Originally published in 1978. This book presents how the potential of the comprehensive school could be realized by bringing unity and coherence to its curriculum and organization. Among the subjects considered are value judgments and curriculum design; faculties and the organization of learning; subjects and options; the sixth form; and the timetable as an enabling device. This book goes beyond the prevalent considerations of the time to examine the relationship between educational theory and practice, and the underlying issues of how a rationale of curriculum may be determined and the involvement of teachers in school-focused curriculum development. An appendix considers the curriculum and timetable structure of Sheredes School in Hertfordshire, a new comprehensive school set up in 1969.

chapter 3|25 pages

Value Judgments and Curriculum Design

chapter 4|32 pages

Faculties and the Organisation of Learning

chapter 6|15 pages

TheTimetable as an Enabling Device

chapter 7|17 pages

Subjects and Options

chapter 8|14 pages

The Sixth Form

chapter 9|22 pages

School, Pastoral Care and Community

chapter Appendix|4 pages

Sheredes School: Curriculum and Timetable Structure