Abstract/Summary

This thesis explores decision-making of the Key Stage 1 history curriculum in England. In a period of increased scrutiny by the school inspectorate of the wider primary curriculum, the study seeks to understand history subject leaders’ perceptions of the factors influencing curriculum content, content sequencing and also their agency to determine the curriculum in their school. The research approach was exploratory, qualitative and situated within a constructivist paradigm. A purposive research sample was drawn from five subject leaders who had received the Historical Association Gold Quality Mark award. This sample was chosen to gain insights into the nature of best practice in schools. Data collected via the use of semi-structured interviews were subject to inductive analysis, based upon constructivist grounded theory. This elicited key themes and also drew upon sensitising concepts related to curriculum and teacher agency. The findings showed that subject leaders based curriculum content selection on their perceptions of the child’s present as well as their future aspirations for the child as a learner of history. Content selection also drew upon making purposeful connections to other subjects and to other primary phases. Content sequencing emphasised the importance of ensuring children’s ability to access the history curriculum, by considering both phase transition and by beginning with contexts familiar to learners. Progression in history also emerged as a factor, although to a lesser extent. Subject leaders’ perceptions of their agency to determine the curriculum were situated within the multiple roles, past and present, held by teachers and within collaborative decision-making processes, both considered the norm within primary school settings. Subject leaders also valued access to external professional development as this both supported and legitimised their curriculum decision-making. Overall, curriculum construction was seen as an ongoing process, rather than a fixed outcome. The study recommends that closer attention is given to the distinctiveness of the early primary phase when theorising or enacting the history curriculum for young children. It also recommends the importance of developing subject leader expertise of primary history to develop their agency as curriculum decision-makers. Finally, the study recommends further research to explore how curriculum decision-making operates within complex primary school settings.