The development of curriculum requires dialogue with both past and future. As the state of Victoria gears up to revise the current study design for Literature, one of three 'Englishes' students can study at senior levels, numbers of students opting to take the subject have dropped over recent years. With high-stakes exam-based assessment dominant, the Literature course has been narrowed significantly over the past three decades to privilege writing text response essays under exam conditions. This article seeks to imagine a different curriculum, that articulates with possible student futures and tells a different story from the current study design. This small project in creative writing as educational research hopes to inspire others to imagine curriculum differently.