ABSTRACT
Most of the teachers who participated in the project were aware of the differential opportunities, successes and prospects enjoyed by boys and suffered by girls in the secondary phase of schooling. Two considerations have selected and organised the evidence upon which the fictionalised day is based; both have to do with time. First, and in order to approximate the long-term chronology of an individual pupil's total experience of primary-phase schooling, the evidence focuses initially on pupils who have just entered school at about the age of 5 and ends with evidence of their experiences at about the age of 12. Second, and in order to link the evidence of a fictionalised school to the practice of real schools, the evidence has been organised to reflect the passage of a typical school day. During break the pupils in one class have been invited to play in a quiet, paved space enclosed within the school buildings.
