The paper provides an historical but critical context for examining the relation of the pursuit of greater equality in schooling to the development of curriculum. This requires a brief account of what one means by the principle of equality, before showing the different ways in which there have been curriculum responses underpinned by philosophical understandings which need to be examined closely. These different ways are explained in terms of: (1) "rational curriculum planning" with its detailed definition of "aims, objectives, methods and evaluation"--and thereby a "science of teaching; (2) "forms of knowledge" or "realms of meaning" to enable all pupils to have a basic understanding of the physical, social, and moral worlds they inhabit; (3) the pursuit of enquiry through which, for all learners, understanding is enlarged; (4) provision of common curriculum experience as a basis for citizenship; (5) taking diversity seriously; and (6) equalisation of opportunities through a common system of national standards and assessments.However, in the light of greater government involvement in the minutiae of curriculum reform, mainly through changes in qualifications and examinations, there is clearly a need to ask what sort of evidence is relevant to "what works".