ABSTRACT
Curriculum understanding lies at the core of the teacher's classroom practice. This understanding takes different forms. Some of it is clearly propositional and is relatively easy to articulate. For example, part of the process of developing as a teacher is acquiring the common technical language used to describe the curriculum. The National Curriculum uses a particular terminology which is part of the daily repertoire of teacher discourse, such as Programmes of Study, Schemes of Work, Attainment Targets, or Level Descriptions, etc. Other aspects of curriculum understanding are implicit in the way teachers interact with their pupils, organize their lessons and carry out their wider professional role. This understanding is embedded within their action, and as such is more easily demon strated than talked about.
