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This article explores the rationale for the 2011-2013 review of the National Curriculum in England, a rationale informed by the work of an Expert Panel chaired by the author. The focus is on the fundamental principles that determine the nature and content of the curriculum. The approach adopted by the review is contrasted with that adopted when the Qualifications and Curriculum Authority revised the curriculum in 2007. The article discusses the question of who can legitimately drive change in curriculum content and what the implications are for the cycle of curriculum change.
