Many teachers and pupils today are beginning to
question current primary educational practice
(Ogunleye, 2003, Wragg, 2003). They find
themselves compliant to an overcrowded curriculum
model based on content rather than pedagogy.
Those who recognise that engagement and
enjoyment is key to learning complain of frustration
with a lack of opportunity to address teaching and
learning more creatively (MacGilchrist, 2003,
Hofkins, 2003). For those committed to broadening
educational opportunities for all children so they can
participate in the twenty-first century, is it not time to
reconsider the current curriculum model that
appears to be failing so many?
This paper reports on selected results of case study
collaborative action research in the primary
curriculum. It focuses on the implementation, in a
class of Year Six pupils, of a cross-curricula projectbased
model where design and technology provided
the integrative focus. This model sought to
overcome a pedagogical dichotomy between
compliance and creativity, raised by the
Headteacher and recognised in the literature. The
research addressed two important questions:
• Was it feasible, in a climate under immense
pressure to focus on standards and measurement
in the core subjects, to provide a broad and
balanced primary curriculum model which
embraced rather than marginalised the arts?
• Would such an alternative model allow teachers to
explore more creative learning and teaching
methods and encourage greater levels of
engagement on behalf of the pupils?
The paper highlights the wider context surrounding
the current primary curriculum debate and presents
selected findings which provided evidence to
suggest that through the application of a process-led
pedagogy it is possible to address compliance with
National Strategies and the National Curriculum
whilst at the same time enhance the creative
potential of learning and teachin
