ABSTRACT
Today many educators are concerned with the development and implementation of curricula that provide quality lifelong education for all. They are struggling with the influence of PISA (Programme for International Student Assessment) and the implementation of standardised testing. The attempt to balance the required testing with the demands of core curriculum places a strain on the activities that can be scheduled in a school day. Many are concerned that such testing narrows the scope of what is learned. Some Canadian school districts have removed what they deem as less relevant knowledge areas. The addition of new subjects and the demand for inserting specific skills, character development and interdisciplinarity have placed further stress on an already burdened curriculum. Additionally, there seems to be very little latitude for the exploration of non-formal and local curricula. The challenges of new technologies that have changed the way we communicate and express ourselves socially and artistically place further demands on what can be achieved in the school context.
