The learner experience of Curriculum 2000
Implications for the reform of 14–19 education in England
Bibliographic Data
| ID | 11488586 |
|---|---|
| Authors | Ann Hodgson (corresponding author), Ken Spours |
| Year | 2005 |
| Volume | 20 |
| Issue | 1 |
| Pages | 101-118 |
| Publication date | 2005-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0268093042000322856 |
| OpenAlex | W1968436645 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
In September 2000, new qualifications for 16–19 year olds, known as Curriculum 2000, were introduced in England, Wales, and Northern Ireland with the aim of broadening the advanced level curriculum. It was left to schools, colleges, and their learners, however, to decide how these new qualifications would be used to build learner programmes of study. In this voluntarist context, the views and actions of learners have been an important factor in determining the course of the reforms. This article, which is based primarily on a study of 42 learners in a school/college consortium in the south west of England, provides a chronological account of learner experiences of these reforms during their first 2 years of implementation. The consortium discussed here offered a high‐volume study programme similar in size and content to those being proposed by the Tomlinson Working Group on 14–19 curriculum and qualifications reform in England. Learners found their expanded programmes onerous, due in part to the nature of the new qualifications and in part to the context of their implementation. The article concludes by identifying a number of policy lessons for 14–19 reform arising from this research
Context (archaeology · Curriculum · Geography · Mathematics education · National curriculum · Pedagogy · Political science · Sociology · Education Systems and Policy · Educational Assessment and Improvement · Psychology · Public Administration · Teacher Education and Leadership Studies
| Citations per year | 0.07 |
|---|---|
| Citation span | 2011 - 2011 (1) |
| Highly cited | No |