ABSTRACT
In this section we want to explore how the construction of the curriculum reflects the prevailing attitudes and ideologies of its time. We will document how policy makers have supported a curriculum differentiated according to gender, for it was not until the advent of a National Curriculum that there was any requirement for boys and girls to study the same subjects up until the age of 16 years. We will also consider the development of different approaches to gender equality and consider some examples of curriculum initiatives intended to equalize provision for girls and boys.
