ABSTRACT
The word ‘curriculum’ is used so frequently in schools and in discussions about education, it is tempting to believe that the concept is unproblematic, providing that knowledge is divided neatly into subject areas for teaching purposes; such a systematic approach is, however, far removed from the reality. In this chapter, we explore the various meanings of ‘curriculum’, the National Curriculum subject areas and some of the strategies and reports that have impinged upon the way that the curriculum is organised and taught.
