Research on student learning in physics has tended to focus largely on an individual perspective on learning. This can be contrasted with a sociocultural perspective which focuses on the social and linguistic dimensions of learning. As an exemplar of this perspective, this paper uses Gee's notions of 'little d' discourse and 'big D' Discourse as a framework for the design of an introductory physics course. Firstly, this involves a focus on helping students acquire the discourse of physics, which is the way the discipline represents itself in text. Secondly there is a focus on making the Discourse of the discipline explicit, through emphasising the values and ways of thinking that characterise physics, incorporating more authentic practical activities and engaging with scientists in the field. Basing curriculum design on a sociocultural perspective on learning, the paper argues, is a potentially productive way of addressing many of the traditional shortcomings of physics curricula.