Emphasising collaborative learning strategies, the authors explore and challenge the nature of learning within the national curriculum, looking at ways of including diversity in science, history, maths and poetry.

Describes a process model for designing developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure. This book offers a plan for curriculum-making without objectives.

Opens up a more general debate on how the curriculum is shaped and the compromises made between different ideologies of the nature and purpose of education.