Multiple Aims in the Development of a Major Reform of the National Curriculum for Science in England

Abstract

In the context of a major reform of the school science curriculum for 14–16‐year‐olds in England, we examine the aims ascribed to the reform, the stakeholders involved, and the roles of differing values and authority in its development. This reform includes an emphasis on socioscientific issues and the nature of science; curriculum trends of international relevance. Our analysis identifies largely ‘instrumental’ aims, with little emphasis on ‘intrinsic’ aims and associated values. We identify five broad categories of stakeholders focusing on different aims with, for example, a social, individual, political, or economic emphasis. We suggest that curriculum development projects reflecting largely social and individual aims were appropriated by other stakeholders to serve political and economic aims. We argue that a curriculum reform body representing all stakeholder interests is needed to ensure that multiple aims are considered throughout the curriculum reform process. Within such a body, the differentiated character of the science teaching community would need to be represented.

Keywords:

• Curriculum
• Policy development
• Science education
• Scientific literacy
• Secondary school

Acknowledgements

The authors thank Jim Donnelly for helpful comments on an earlier draft of this paper. The work reported here is one outcome from a larger study funded by the Economic and Social Research Council and the Gatsby Charitable Foundation, Grant number RES‐179‐25‐0004.