ABSTRACT
This chapter outlines two major school-based curriculum projects. Both arose in recognition of specific needs of pupils within the school. In 1972, Hele's School, in Devon, began to change its status from an old-established grammar school to a comprehensive school for boys aged 12–16. One of the major problems was the language difficulties being encountered by many new pupils. It was evident from subject Heads' contributions that there was a deepening awareness of the importance of language in their work; they also had a developing expertise in preparation and assessment of materials from the point of view of language response demanded. In 1975, the Bullock Report came as a catalyst to thinking, offering a clear sense of direction: 'every school should have an organised policy for language across the curriculum, establishing every teacher's involvement in language and reading development throughout the years of schooling.'
