{"id":1601,"date":"2026-06-30T06:59:48","date_gmt":"2026-06-30T06:59:48","guid":{"rendered":"https:\/\/staging.routledgelearning.com\/learningtoteach\/?page_id=1601"},"modified":"2026-08-05T15:04:19","modified_gmt":"2026-08-05T15:04:19","slug":"chapter-7-the-school-curriculum-and-society","status":"publish","type":"page","link":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-7-the-school-curriculum-and-society","title":{"rendered":"Chapter 7: The School, Curriculum and Society"},"content":{"rendered":"\n<div class=\"wp-block-group has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\" style=\"background-color:#fde5c6;margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-container-core-group-is-layout-17bc9e36 wp-block-group-is-layout-flow\" style=\"padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\"><nav style=\"--separator: &quot;\/&quot;\" class=\"wp-block-breadcrumbs has-extra-small-font-size\" aria-label=\"Breadcrumbs\"><ol><li><a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/\">Home<\/a><\/li><li><a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\">Chapter Resources for Students<\/a><\/li><li><span aria-current=\"page\">Chapter 7: The School, Curriculum and Society<\/span><\/li><\/ol><\/nav>\n\n<h1 style=\"margin-bottom:var(--wp--preset--spacing--40)\" class=\"wp-block-post-title has-large-font-size\">Chapter 7: The School, Curriculum and Society<\/h1>\n\n\n<p class=\"wp-block-paragraph\">Chapter 7 is about the school, curriculum and society. It has 6 units, covering the aims of education, the secondary school curriculum and then individual units providing detail of the different curricula for England, Northern Ireland, Scotland and Wales.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The explainer video summarises these six key areas to provide an overview of the chapter and the similarities and differences between the approaches to curriculum in each of the four nations.<\/p>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-32cf9ef6 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)\">\n<div class=\"wp-block-group has-base-background-color has-background is-layout-flow wp-block-group-is-layout-flow\" style=\"padding-top:0;padding-bottom:var(--wp--preset--spacing--30)\">\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:0;padding-top:0;padding-right:0;padding-bottom:0;padding-left:0\">\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Learning to Teach: Chapter 7 - The School, Curriculum and Society\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/6D942KX-dqM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-824349a4 wp-block-group-is-layout-constrained\" style=\"margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--40);padding-right:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--40)\">\n<h2 class=\"wp-block-heading\">The School, Curriculum and Society<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Similarities and differences between approaches to the curriculum across the UK.<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:25%\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:50%\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:25%\"><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-4eabb568 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--50);padding-right:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--50)\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:75%\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-bf7dce52 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--50);padding-right:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--50)\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-7-1\" class=\"wp-block-heading\">7.1 Aims of Education<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">To support unit 7.1 we provide a link to the Philosophy of Education Society of Great Britain \u2013 Explore the debates in the IMPACT pamphlets, which bring philosophical perspectives to bear on current education policy in the UK. We also include a list of further resources for you to engage further with the topics in this unit.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-1&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-1-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-1\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-1\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-1-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-42956f6bf97552ed53a844910c4e13b8\" style=\"color:#004e6c\">Philosophy of Education Society of Great Britain<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Explore the debates in the IMPACT pamphlets bring philosophical perspectives to bear on current education policy in the UK \u2013 from the Philosophy of Education Society of Great Britain:&nbsp;<a href=\"https:\/\/www.philosophy-of-education.org\/impact\/\">https:\/\/www.philosophy-of-education.org\/impact\/<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-178c5c471c8bad83559653bad4755b53\" style=\"color:#004e6c\">Further Resources<\/h3>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-65b9d8ce wp-block-group-is-layout-flow\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">\n<p class=\"wp-block-paragraph\"><strong>Carr, D. (2023).&nbsp;<em>Personal and Professional Values in Teaching<\/em>. In: Lovat, T., Toomey, R., Clement, N., Dally, K. (eds)&nbsp;<em>Second International Research Handbook on Values Education and Student Wellbeing<\/em>. Springer International Handbooks of Education. Springer, Cham.&nbsp;<\/strong><a href=\"https:\/\/doi.org\/10.1007\/978-3-031-24420-9_20\"><strong>https:\/\/doi.org\/10.1007\/978-3-031-24420-9_20<\/strong><\/a><strong><\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A chapter written by a noted philosopher of education, exploring the conceptual and ethical complexities of what it means to be a good teacher. Carr claims that many of the so-called technical aspects of teaching may be fundamentally based on teachers\u2019 characters and values. &nbsp;He acknowledges that teaching is a deeply contested notion and its aims should be debated and analysed.<strong><\/strong><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<p class=\"wp-block-paragraph\"><strong>Greene, M. (1995)<\/strong>&nbsp;<strong><em>Releasing the Imagination: Essays on Education, the Arts, and Social Change.&nbsp;<\/em>The Jossey-Bass Education Series<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This has become a classic text most relevant to our times as it champions education through the arts that fosters what Greene calls social imagination \u2013 the capacity \u201cto&nbsp; invent&nbsp; visions&nbsp; of&nbsp; what&nbsp; should&nbsp; be&nbsp; and&nbsp; what&nbsp; might&nbsp; be&nbsp; in&nbsp; our&nbsp; deficit&nbsp; society,&nbsp; on&nbsp; the&nbsp; streets&nbsp; where&nbsp; we&nbsp; live,&nbsp; in&nbsp; our&nbsp; schools\u201d (p.5).<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<p class=\"wp-block-paragraph\"><strong>Marples, R. (2014) What is education for? in R. Bailey (ed.)&nbsp;<em>The Philosophy of Education: An Introduction<\/em>. London: Bloomsbury Publishing.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This chapter discusses three curriculum theories relating to the aims of education, i.e. curricula based on an academic curriculum, a vocational curriculum and one in which pupil well-being is fore-fronted.&nbsp;<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-fe1b32a6 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<p class=\"wp-block-paragraph\"><strong>Reiss, M. and White, J. (2013)&nbsp;<em>An Aims Based Curriculum<\/em>, London: IoE Press.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This book, which relevant to both this unit and unit 7.2, argues that curriculum design should start from a consideration of aims rather than from the more familiar approach based on subject divisions. It starts by identifying some possible overarching aims of education that might equip learners to lead personally fulfilling lives and help others to do so too. From these, more specific aims are derived, which cover the personal qualities, skills and understanding needed for a life of personal, civic and vocational well-being.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A downloadable pamphlet gives a succinct expression of views expressed in this book.&nbsp; John White \u2013&nbsp; \u2018What are schools for and why?\u2019 viewed 06.08.24 from <a href=\"https:\/\/onlinelibrary.wiley.com\/toc\/2048416x\/2007\/2007\/14\">https:\/\/onlinelibrary.wiley.com\/toc\/2048416x\/2007\/2007\/14<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">(N.B. Other free pamphlets in this series are also available on the Philosophy of Education Society of Great Britain (PESGB) website at&nbsp;<a href=\"https:\/\/www.philosophy-of-education.org\/publications\/impact.html\">https:\/\/www.philosophy-of-education.org\/publications\/impact.html<\/a>)<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<p class=\"wp-block-paragraph\"><strong>Standish, P. \u2018<em>What is Education?\u2019<\/em><\/strong>\u00a0Philosophy of Education Society of Great Britain (PESGB), viewed 06.08.24 from <a href=\"https:\/\/www.philosophy-of-education.org\/resources\/videos-for-students-and-teachers\/\">https:\/\/www.philosophy-of-education.org\/resources\/videos-for-students-and-teachers\/<\/a> Scroll down the page to this resource. Other useful videos are also on the website on the link above..<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<p class=\"wp-block-paragraph\"><strong>Sundberg, D., Nilholm, C., Sundberg, D., Forsberg, E., Hirsh, A. and Rom\u00e1n, H.&nbsp; (2021) \u2018The aims and meaning of teaching as reflected in high-impact reviews of teaching research\u2019,&nbsp;<em>Teaching and Teacher Education<\/em>,&nbsp;<\/strong><strong>107, 103488,<\/strong>&nbsp;&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.tate.2021.103488\">https:\/\/doi.org\/10.1016\/j.tate.2021.103488<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This paper reviews the aims and meaning of education and teaching as a contested field.&nbsp; The authors draw on 75 reviews of research about teaching and discern 4 types of aims \u2013&nbsp; knowledge\/cognitive aims, social aims, aims encompassing the development of personal characteristics,&nbsp; and democratic aims. The implications of the empirical findings are discussed with relation to John Dewey\u2019s philosophy of education.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<p class=\"wp-block-paragraph\"><strong>Young, M., Lambert, D., Roberts, C., and Roberts, M. (2014)&nbsp;<em>Knowledge and the Future School: Curriculum and Social Justice,<\/em>&nbsp;London: Bloomsbury.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The authors explain recent ideas in the sociology of educational knowledge, particularly drawing on Michael Young\u2019s research with Johan Muller. The book explicates three models of the curriculum in terms of their assumptions about knowledge and link the idea of \u2018powerful knowledge\u2019 for all pupils as a curriculum principle for any school. The question of knowledge, it is argued, is closely tied to the issue of social justice.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-7-2\" class=\"wp-block-heading\">7.2 The Secondary School Curriculum<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">To support unit 7.2 we provide a link to Gillard\u2019s History of Education timeline and an overview of curriculum theory from the interactive MESH guide to curriculum, as well as a UCL report&nbsp;<em>What Should Schools Teach?<\/em><\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-2&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-2-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-2\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-2\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-2-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-0beddba7ed1039fbb6312a800b8b90f0\" style=\"color:#004e6c\">History of Education timeline<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">See the History of Education timeline (Gillard, 2018;&nbsp;<a href=\"http:\/\/www.educationengland.org.uk\/history\/timeline.html\">http:\/\/www.educationengland.org.uk\/history\/timeline.html<\/a>).<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-96ee2ac91fbc93f0892155c21d9ebfdd\" style=\"color:#004e6c\">MESH guide and&nbsp;<em>What Should Schools Teach?&nbsp;<\/em>edited by Alka Sehgal Cuthbert and Alex Standish<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">For an overview of curriculum theory, use the MESH guide:&nbsp;<a href=\"http:\/\/www.meshguides.org\/guides\/node\/777\">http:\/\/www.meshguides.org\/guides\/node\/777<\/a>&nbsp;and this free download:&nbsp;<a href=\"https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10118307\/1\/What-Should-Schools-Teach.pdf\">https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10118307\/1\/What-Should-Schools-Teach.pdf<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-secondary-schools\" class=\"wp-block-heading\">Secondary Schools in UK: Governance, Policy and Curriculum<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Units 7.3, 7.4, 7.5, 7.6 provide detail of the different curricula for England, Northern Ireland, Scotland and Wales. They are provided in full here as exclusive digital downloads. Review the relevant chapter \u2013 the explainer video above gives a useful overview.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-3&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-3-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-3\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-3\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-3-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/7-3SecondaryschoolsinEngland_9781041227342.pdf\">Download 7.3 Secondary Schools in England: Governance, Policy and Curriculum<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/7-4SecondaryschoolsinNorthern%20Ireland_9781041227342.pdf\">Download 7.4 Secondary Schools in Northern Ireland: Governance Policy and Curriculum<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/7-6SecondarySchoolsinWales_9781041227342.pdf\">Download 7.5 Secondary Schools in Scotland: Reviews, Reports and Unprecedented Reform<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/7-6SecondarySchoolsinWales_9781041227342.pdf\">Download 7.6 Secondary Schools in Wales: Governance Policy and Curriculum<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:25%\">\n<div class=\"wp-block-group is-style-default is-content-justification-left is-nowrap is-layout-flex wp-container-core-group-is-layout-e71a335c wp-block-group-is-layout-flex wp-container-4 is-position-sticky\" style=\"padding-right:var(--wp--preset--spacing--50);padding-left:0\">\n<div class=\"wp-block-group sidebar-menu-group has-link-color wp-elements-e962ba55d352ba8eca0e1054088fbd83 is-layout-flow wp-block-group-is-layout-flow\" style=\"padding-top:0;padding-right:var(--wp--preset--spacing--50);padding-bottom:0;font-size:clamp(0.875rem, 0.875rem + ((1vw - 0.2rem) * 0.63), 1.3rem);text-decoration:none\"><div class=\"wp-block-aioseo-table-of-contents\"><ul><li><a class=\"aioseo-toc-item\" href=\"#aioseo-7-1\">7.1 Aims of Education<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-7-2\">7.2 The Secondary School Curriculum<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-secondary-schools\">Secondary Schools in UK: Governance, Policy and Curriculum<\/a><\/li><\/ul><\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n","protected":false},"excerpt":{"rendered":"<p>Chapter 7 is about the school, curriculum and society. It has 6 units, covering the aims of education, the secondary school curriculum and then individual units providing detail of the different curricula for England, Northern Ireland, Scotland and Wales.&nbsp; The explainer video summarises these six key areas to provide an overview of the chapter and&hellip;<\/p>\n","protected":false},"author":26,"featured_media":0,"parent":144,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"no-title","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-1601","page","type-page","status-publish","hentry"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 5.0.0.1 - aioseo.com -->\n\t<meta name=\"description\" content=\"The School, Curriculum and Society Similarities and differences between approaches to the curriculum across the UK. 7.1 Aims of Education To support unit 7.1 we provide a link to the Philosophy of Education Society of Great Britain \u2013 Explore the debates in the IMPACT 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