ABSTRACT
David Scott, the author of the research, argues that one of the key components of curricula around the world is that they describe 'a set of curriculum standards which articulate the intended student achievements'. As an alternative to the labelling and classification associated with the collection curriculum model, Bernstein describes an integrated approach, in which 'the various contents do not go their own separate ways' but instead 'stand in an open relation to each other'. Clearly, there are many pedagogic advantages in choosing an integrated curriculum approach to the teaching of English. Hirst and Peters famously argued that the curriculum could be divided into four conceptual areas: Logic/mathematics, Science, Personal Knowledge and, grouped together as a trio, Morality, aesthetics and religion. Clearly, both the collection and the integrated approach to curriculum provision have advantages and disadvantages.
