ABSTRACT
If the curriculum is viewed as a landscape then we have endured the equivalent of several Ice Ages over the past five years. The development of a common National Curriculum has meant some subjects have been relocated in the margins and along the borderlines of curriculum priority. As a person of romantic sensibilities I quite like the idea of being seen as a curriculum renegade. However, in this chapter, mixing a little pragmatism with my romantic notions, I will outline a number of ways in which a rich life can be had in the margins, especially at a time when teachers are suffering from curriculum change fatigue.
