The aim of this text is to encourage educators and researchers in recognizing pupil perspectives. Its central argument is that understanding some of the disparity between "curriculum as intended" and "curriculum as experienced" will increase the quality of school life and improve learning.

Curriculum Knowledge: Editors’ Introduction 1 The Relevance of Creative Teaching: Pupils’ Views 2 The Tale of a Task: Learning Beyond the Map 3 Shared and Negotiated Territories: The Socio-cultural Embeddedness of Children’s Acts of Meaning 4 ‘At Least They Were Laughing’: Assessment and the Functions of Children’s Language in Their ‘News’ Session 5 The Politics of Primaries: The Micropolitical Perspectives of 7-Year-Olds 6 Experience through the Eyes of Quiet Bird: Reconnecting Personal Life and School Life 7 Observing Children on a School Playground: The Pedagogics of Child-watching 8 In Search of Authenticity: Researching Young Children’s Perspectives 9 Knowing about, Acting on Behalf of, and Working with Primary Pupils’ Perspectives: Three Levels of Engagement with Research