This paper examines different curriculum making actors, discourses and practices at different sites and then situate Scotland and Wales within these. I illustrate the interconnected nature of different sites of curriculum making and explain how these exert influences in the two countries while acknowledging their social and cultural differences. Analysing of policy documents suggest that certain supra discourses and trends are evident in both countries following similar curriculum structures. Nevertheless, there are differences in the ways curriculum is constructed and the steps taken for increasing curriculum making capacity.