Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/2110
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: The development of Scotland’s Curriculum for Excellence: Amnesia and Déjà Vu
Authors: Priestley, Mark
Humes, Walter
Contact Email: m.r.priestley@stir.ac.uk
Keywords: curriculum
Scotland
Issue Date: Jun-2010
Publisher: Taylor & Francis (Routledge)
Citation: Priestley M & Humes W (2010) The development of Scotland’s Curriculum for Excellence: Amnesia and Déjà Vu, Oxford Review of Education, 36 (3), pp. 345-361.
Abstract: Scotland’s new Curriculum for Excellence (CfE) has been widely acknowledged as the most significant educational development in a generation, with the potential to transform learning and teaching in Scottish schools. In common with recent developments elsewhere, CfE seeks to re-engage teachers with processes of curriculum development, to place learning at the heart of the curriculum and to change engrained practices of schooling. This article draws upon well-established curriculum theory (notably the work of both Lawrence Stenhouse and A.V. Kelly) to analyse the new curriculum. We argue that by neglecting to take account of such theory, the curricular offering proposed by CfE is subject to a number of significant structural contradictions which may affect the impact that it ultimately exerts on learning and teaching; in effect, by ignoring the lessons of the past, CfE runs the risk of undermining the potential for real change.
Type: Journal Article
URI: http://hdl.handle.net/1893/2110
DOI Link: http://dx.doi.org/10.1080/03054980903518951
Rights: Published in the Oxford Review of Education by Taylor & Francis (Routledge).; This is an electronic version of an article published in the Oxford Review of Education. The Oxford Review of Education is available online at: http://www.informaworld.com
Affiliation: Initial Teacher Education
University of the West of Scotland

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