Understanding the Curriculum Experience: The curriculum is more than just a document: rather than just being a formal document written by the government for teachers to implement in their classroom , Blaise and Nuttall (2011), provide a different view of what curriculum is. They divide the curriculum into five different concepts; the intended curriculum, the implemented curriculum, the hidden curriculum, the null curriculum and the experienced curriculum. (Blaise and Nuttall, 2011, pp. 82-95). These five concepts create a teaching method in which students learn through experiences. For this to happen, this teaching method must be adopted by teachers and schools. As stated in Marsh and Wills (2007),15). Teachers must be prepared for the unexpected. They must allow their day to be unplanned so that students can learn from their experiences. Schools world (2016) states that Albert Bradbeer Primary School is very flexible in its teaching. Students were allowed to contribute to planning their classroom activities, then given the opportunity to explore and experiment independently. Kathryn Pritchard (foundation coordinator) said that by doing so, the activities would change from what she expected would happen and develop into something she didn't even think the students were capable of, such as creating and managing the own veterinary clinic for teddy bears. in class. This has led to the extraordinary, curriculum has adapted across our society to become more welcoming and aware of different needs, values, cultures and beliefs. Stakeholders also contributed to the adaptation of the official curriculum, expressing their needs regarding graduating students. To investigate this, an interview was carried out with Peter Campbell who has completed Year 12 and has had many career experiences which have qualified him to hold the job he has today: a transport operations manager. Nowadays, teachers are often flexible when planning their activities, this is because every student is different. Students have different needs; socially, emotionally and physically. My interviewee attended school in the mid to late 1900s. Connecting to McCreadie's (2006) reading, both boys and girls received an education in the basic subjects – mathematics, literacy and science, but much of their school day was taken up with singing, mannerisms and making sure each student was educated appropriately. As stated by Malaguzzi (1993), each student has a different context, as do educators. Each student should be seen as an individual with different skills and talents, educators should be attentive and helpful towards students, rather than judgmental. (pages 52-54). The interviewee stated that during his school experience he had the feeling that every student was seen only as a number, everyone