Overview

In seeking to understand the curriculum, an insight into historical developments and a consideration of the development of education policy provides a useful starting point. Cunningham; Aldrich; Coffey; Tomlinson: Docking; and Jones all provide a historical perspective.

See also:

Numerous writers, such as Oliver and White, examine education policy and change:

They provide challenging and illuminating perspectives for anyone considering the impact of education policy on the nature of current and future curricula in schools. Writers in this area include Whitty and Altrichter & Elliot:

Chitty; Alexander; Osborn et al; Claxton et al.; Burbules & Alberto Torres; Matheson; Ward; Schiro provide revealing international comparisons and perspectives:

Hargreaves & Fullan and Quicke, in different ways, examine what curriculum it is worth having in the 21st century:

Alexander and others have produced helpful, and challenging, analyses of primary education and primary teaching. Riley and Prentice make clear the central need for a broad and balanced curriculum for primary pupils.

In considering how the concept of the 'whole curriculum' is much wider than the official curriculum, Jackson (Reading 6.1) and Meighan point to the profound effects that the 'hidden curriculum' has on pupils' self-esteem. Bonnett provides an incisive philosophical overview of issues that are fundamental to the construction of the curriculum, whilst Moore addresses key issues and dominant theories of teaching and learning that impact on its nature.

Ross presents an analysis of the curriculum in the context of how society is constituted and in terms of views of assessment. Kelly takes a global look at the curriculum, questioning the form it should take in a genuinely democratic society.

Egan attempts a different approach to the problems of structuring a curriculum linking pupil development, imagination, and learning to it.

Norris presents an eclectic mix of commentary and thinking on the nature of curriculum drawn from 35 years of the Cambridge Journal of Education. It is in three parts - defining the curriculum problem; framing educational experience; teachers and teaching.