Modern curriculum frameworks tend to emphasise the central importance of the teacher as an active curriculum maker. Despite this, such curricula often act as constraints to curriculum-making, being framed as preset learning outcomes, set out in hierarchical levels, and lacking specification of the processes through which curriculum is made. In this presentation, I focus on two aspects of curriculum making. I first set out a definition of curriculum as social practice. I conclude with an overview of a purposes-led approach to developing the curriculum, a process which enables meaningful curriculum-making in schools and classrooms.