ABSTRACT
This chapter explores some of the more significant curricular differences within one national ‘system’—England-over a period of about 150 years. Its focus is on the ‘official’ curriculum promulgated by central government and, to a lesser extent, on its implementation in practice. The analysis is conducted in terms of a number of features:
(a) the nature and extent of legal prescription; (b) the rationale (if any) offered for the curriculum; (c) its contents in broad terms; (d) its assessment; (e) its monitoring/enforcement; (f) its susceptibility to change; (g) the extent of its implementation in practice.
