This paper explores the loci of control of the national curriculum in England and the implications this has had for curriculum development. Global reform of education systems has increasingly focused on teachers as a major factor in enhancing learning and educational quality. Tatto’s (2007) thesis is that in many cases the top-down operationalisation of this focus has resulted in control of education being taken away from teachers and teacher educators. The main aim of the paper is to review research and other evidence about the development of national curricula in England since 1988. In particular it seeks to explore the links between the control of the curriculum and development of curriculum policy and the extent to which this has been informed by research evidence. The main source of evidence for the paper is significant studies that have focused on the national curriculum, its assessment and the impact on teachers and pupils. Key empirical studies of primary school teaching and learning which are widely regarded as central to the field are augmented by other individual studies exploring the impact of the National Literacy Strategy and in particular the teaching of reading. Tatto, M. T. (2007). Reforming teaching globally. Oxford: Symposium Books. 201 words