ABSTRACT
The argument so far has led to the suggestion that a curriculum which aims to induct all pupils into a common culture would give the comprehensive school the educational rationale which it at present lacks. This chapter looks at the curriculum structure in greater detail, and explains how it can frame the moving pictures of curriculum process. The researchers offered some possible explanations: pupils' loss of self-motivation, teachers' lack of involvement, inappropriate matches between educational approaches and pupils' needs, and the insensitivity of standard measurements to new ideas and practices. Schools need a set of educational criteria, possibly in the form of objectives, which have been worked through by the school staff and others who can reasonably claim a stake in the process. It needs to have formed a clear understanding of the effects of what they have done in the past.
