Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Making the most of the Curriculum Review: some reflections on supporting and sustaining change in schools
Author(s): Priestley, Mark
Contact Email:
Keywords: Curriculum
Curriculum planning Scotland
Curriculum-based assessment
Educational tests and measurements Scotland
Curriculum-based assessment Change Scotland
Issue Date: Jul-2005
Date Deposited: 19-May-2009
Citation: Priestley M (2005) Making the most of the Curriculum Review: some reflections on supporting and sustaining change in schools. Scottish Educational Review, 37 (1), pp. 29-38.[1]
Abstract: The 2004 review of Scotland’s school curriculum offers the potential for radical change in the education of young people, placing a greater emphasis than at present on learners and learning. If realised, it presents greater scope for innovative teaching, flexibility in provision, less overcrowding and a potential challenge to the entrenched subject paradigm in secondary education. This paper does not offer a critique of or even a detailed commentary on the Curriculum Review, the principles of which I broadly support. Instead it is concerned with the issue of sustainability. Despite the good intentions inherent in the review, fundamental curriculum change in Scotland may be no more than a chimera, blocked by the structural conservatism of the schooling system. The paper draws together some of the recent theoretical and empirical literature on curriculum change, examining some of the issues that may impact on this latest attempt to reform the curriculum and suggesting a model for change that may facilitate long lasting and deeply rooted change.
Rights: Published in the Scottish Educational Review by the Scottish Academic Press. The Scottish Educational Review can be found online at:

Files in This Item:
File Description SizeFormat 
making the most-SER.pdfFulltext - Accepted Version105.36 kBAdobe PDFView/Open

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.