ABSTRACT
This chapter describes reflective and critical review of developments in the curriculum. It examines the formation of the curriculum and curriculum design. The chapter considers the curriculum as experienced by the children in their settings. It discusses the concepts of creativity and imagination. The chapter explores the approaches to the way in which curriculum is enacted. Primary school timetables began to replicate those of a secondary school where subjects had their discrete allocated time slot and there was little opportunity to break down subject boundaries. The National Curriculum was reviewed to reflect the policy agenda of government at the time: their ideologies, priorities and philosophies. Teaching and learning in Scotland is guided by the Curriculum for Excellence which is a non-statutory framework that started in 2008 and applies to learners from age 3 to 18. Learning is organised within capacities and these aim to enable children and young people to become 'successful learners, confident individuals, responsible citizens and effective contributors'.
