ABSTRACT
As we know, education (together with other social provision) is deeply affected by government policy and, in the United Kingdom, by an election cycle of approximately 4 years. Earlier chapters have discussed the evolution of curriculum policy since the last part of the twentieth century, moving towards an increasingly significant role for the fostering of learner creativity. By mid 2004, the notion of ‘personalised learning’ was added to the emphasis on creativity (DfES, 2004a, 2004b, 2004c).
