ABSTRACT
At a policy-making level, the National Curriculum envisaged for this country over the past fifteen years has assumed at least two major forms: a professional common-curriculum model put forward by a small but influential group of Her Majesty’s Inspectorate and a bureacratic core-curriculum model advocated by the civil servants of the Department of Education and Science. The impression has often been created that these both amount to the same thing in practice which is, in fact, very far from the truth.
