Most students and teachers devote most of their time in school to the study of the single subjects of the curriculum. 

There is growing interest in curricula that:

• are conceptualised in terms of competences rather than knowledge acquisition
• employ project-based, problem-based learning
• pose trans-disciplinary questions that cannot be answered by subject knowledge alone
• are designed for learning to learn and improvement of students’ learning capacities.

Among the more radical versions is the Royal Society of Arts' Opening minds curriculum.

Institutional reconfigurations

• From single to multiple institutions
• Merging of phases
• Flexible and permeable age cohorts
• School day, term and year
• Flexible time schedules
• Design of buildings and learning spaces
• Competence-based, trans-disciplinary curriculum
• Academic and pastoral division
• Smaller units within schools
• School and workplace

Role reconfigurations

Leadership reconfigurations