Using a version of Elliot Eisner's connoisseurship, this paper examines the current Manitoba Framework document for high school mathematics, finds it wanting, and proposes a new way of considering curriculum, using high school mathematics as an example space. Drawing inspiration from the writing of John Dewey, the model makes use of complexity theory as described by Brent Davis and Elaine Simmt (2003) to contribute to curriculum theorizing. The Manifold & Intention Model uses major themes, termed Manifolds, as organizing devices for creating and using curricula. The underlying social, mathematical and educational assumptions surrounding the curriculum are opened to scrutiny in the Intention. The content that appears in a curriculum must meet the Content Evaluation Criteria and in the Common Content and Local Content, specific learning outcomes are eschewed, replaced by exemplars. The Manifold & Intention Model is a social and generative way to create curriculum.