ABSTRACT
This chapter focuses on how intended curricula have been developed at national and school levels. At national level, curriculum development was largely promoted through curriculum projects which were initiated through the Schools Council, as the major instrument of curriculum development. The North-West Regional Curriculum Project emphasised the classic four-stroke cycle of curriculum development with its panels of secondary teachers concentrating first on general and specific objectives before writing courses for early school leavers. Three main sub-strategies can be distinguished among English projects and programmes: those based largely on academic expertise, on teacher expertise and on teacher-project programme cooperation in areas where special expertise does not exist. As the scale of curriculum development at national level has declined, more attention has been focused on small scale curriculum development centred around the individual school and the inservice education of its staff.
