakeholders' discourse regarding English. A questionnaire-based survey and focus groups were used to explore how teachers and employers viewed English as a subject. Their views were conceptualised into three themes: the importance of functional English; English as atomistic versus holistic study; and English as critical thought. These themes are discussed in relation to historical definitions of 'English', and their implications for the future reform of English qualifications. KeywordsAssessment, curriculum development, literacy, policy, secondary English IntroductionThe subject of English has long attracted controversy (Raban-Bisby, Brooks and Wolfendale 1995). This article gives a brief outline of the discourse of divergence that has surrounded the narrative of English since the middle of the last century. It also outlines some of the voices that characterise these divergent positions (particularly around academic and vocational perspectives), and discusses their implications for assessment development.

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We explored teachers' views and students' experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they undertook. Forty-seven teacher questionnaires and 299 student questionnaires were completed. Over half of the students claimed to undertake at least some extra activities. Although a few teachers thought teaching beyond the syllabus was unimportant and unnecessary, over 70% felt it should be undertaken if time allowed. Teaching efficacy was measured by comparing each teacher's students' Mathematics results with those students' results in other A level subjects. Significantly more teachers with relatively high Mathematics results than with relatively low results believed teaching beyond the syllabus strengthens and expands students' existing knowledge and adds interest to the course.