ABSTRACT
The Curriculum Reform Movement in this country has not so far developed any distinctive theoretical foundations in what American scholars call the field of Curriculum. No doubt historians of Education will be able to provide a coherent explanation of this, not unrelated perhaps to the fact that the prime mover in English Curriculum Reform, the Schools Council, has seen its central task to be the production of materials for use in schools: financial considerations have allowed some Project Directors no more than a quick glance at their theoretical foundations. The practical results of this policy will have to be evaluated in due course. However, the fact is that Curriculum Developers and Planners in this country have inevitably looked to American Curriculum Theory to provide a rationale or a theoretical foundation for their problems of curriculum construction and evaluation.
