The chapters in this collection deal with what Bernstein (1971) called the message systems of schooling – namely, curriculum, pedagogy and evaluation – that are now framed and function in an increasingly globalised and politicised education policy context. The chapters also focus on formalised statements of the aims of schooling in that context. The specific emphasis is the way the message systems and aims are changing in primary schools in England, Scotland, Wales and Northern Ireland, recently and also set against the longue durée.