Abstract
Using longitudinal curriculum data which they have collected over a ten year period from a nationally representative sample of primary schools (funded by grants from the Qualifications and Curriculum Authority), the authors report on evidence of changing models of subject provision within the primary curriculum. The period 1997–2007 has evidenced a range of government interventions with implications for subject teaching and data enable the analysis and discussion of the impact of these interventions on the ways in which sample schools have organised and planned their curriculum.
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