Abstract
Summary.This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the children spent at infant school. Results are presented which show marked differences at every stage of the infant school, not only between the curricula introduced by different teachers but also in the curricula experienced by different children within the same classrooms. Some implications, and possible explanations, of these differences are discussed.
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