Michael Young is Emeritus Professor at IOE, UCL’s Faculty of Education and Society, University College London, UK. His recent books include Knowledge, Expertise and the Professions (edited with Johan Muller, 2014), Implementing National Qualification Frameworks (edited with Stephanie Allais, 2013) and Bringing Knowledge Back In (2008).David Lambert is Professor of Geography Education in the Department of Curriculum, Pedagogy and Assessment at IOE, UCL’s Faculty of Education and Society, University College London, UK. He is former Chief Executive of the Geographical Association, UK.Carolyn Roberts is Head Teacher, Thomas Tallis School, UK.Martin Roberts is Consultant to The Prince’s Teaching Institute and former Head Teacher, The Cherwell School, UK.

• Preface: Why should you read this book? Martin Roberts (The Prince’s Teaching Institute, UK) and Carolyn Roberts (Thomas Tallis School, UK)Introduction, Michael Young (Institute of Education, UK) and David Lambert (Institute of Education, UK), Carolyn Roberts (Prince's Teaching Trust, UK) and Martin Roberts (The Prince’s Teaching Institute, UK)1. Knowledge, curriculum and the future school, Michael Young (Institute of Education, UK)2. Why curriculum? Michael Young (Institute of Education, UK)3. Powerful Knowledge as a curriculum principle, Michael Young (Institute of Education, UK)4. The progressive case for a subject-based curriculum Michael Young (Institute of Education, UK)5. Curriculum change and control: a Headteacher's perspective, Martin Roberts (The Prince’s Teaching Institute, UK)6. Curriculum leadership and the knowledge-led school, Carolyn Roberts (Thomas Tallis School, UK)6. Subject teachers in knowledge-led schools, David Lambert (Institute of Education, UK)7. Afterword, Michael Young (Institute of Education, UK), David Lambert (Institute of Education, UK), Carolyn Roberts (Thomas Tallis School, UK) and Martin Roberts (The Prince’s Teaching Institute, UK)BibliographyIndex

[H]ighly accessible and jargon free ... [There is] much more to debate here than is possible in a brief review of this kind. My advice would be: buy the book and join the dialogue.

Michael Young is Emeritus Professor at IOE, UCL’s Faculty of Education and Society, University College London, UK. His recent books include Knowledge, Expertise and the Professions (edited with Johan Muller, 2014), Implementing National Qualification Frameworks (edited with Stephanie Allais, 2013) and Bringing Knowledge Back In (2008).David Lambert is Professor of Geography Education in the Department of Curriculum, Pedagogy and Assessment at IOE, UCL’s Faculty of Education and Society, University College London, UK. He is former Chief Executive of the Geographical Association, UK.Carolyn Roberts is Head Teacher, Thomas Tallis School, UK.Martin Roberts is Consultant to The Prince’s Teaching Institute and former Head Teacher, The Cherwell School, UK.

• Preface: Why should you read this book? Martin Roberts (The Prince’s Teaching Institute, UK) and Carolyn Roberts (Thomas Tallis School, UK)Introduction, Michael Young (Institute of Education, UK) and David Lambert (Institute of Education, UK), Carolyn Roberts (Prince's Teaching Trust, UK) and Martin Roberts (The Prince’s Teaching Institute, UK)1. Knowledge, curriculum and the future school, Michael Young (Institute of Education, UK)2. Why curriculum? Michael Young (Institute of Education, UK)3. Powerful Knowledge as a curriculum principle, Michael Young (Institute of Education, UK)4. The progressive case for a subject-based curriculum Michael Young (Institute of Education, UK)5. Curriculum change and control: a Headteacher's perspective, Martin Roberts (The Prince’s Teaching Institute, UK)6. Curriculum leadership and the knowledge-led school, Carolyn Roberts (Thomas Tallis School, UK)6. Subject teachers in knowledge-led schools, David Lambert (Institute of Education, UK)7. Afterword, Michael Young (Institute of Education, UK), David Lambert (Institute of Education, UK), Carolyn Roberts (Thomas Tallis School, UK) and Martin Roberts (The Prince’s Teaching Institute, UK)BibliographyIndex

[H]ighly accessible and jargon free ... [There is] much more to debate here than is possible in a brief review of this kind. My advice would be: buy the book and join the dialogue.

Michael Young is Emeritus Professor at IOE, UCL’s Faculty of Education and Society, University College London, UK. His recent books include Knowledge, Expertise and the Professions (edited with Johan Muller, 2014), Implementing National Qualification Frameworks (edited with Stephanie Allais, 2013) and Bringing Knowledge Back In (2008).David Lambert is Professor of Geography Education in the Department of Curriculum, Pedagogy and Assessment at IOE, UCL’s Faculty of Education and Society, University College London, UK. He is former Chief Executive of the Geographical Association, UK.Carolyn Roberts is Head Teacher, Thomas Tallis School, UK.Martin Roberts is Consultant to The Prince’s Teaching Institute and former Head Teacher, The Cherwell School, UK.

• Preface: Why should you read this book? Martin Roberts (The Prince’s Teaching Institute, UK) and Carolyn Roberts (Thomas Tallis School, UK)Introduction, Michael Young (Institute of Education, UK) and David Lambert (Institute of Education, UK), Carolyn Roberts (Prince's Teaching Trust, UK) and Martin Roberts (The Prince’s Teaching Institute, UK)1. Knowledge, curriculum and the future school, Michael Young (Institute of Education, UK)2. Why curriculum? Michael Young (Institute of Education, UK)3. Powerful Knowledge as a curriculum principle, Michael Young (Institute of Education, UK)4. The progressive case for a subject-based curriculum Michael Young (Institute of Education, UK)5. Curriculum change and control: a Headteacher's perspective, Martin Roberts (The Prince’s Teaching Institute, UK)6. Curriculum leadership and the knowledge-led school, Carolyn Roberts (Thomas Tallis School, UK)6. Subject teachers in knowledge-led schools, David Lambert (Institute of Education, UK)7. Afterword, Michael Young (Institute of Education, UK), David Lambert (Institute of Education, UK), Carolyn Roberts (Thomas Tallis School, UK) and Martin Roberts (The Prince’s Teaching Institute, UK)BibliographyIndex

[H]ighly accessible and jargon free ... [There is] much more to debate here than is possible in a brief review of this kind. My advice would be: buy the book and join the dialogue.