This unit exposes the preservice teacher to important issues in secondary school curriculum deliberation. Preservice teachers are challenged to consider the pervasive influence of curriculum ideology on school curriculum and some approaches to the design of school-based curricula and the forces that direct curriculum change. The fundamental nature of formative and summative assessment and characteristics of good assessment tasks will be described and critiqued. The purpose of assessment and the requirements of external agencies (eg relevant state authority) will be explored and analysed. This unit will demonstrate that curriculum deliberation and assessment at the school and classroom levels cannot be divorced from the wider socio-political climate and the economic imperatives of contemporary Australian society.