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ABSTRACT
This article identifies two traditions in the development of curriculum theory and practice in England. The first, it is suggested, grew from the Nuffield tradition of investigative subject‐based enquiry and has evolved in a broadly social constructivist and child‐focused way. The second, with origins in the Humanities Curriculum Project, has developed through action research and professional, reflective practice and is teacher focused. The paper argues for the integration of these interrelated perspectives to embrace the emergent field of study around pedagogic content knowledge (in the USA) and didactic transposition (in France).