What does the National Curriculum mean to pupils and teachers at Key Stage One? How have teachers and children coped with the ongoing changes? How has subject teaching altered in infant classrooms? This book examines these issues. The contributors kept in close touch with practising and intending infant teachers as the National Curriculum was started in primary schools. They used their teacher networks, as well as research evidence, to tap into the strategies used by infant teachers to cope with the planning, delivery and assessment of the National Curriculum subjects and the effects of government policy changes on young children's learning. Together, the contributors provide an analysis of subject-discipline-based education for young children and look ahead to the prospects for those subjects at Key Stage One in the second half of the 1990s.