to be aware that my use of these clips is illustrative; they do not constitute research data. I was not present when any of them was filmed, nor was I involved in the initial cutting; the clips were taken from completed programmes. Thus they have the status of quotations from other authors rather than of empirical data. I am going to start with a basic definition of curriculum that is broad enough to have at least some chance of functioning across learning situations outside the educational institution: ?Curriculum? is taken to mean: the learning opportunities which are organised in a particular learning situation It is important to note that in defining my key term in this way I am differentiating between curriculum and learning. I do not at this stage want to imply that all learning is part of a curriculum; although my definition is deliberately broad, I do not want it to become so all-inclusive that it embraces all incidental, accidental learning. For example, I have learned over the years that papers with ?design and technology? in the title do not attract large audiences at BERA conference, but I would have to subscribe to a pretty serious conspiracy theory about the relationship between myself and the rest of the academic community to see this as being part of a curriculum even of my learning to operate as an academic. Curriculum implies organisation, a programme of learning, though the organisation involved may (as we shall see) turn out to be