Teacher Involvement in Curriculum Policy in Scotland

Abstract

This paper is in four main parts. It begins with a brief description of the centralised system of decision making in Scotland. It goes on to argue that although the system is centralised, it makes strenuous efforts to consult and involve a number of stake holders in the system in decisions about curriculum and assessment. When it neglects to do so, as in the case of national testing, it runs into trouble. The paper then goes on to question whether recent curriculum reforms have made a significant impact on teachers’ thinking and classroom practice. Finally, it speculates about the likely impact of recent developments in school governance, such as devolved school management and school boards, on teachers’ autonomy.