Schools in England have a lot of control over their curricula. Although we all aim for the same final point, generally determined by the exam specification, the path taken to get there can vary hugely from school to school. The absence of centralised schemes of work brings a complex mix of implications, positive and negative.
Departments are free to design a path through the content that is right for their mix of students, but the quality of these schemes can vary depending upon the experience and thought processes of those creating them. I would contend that even the best of teachers is sorely limited in their ability to make long-term progress with large numbers of students if they are constrained to a poor scheme of work.
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