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This article is the notebook of Monica Gather Thurler. It summarises the final report of the Council of Europe project No. 8, stressing the central issues for future school development in Europe. These ideas are enlightened theoretical constructs; they also result from concrete efforts in schools to use human craft and resources to create change.

The aim of this chapter is twofold: first, it will discuss the roots and the aims of the curriculum reform launched in Portugal in 2017, suggesting that it shows the influence of international policy borrowing. Secondly, it aims to present and to discuss the trends that this reform is putting in place, highlighting some successful practices as well some misconceptions and controversial practices. To accomplish such aims, it follows the analytical framework that inspires this book, namely the approach that understands curriculum making as a dynamic process of interactions between different layers of the system, emphasizing the meso and the micro layers of curriculum decision-making. The focus on the experimental period that this chapter narrates is also an opportunity to analyse dynamics among the layers of curriculum making.