Research article

Policy on the primary curriculum since 2010: The demise of the expert view

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Abstract

This paper focuses on the review and subsequent revision of the primary curriculum that took place between 2010 and 2014. Three central contentions are made about the review process: (1) it ignored the need for dialogue and consensus among the various parties that make up the delicate and interlocking set of relationships in the English education system; (2) it at first purported to integrate the views of higher education and then ignored, marginalized, and dismissed them; and (3) despite claiming to be based on best practice in other 'jurisdictions', it failed to take account of alternative views about approaches to curriculum innovation and instead focused on a limited and instrumentalist view that was treated as being uncontestable.

Keywords: NATIONAL CURRICULUM REVIEW, CURRICULUM REVIEW, CURRICULUM INNOVATION, INSTRUMENTALISM

How to Cite:

Brundrett, M., (2015) “Policy on the primary curriculum since 2010: The demise of the expert view”, London Review of Education 13(2), 49–59. doi: https://doi.org/10.18546/LRE.13.2.05