Curriculum choice, flexibility and differentiation 14–19: the way forward or flawed prospectus?

This article explores the policy and practice of choice, flexibility and differentiation within the 14–19 curriculum in England. After first locating these issues within contemporary curriculum policy it adopts a historical analysis tracing perspectives and practice since 1945. This narrative exposes complex oscillation in policy and practice in relation to curricular choice and differentiation, especially for 14–16 year olds. The paper ends by raising parallels between current and past policy and practice and suggests the need to engage in a more fundamental and informed curriculum dialogue in relation to choice, flexibility and differentiation.