ABSTRACT
To generalize from one project in thirty-eight schools would be to compound the current superstructure of curriculum theory that has risen on an unfortunately meagre base. Integration is now popular, and many of the problems that overtook the Keele project were caused by the under-estimation of the difficulties involved. Integration could be attempted at the level of children, subjects, teachers, and even schools. Powerful faculties had formed in some schools but in others integration seemed to have given the head oversight of the teachers involved. Thinking at the Schools Council based on experience so far has produced some very different second-phase projects. The trial schools that implemented some form of team teaching and learner-centred activity as well as integrating subjects had a major upheaval in their midst. Yet even in schools where there was more than one curriculum innovation there had been no attempt to plan on a school-wide basis.
