ABSTRACT
In the last decade teachers have assiduously planned for curriculum coverage, to ensure that each literacy objective and those in other areas of the curriculum are given due time and attention. Arguably, this view of the curriculum as planned, in response to the prescribed requirements, has dominated over the conception of the curriculum as lived/experienced. However, with the emergence of increased governmental support for creativity and in the light of the Rose Review of the Primary Curriculum (Rose, 2008), more creative approaches to the curriculum are being developed.
