ABSTRACT
The first review (Dearing 1993) of the National Curriculum provides a timely perspective on the constraints which can be placed on the teaching and learning process by unconfident management at school level:
In the event, we have created an over-elaborate system which distorts the nature of the different subjects, which serves to fragment teaching and learning in that teachers are planning work from the statements of attainment, and which has at times reduced the assessment process to a meaningless ticking of myriad boxes.
