ABSTRACT
Curriculum may be understood to encompass “all of the educative experiences learners have in an educational program, the purpose of which is to achieve broad goals and related specific objectives that have been developed within a framework of theory and research, past and present professional practice and the changing needs of society” (Hass, 1987, p. 5). But what specific and ultimate goals does “curriculum” serve? And what should be the roles and responses of school and middle leaders to such agendas? And how are such agendas particularly construed and constructed in examination-oriented contexts?
