Curriculum Change and School Development

The paper discusses some fundamental changes in the culture of teaching and learning and their implications for the curriculum and for the roles of teachers: changing expectations of students, the quest for ‘dynamic qualities’, changing access routes to knowledge and experience, the shift from segregative to integrative structures, and demands on public accountability. Then two examples are presented to illustrate the quest for constructive answers to these challenges: ‘Schools for Active Learning’ and the ‘Environment and School Initiatives Project’. The final section gives some indications of changing curricular frame conditions for a dynamic culture of teaching and learning.