ABSTRACT
If teaching is not a science with agreed techniques, it involves at least a range of skills that can be practised and become perfected in action. Teachers develop a certain adequacy of curriculum organisation and exposition, questioning, and other classroom skills that can eventually become almost second nature to them. At the Abraham Moss Centre authors have a number of reasons for developing in-service training and school-based curriculum development. The time and energies devoted to school-based curriculum development in so many separate schools could then be concentrated much more on meeting the needs of pupils and staff in a particular school by the redeployment, modification or supplementation of resources that already exist for the purpose. The major weakness in school-based curriculum development is the difficulty involved in turning theory into practice.
