ABSTRACT
In one sense the proclaimed policy of the Schools Council was not to initiate changes but only to encourage and develop changes that were already taking place. And Shipman rightly notes that some of the early project statements carry this coloration. The brunt of the project's work came to be in the first two forms of secondary schools and across the ability range. A project on integrated studies presented schools with a double novelty: in the procedure of change and in the area of change. A number of the recommendations – team teaching, group work, enquiry work in the neighbourhood – modify interpersonal relations within the school and the relation of the school to its local community in ways that went far beyond the domain of integrated studies. Just as individuals need the support of the membership of a team, so do projects need to feel part of the larger organization – in this case the Schools Council.
