ABSTRACT
The Sheffield project was defined by a set of very general aims which loosely linked it to other UK and European projects. However, working out the implications of these aims in terms of new courses, materials, and methods was largely the responsibility of the individual schools involved in the project. A significant feature of the Sheffield project was that the director was a senior educational adviser who had been seconded to the project for its duration. Having Preparation for Life (PFL) as a clearly separate entity within the curriculum gives pupils the opportunity of reflecting on the nature of personal and social issues, and exploring their implications in a relatively single minded manner. Where there is no separate PFL course one of two possibilities can exist. Occasions should be set aside when teachers actually explain why they are doing the kinds of things they are, how they relate to things being done in PFL and in other subjects.
