From an operational perspective, as Kärkkäinen (2012) explains, curriculum organization deals with elements such as: • Scope — the breadth of subjects and topics offered over a given time • Continuity — re-visitation of a theme or skill over a certain period of time • Sequencing — deepening of a skill or concept over a certain period of time by building on a preceding one • Integration — promoting a mutually reinforcing relationship between elements such as concepts, skills and values across the curriculum. The evolution of the national curriculum in England The idea of a national curriculum in England was conceived as an entitlement for pupils, helping to ensure a consistency of provision, thereby breaking down the walls of what Prime Minister James Callaghan had called the 'secret garden' of education. In practice, the process of defining the curriculum has led to a protracted and often heated debate between politicians, employers, professionals and academics about the rightful purpose and priorities for the nation's education system, resulting in regular reviews. These have required teachers and school leaders to become accustomed to remodelling their plans and reprioritizing their resources to align with external requirements, with some arguing that teachers have lost the art of designing their own curricula. The national curriculum was introduced for publicly funded schools in 1988. It was struc- "Jed into discrete subjects and organized into three 'Core' subjects (Mathematics, English and Science) and several 'Foundation' subjects, including History, Geography and Art. The curriculum structure introduced the idea of age phases for pupils across the school system. For example, Key Stage 1 encompassed pupils in Year I and Year 2, aged four to six years, Over the following decades there have been four major reviews prior to the most recent in the period 2011—2013 (and introduced from 2014). These reviews heralded further develop- ments, such as the introduction of a specific Early Years Foundation Framework. The 2014 National Curriculum for maintained schools (i.e. excluding academies and free schools) retains a commitment to 'a balanced and broadly based curriculum' which E) promotes the spiritual, moral, cultural, mental and physical development of pupils at school and of society: and b) prepares such pupils for the opportunities, responsib- ities and experiences of adult life. To some extent the curriculum review reflected a level of consensus that the previous Labour government's policies had led schools to become
From an operational perspective, as Kärkkäinen (2012) explains, curriculum organization deals with elements such as: • Scope — the breadth of subjects and topics offered over a given time • Continuity — re-visitation of a theme or skill over a certain period of time • Sequencing — deepening of a skill or concept over a certain period of time by building on a preceding one • Integration — promoting a mutually reinforcing relationship between elements such as concepts, skills and values across the curriculum. The evolution of the national curriculum in England The idea of a national curriculum in England was conceived as an entitlement for pupils, helping to ensure a consistency of provision, thereby breaking down the walls of what Prime Minister James Callaghan had called the 'secret garden' of education. In practice, the process of defining the curriculum has led to a protracted and often heated debate between politicians, employers, professionals and academics about the rightful purpose and priorities for the nation's education system, resulting in regular reviews. These have required teachers and school leaders to become accustomed to remodelling their plans and reprioritizing their resources to align with external requirements, with some arguing that teachers have lost the art of designing their own curricula. The national curriculum was introduced for publicly funded schools in 1988. It was struc- "Jed into discrete subjects and organized into three 'Core' subjects (Mathematics, English and Science) and several 'Foundation' subjects, including History, Geography and Art. The curriculum structure introduced the idea of age phases for pupils across the school system. For example, Key Stage 1 encompassed pupils in Year I and Year 2, aged four to six years, Over the following decades there have been four major reviews prior to the most recent in the period 2011—2013 (and introduced from 2014). These reviews heralded further develop- ments, such as the introduction of a specific Early Years Foundation Framework. The 2014 National Curriculum for maintained schools (i.e. excluding academies and free schools) retains a commitment to 'a balanced and broadly based curriculum' which E) promotes the spiritual, moral, cultural, mental and physical development of pupils at school and of society: and b) prepares such pupils for the opportunities, responsib- ities and experiences of adult life. To some extent the curriculum review reflected a level of consensus that the previous Labour government's policies had led schools to become
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