Creating the Curriculum

Dominic Wyse is Professor of Early Childhood and Primary Education at the Institute of Education, University of London, UK.Vivienne Marie Baumfield is Professor of Pedagogy at the School of Education, University of Glasgow, UK.David Egan is Emeritus Professor and Director at the Centre for Applied Education Research, Cardiff School of Education, University Wales in Cardiff, UK.Carmel Gallagher is Research Associate at the School of Education, Queen’s University, Belfast, UK.Louise Hayward is Professor of Educational Assessment and Innovation at the School of Education, College of Social Sciences, University of Glasgow, UK.Moira Hulme is Lecturer in Educational Research at the School of Education, University of Glasgow, UK.Ruth Leitch is Professor of Education at the School of Education, Queen’s University Belfast, UK.Bob Lingard is Professorial Research Fellow at the School of Education, The University of Queensland, Australia.Kay Livingston is Professor of Educational Research, Policy and Practice at the School of Education, University of Glasgow, UK.Ian Menter is Professor of Teacher Education and Director of Professional Programmes at the Department of Education, University of Oxford, UK.

• Editor's Introduction 1. Reshaping the message systems of schooling in the UK: a critical reflection 2. The history of primary education and the curriculum 3. Aims and Objectives 4. Pedagogy 5. Has anyone really learned anything? Assessment in the primary school 6. Curriculum Construction 7. Languages and literacy 8. Critical analysis of personal and social education in UK primary curricula 9. Creativity 10. Curriculum for the future

"Creating the Curriculum is a stimulating, informed, provocative, well-referenced and accessible collection of writing. The focus of the book is a consideration of curriculum construction and the impact of the primary school curriculum on teaching and learning in the four countries of the UK. Central to the success of this book, however, is that, in addition to providing a careful summative historical setting for the discussion of issues affecting schools now and in the future, the writers never lose sight of the fact that, at every opportunity, we need to listen to children." - John Senior, Gifted Education International