With the ever-pressing twenty-first centurydemands, such as the need for new knowledge generationand application, schools today are aware of the necessity tochange their structures, processes and practices to be rel-evant. In Singapore’s centralized education system, theMinistry has introduced several decentralization initiativesin the hope of promoting flexibility and innovation withinschools. One such initiative is the Integrated Programme(IP). IP schools are expected to redefine existing educa-tional structures, redesign teaching and learning processesand reshape classroom practices to generate diverselearning experiences. This paper describes the case of oneschool that has embarked on the IP to shed light on theprocesses involved in curriculum innovation. Our findingsreveal three significant processes: negotiating the pro-gramme with the school’s vision, finding common groundfor buy-in and investing in preparation time. These areinstrumental in the development and enactment of IP byteachers and school leaders. These findings and theirimplications are deliberated on, providing ways thatschools can shape and sustain curricular innovations

• A Singapore Case Study of Curriculum Innovation in the Twenty-First Century: Demands, Tensions and DeliberationA Singapore Case Study of Curriculum Innovation in the Twenty-First Century: Demands, Tensions and Deliberations