What do flexible learning spaces mean for curriculum organisation in secondary schools?

Traditional sole-teacher classrooms are being replaced by large, open, flexible learning environments in New Zealand schools. Teacher collaboration within these shared teaching and learning spaces raises important questions about curriculum organisation in secondary-school settings. If secondary teachers are to work collaboratively in shared spaces, will collaboration occur in cross-subject teams or within traditional subject boundaries? This article seeks to open for debate the topic of how curriculum might be organised in secondary schools with shared teaching and learning spaces. While examples exist of schools that have radically reorganised curriculum into contextualised cross-subject modules, this article suggests that there is also value in continuing to organise the secondary curriculum around subject domains.