ABSTRACT
In a book on curriculum we should include the pupils’ viewpoint and know something about the reaction of the ‘consumers’ to the package of curriculum they are given. Most of the research on curriculum has concentrated on how it is shaped and formulated at the top. The other end of that process, where curriculum is realized and practised, has been neglected. Both teachers and pupils have a role in defining the curriculum at classroom level. They have a real input. The point is the basic interactionist one: neither teachers nor pupils just receive and digest what is handed out from above. They make space, they negotiate and they affect the realization of school subjects. Peter Woods, in his paper, concentrates on the viewpoint of a teacher; this paper is focussed on the pupils.
