This paper, the first of four, reports findings of an analysis of the Curriculum for Excellence, the curriculum introduced by the Scottish government in 2007. The new policy, the curriculum and its accompanying documentation were compared with previous curricula in order to identify changes in responsibility for curriculum design and leadership. Scottish curriculum reform is compared and contrasted with European trends generally and in particular with reforms in Denmark and Italy. The changing demands on teachers were identified and complemented by data from an empirical study of three Scottish schools, in different local authorities, in which all staff members (teachers, head teachers and assistants) agreed to in-depth semi-structured interviews. The interviews explored the diversity of perceptions of the changing responsibilities of teachers and curriculum leaders and examined the curriculum plans and organisational arrangements introduced as a result of the curriculum reform (e.g. the McCrone Agreement for non-contact time for teachers). The paper identifies tensions within the concepts of collegiality and leadership produced by the historically increasing focus on accountability and organisation and provides insight into the opportunities which exist to embrace curriculum reform. A full account of the methodology, Curriculum Workshop approach and the literature review are provided.