The current version of the draft National Curriculum (1.0.1) remains a document which dis-integrates the subject through its three strands and fails to conceptualise a relationship between these strands. Drawing on curriculum history, I argue that this stands in strong contrast to a curriculum such as the 1971 NSW Syllabus for Years 7-10, which was integrated by an overarching vision that dealt with language modes, contexts, knowledges and skills. This vision was partly provided by the work of James Moffett, on whose work I draw to address the National Curriculum approach to writing in particular. I adapt Paris's notion of "constrained"/"unconstrained" skills in order to argue for a renewed concern with rhetoric and style and for actively teaching towards "surprise". (Contains 4 notes.)