ABSTRACT
This chapter considers how teachers might contribute to the development of the secondary school curriculum. Teachers have become accustomed to the idea that what will be taught in state schools should be prescribed for them. The introduction of the National Curriculum was a political decision rather than an entirely educational one; its purpose was to standardise the content taught across schools to improve and standardise assessment. Curriculum theory is a substantial academic body of knowledge that describes, examines and explains the principles that underpin the curriculum and seeks ‘justification for the pursuit of an activity’. It is entirely legitimate for the school curriculum to cater for a range of abilities and interests and a broad range of subject disciplines. Student teachers could be forgiven for thinking that; indeed, the curriculum is set in stone, as many schools have prioritised examination success over curriculum and pedagogic experimentation.
