As a result of the influence of learner-centred theories of education and the work of developmental psychologists, a distinctive form of curriculum has emerged which has come to be associated with English primary education.
The form of recent demands for greater public accountability of teachers and the monitoring of "standards" threatens the continued development of this approach. The authors believe that the essential elements of this kind of curriculum should be carefully examined, so that a proper appraisal can be made of the choices open to educationalists in planning primary education, and proper forms of evaluation.
This book explores the theoretical bases of this approach. By analysing the underlying principles of recent developments in the primary phase of schooling - especially those resulting from political initiatives - the book attempts to reveal both these essential elements and the constraints upon their continuing development.
Table of ContentsThe Theoretical Bases of the Primary Curriculum
A Critique of Primary Education
Curriculum Planning in the Primary School 1
Some Incompatible Models
Curriculum Planning in the Primary School 2
Planning for Education as Process
A Unified Curriculum
The Changing Context of the Primary Curriculum.