Introduction

In this first part of the book the focus is on the aims and nature of primary curricula. Numerous hypotheses exist to explain how educational curricula evolve, each of which point to different determining factors. If teachers are to adopt a critical stance to curricula it is necessary for them to understand these different perspectives and to relate them to their own positions and those of their schools, local communities and wider national contexts. The texts in this part of the volume are a limited selection intended to introduce readers to some of these perspectives. As such they take a general look across primary curricula and then consider in more depth a specific perspective on curriculum construction in the context of recent UK developments. The focus then shifts to consider how the differential status of groups within the education community, particularly primary teachers, might impact on policy-making. Teachers’ own views of practice and hence of the curriculum are considered and applied to a framework for analysing practice.