This handbook provides a detailed discussion of curriculum design for advanced French language instruction in British secondary schools, intended to assist in planning during a period of rapid educational change and newly mandated curricula. An introductory section offers background information on those developments, both statutory and philosophical, in British education, including syllabus content, heterogeneous grouping, emphasis on communicative skills, and encouragement of student autonomy. The first of the book's eight chapters discusses the strategic approach to curriculum planning of both content and language skills in advanced French. Chapters 2 through 5 specify performance objectives and contexts, skill development exercises, and additional instructional suggestions for teaching reading, listening, speaking, and writing. In the sixth chapter, integration of skills within an instructional unit is discussed, with related classroom exercises provided. Chapter 7 addresses a variety of issues in student assessment and monitoring, including record-keeping, evaluation criteria, use of self-assessment techniques, practice examinations, and grading. The final chapter looks at considerations in the choice of instructional materials and technological resources. Appended materials include a brief list of grammatical elements and structures to be included in the curriculum and selected bibliography of textbooks, periodicals, reference works, and other books useful for curriculum planning. (MSE)