ABSTRACT
Shape was most clearly discernible in curricular documents from special schools and from separate departments or classes for slow learners in secondary or primary schools. In the sets for slow learners the shape of the curriculum was usually modified by a reduction of content to allow for the assumed slower progress of the pupils. In the project schools there were attempts to follow up pupils after they left school and to use the information in evaluation. Without attempting to remove responsibility from schools, it may be admitted that responsibility for the weaknesses noted in attitudes to the curriculum is shared by the system of teacher training and the framework of supervision within which the schools operate. Feedback and interaction within the curriculum are influenced by the shape of the curriculum itself. Most feedback occurred between the strong areas of curricula.
