Having moved from the industrial age which gave schools many of their distinguishing features to a fast-changing knowledge age, we must surely ask ourselves, ‘Has our old concept of “curriculum” passed its used-by date?'

The teaching of separate bodies of knowledge and discrete disciplines seems to be based more on the principles of industrial production than on good learning theory.

Sometimes we might be tempted to wonder if the needs of students for relevant, just-in-time educational experiences are being obscured by the need for neat administration of a curriculum which can at times be more reductionist than truly developmental.

The sobering truth, of course, is that we have to work within a legislative framework which defines curriculum in the language of separate ‘courses of study'.

However, teachers at the cutting-edge of schooling in today's world are finding creative ways of merging content and process. There are many fine examples of collaborative teaching across artificial boundaries, of the identification and teaching of generic skills, and of genuine integration.

Such holistic approaches to curriculum are more likely to develop the new skills our students need if they are to thrive in a knowledge age. These prepare them for lifelong learning in a changing world.

What are the skills required for learning in today's world?