ABSTRACT
In this chapter, we raise questions concerning what makes an appropriate pedagogy for Key Stage 2. These questions are well worth asking since a serious study of child development as a central concern of teacher training has been off the training agenda for some time for English primary teachers. The curious persistence of the generalist class teacher system in English primary schools, in spite of a strong steer to the contrary by a report supported by government ministers and the tabloid press (Alexander et al. 1992) and ongoing OfSTED dissatisfaction with the teaching of foundation subjects, is remarkable (Bell 2003; OfSTED 2005c). If there is such a thing as a distinctive Key Stage 2 pedagogy, it is likely to have something to say about the nature of 7-to 11-year-olds, and the teaching of the whole curriculum.
