Play, Learning and the National Curriculum: Some Possibilities
At a conference in 1988, at a time when teachers and other educators were just beginning to think seriously about the implications of the Education Reform Act, I listened to a lecture by John Stannard, HMI. He told his audience that in the years ahead, as we settled into the new order, we should c1early distinguish between three aspects of primary education: the National Curriculum, the delivered curriculum and the received curriculum. Furthermore, he urged us, the focus of our professional attention should not be the National Curriculum, which would, from now on, be the province of the National Curriculum Council (NCC); nor need we concem ourselves with the received curriculum, which would be looked after by the Schools Examination and Assessment Council (SEAC). Teachers' energies, said HMI Stannard, should be devoted to the delivered curriculum, no more, no less. The other elements of the three-part division were, henceforth, outside our scope.