Abstract
This article examines some of the implications of the Thomas Report for the primary school curriculum and classroom practice. In particular it focuses upon the mathematics curriculum and language, reading and writing in the primary school and argues that the recommendations of the Thomas committee are in many respects lacking in detail and vision. The discussion of classroom practice highlights the point that if the recommendations are to be implemented active intervention is needed on the part of LEAs and the Inspectorate. Finally, the lack of discussion by the Thomas committee of evaluative procedures for curriculum development and classroom practice in primary schools is illuminated.
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