ABSTRACT
This chapter argues that, despite convincing analyses of the changes taking place in the world and the kinds of capability young people need to deal effectively with that world, schools and the curriculum have in fact changed very little in the last hundred years. The importance of basic skills is accepted, but these need to be fostered in a learning environment where connections between and among the components of the curriculum are regularly and consistently made, and where the objective must be secure understanding of key ideas rather than the accretion of disconnected ‘knowledge’.
