Exclusion from school in Scotland and across the UK:Contrasts and questions

This article draws on findings from the first cross‐national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all‐time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK

Where Will Future Secondary Food Teachers Come From in England?

This chapter asks ‘where will future secondary food teachers come from in England?’ It tracks the evolution of food teaching in the curriculum, tracing its origins in domestic science through to the present focus on food, nutrition and preparation. To answer the question it is necessary to understand the unintended impact and consequences of changes to the English school curriculum and the direct impact this has had on recruitment to initial teacher training. It is also necessary to understand the social impact of good food teaching within the context of the health of the nation and in particular children. To deliver a quality food curriculum in English schools we need skilled food teachers. The progression pathway through food education needs reinstating so that food teachers of the future can progress from General Certificate of Education (GCSE) for pupils aged 16 years, through Advanced (A) level for pupils aged 18 years, to subject-related degrees and on to teacher training. Without such a route, it is questionable that the subject can survive on the curriculum