chapter  5
Change and continuity
Pages 50

The National Curriculum had its earliest and possibly its most farreaching impact in primary schools. It represented a view of curriculum which was strongly at variance with the dominant professional ideology (Kelly 1990), and it exposed and tested three central aspects of primary teachers' expertise: their subject knowledge, especially where relatively new areas like science and technology were concerned; their ability to diagnose and assess in the explicit and systematic way required by the statutory orders; and their capacity to modify classroom practice in order to deliver the content, outcomes and assessments required.