Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history?

Using the notion of risk aversion, this study explores decisions teachers make when constructing a curriculum. Adopting qualitative, grounded approach, used semi-structured interviews with nine history to examine they were making during period considerable curriculum change in England. Five key categories identified, which then defined as averse or high risk. The findings show that largely adopt low-risk approach In particular choice content, pedagogical and assessment approaches are affected. Also, changes stakes examination courses have major distorting impact on choices for phase schooling prior course. This would suggest generally aim maximize outcomes through adopting change. However, according literature, these appear unlikely improve outcomes, whilst at same time narrowing students’ experience