ABSTRACT
The analyses of curriculum frameworks, assessment systems, and institutional practices in this chapter reveal how the different schools navigated the challenge of supporting children’s agency while meeting external policy requirements. The findings demonstrate distinct approaches: South City Independent found its approach constrained by parental expectations and examination pressures despite having the freedom of an independent school, South City State balanced agency against their perceptions of how best to support their disadvantaged community, while Northern City State developed a comprehensive philosophy of children’s agency that permeated school life. Three key themes emerge: curriculum content and delivery significantly shape opportunities for agency; assessment practices create tensions between accountability and children’s agency; and broader social contexts fundamentally influence how schools conceptualise and support children’s agency. The chapter shows how different schools respond to structural constraints in ways that advance understanding of how to support children’s agency across diverse settings, while revealing persistent challenges in balancing children’s agency with academic standards and societal expectations.
