Abstract

This unit examines the central role of the secondary school curriculum in shaping educational experiences and outcomes. It explores how 'the curriculum' encompasses far more than traditional subject disciplines, extending to all activities promoting intellectual, personal, social and physical development of pupils. The unit traces the evolution from teacher-controlled curriculum decisions to government-prescribed frameworks, examining how political, social and economic factors influence curriculum content and structure. Through comparative analysis of different national approaches across the UK, beginning teachers are encouraged to understand curriculum as both a contested space and a tool for social transformation. The unit emphasises teacher agency, demonstrating how beginning teachers can move beyond simply delivering prescribed content to become active curriculum makers who adapt and transform curriculum documents into meaningful learning experiences.