ABSTRACT
The curriculum is like an endlessly changing, infinitely variable kaleidoscope. Even if the detail of its content has been determined by an agency or body external to the school or college, there are still thousands of ways in which it can be taught, learned, modulated and extended. Depending on what is the particular focus or concern, the cubic curriculum model put forward in this book can be used in a variety of ways to examine, to invent or to provoke debate about what is happening in the classroom. Its purpose is not to determine the curriculum, for the detail of that must be worked out by those responsible for any individual or group of schools, but rather to enable people to reflect when planning, or to evaluate what is being done.
