Abstract
The National Curriculum and government announcements on delivery have led classroom teachers away from child‐centred approaches toward greater teacher‐centred curricular management. This study explores the potential of one child‐centred approach, namely, teacher‐child partnership in negotiation of the curriculum and looks at outcomes in relation to the expectations of National Curriculum attainment targets and levels, as well as time allocation, learning pace and curricular balance. The results directly question assumptions about the limitations of child‐centred methods in delivering the National Curriculum.
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