From the editor

David Leat, Professor of Curriculum Innovation, Newcastle University, UK Introduction Teachers are curriculum makers. Whatever is mandated in National Curriculum documents or signalled in the Ofsted inspection framework, there is still a long step from the ink on the page to the classroom. However, policy developments over the last 30 plus years have not necessarily resulted in sufficient focus in practice on this critical aspect of teachers’ professionalism. Despite notional freedoms in curriculum, Greany and Waterhouse (2016) provide evidence that comparatively few schools use those freedoms and readers will be familiar with the many arguments about the narrowing of curriculum and ‘teaching to the test’. Parker and Leat (2021) found that many primary teachers in a given sample did not see themselves as curriculum makers and instead saw the curriculum as something they delivered, not something they developed. They report: ‘one teacher positioned curriculum as the “rules a