This paper discusses the conceptual and methodological challenges facing two researchers investigating the development of interdisciplinary curricula in two new secondary schools, one in the UK and one in New Zealand. It is a discussion of research in progress that will be of interest to readers because of both the methodological challenges discussed and the research area itself. The key issue we identify is one for both researchers and teachers: how might the concepts and perspective of one discipline be brought into a relationship with another to enable deep learning? This question in turn highlights a key methodological challenge: developing the means to describe and evaluate new forms of curricular design and implementation where a traditional discipline‐based curriculum has been rejected in favour of interdisciplinary ones. The integrative aims of interdisciplinarity are also examined. We employ Bernstein's (2000) concept of knowledge structures and languages of description to theorise a continuum of approaches to curriculum integration, from functional to principled. This methodological manoeuvre is made possible by the development of a translation device. This procedural mechanism makes accessible to analysis the organising principles that are in play in the interdisciplinary curriculum design practices we have observed. We conclude with recommendations for the interdisciplinary curriculum researcher.

Three cases of ocular trauma caused by surfboards are reported. The severe nature of the injuries is discussed and the prevalence of this type of injury is reviewed.Key words: Surfboards, ocular trauma.Three patients with surfboard injuries to the eye and orbit are presented. They occurred over a six-month period and were notable for their severity and the fact that they occurred in fit young men who were all experienced surfboard riders. CASE HISTORIESCase One AS was a 19-year-old male laboratory technician, struck in the right eye by his own surfboard on 12 December 1984. He was wearing a leg rope and the front point of his board struck his eye when he came off the wave. He did not lose consciousness.On examination on 12 December he had fullthickness right lid lacerations involving the medial region in both upper and lower lids. The lids were laid back toward the temporal side, exposing a disordered oedematous mass of conjunctiva without any visible globe structures.Under general anaesthesia the lid lacerations were confirmed. His globe was ruptured at the limbus from 10 o'clock to 4 o'clock and the intraocular contents had been extruded and were not in the wound. A small amount of uveal tissue remained at the posterior pole. The bony orbit was normal.The remaining uveal tissue was excised and the limbal wound sutured. The upper and lower lid lacerations were repaired and the medial canthal attachments repaired. Case TwoLF was a 24-year-old male who was struck in the right eye by the point of his board while wearing a leg rope after he came off a wave.On initial examination on 24 December 1984 his visual acuity was He had right traumatic mydriasis and a microscopic hyphaema. The right eye was proptosed 3 mm and showed limited elevation and a right hypertropia. There was periorbital oedema and bruising.Examination of the vitreous and posterior pole was normal. Initial plain x-ray examination revealed blood in the right maxillary sinus but no evident fracture. right and 74 left.

This paper draws on initial findings of a project 'Digital Futures in Teacher Education' (DeFT) undertaken in 2011-12 as part of the third phase of the JISC (Joint Information Systems Committee) UK Open Educational Resources (OER) programme. It discusses issues emerging from the claim that the open source movement is a form of collaboration and considers this in the context of attempts to embed OER practice in the UK within the teacher education sector and to develop guidance on practice in teaching and learning in the school sector involving digital literacy. Accordingly, the project team, based at Sheffield Hallam University (SHU) and The University of Sheffield (TUOS), worked towards release of OERs, in the form of an Open Textbook (Connexions 2009: What are open textbooks?

This paper summarises the findings from an e-learning scoping survey carried out between October 2007 and spring 2008. The survey was funded as part of the Higher Education Academy/JISC Distributed e-Learning Programme and was coordinated by C-SAP. This paper describes in brief the methodology used and principal findings from the research. Notably, use of e-learning was predicated on the VLE (virtual learning environment) or other institutional system, and in most cases this was supported locally within institutions. There was an awareness of other web tools that could be employed for pedagogical use, but only modest interest in using such tools. Factors influencing the creation and sharing of digital learning materials were centred on copyright, incentive and reward. In general, academic staff were keen to make resources available for re-use; however, concerns were expressed about the level of quality needed in order to offer materials openly, and the difficulties of repurposing bespoke work. Attitudes to curriculum development and pedagogy suggested that the use of e-learning could offer significant advantages when working with groups of students. The survey also elicited views on the nature of personalisation and assumptions about the expectations of students as learners.

In this article, we examine a case of innovation in curriculum and pedagogy at a new school in the UK. We begin by outlining the 3 Futures model, which we use as a methodological heuristic in the case study of the school that appears to be both knowledge‐led and learner‐engaged; characteristics of the Future 3 scenario. In considering the school's curriculum, we also draw on a number of concepts from the work of Basil Bernstein: classification, framing and the idea of open schools, and a curriculum integration model developed by us to consider the degree of epistemic emphasis in the school's predominantly interdisciplinary curriculum. Together, these concepts provide the means to examine the organising principles of practice operating in the school, as links are drawn between the 3 Futures model, Bernstein's concepts and the data. We theorise this as a form of ‘opening up’, suggesting that even within the context of an interdisciplinary curriculum, access to powerful knowledge may be maintained in a whole‐school approach where the demands of both knowledge and knowers are brought into balance. The school's approach and the theorisation we offer may provide insights for other schools embarking on a futures model for education and for twenty‐first‐century educational discourses more generally.