ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

COURSE: CURRICULUM DEVELOPMENT (8603)

B.ED. (1.5 YEAR)

SEMESTER: AUTUMN, 2022

ASSIGNMENT NO. 2

• STUDENT NAME : FATIMA TANVIR

• STUDENT ID: [email protected]

1
Q. 1 Define various concepts of curriculum. Write a comprehensive note on
scope and need of curriculum. (20)
Ans. Curriculum is a contested and often misunderstood concept. At a simple
level, the curriculum simply means a course of study. The word is derived from
the Latin word meaning racecourse or race, and has come to mean a general
course, conveying the notion of going somewhere in a predefined direction.
Indeed, this simple definition is one that is current in many schools, where the
curriculum is seen largely as the glossy booklets that contain the content to be
taught.
However, such a conception of curriculum is clearly inadequate for understanding
the complex processes of schooling in today’s society. A more sophisticated
definition is required, and there have been many attempts to provide one. For
example, a Dictionary of Education (Rowntree, 1981) offers the following
definition:
[Curriculum] can refer to the total structure of ideas and activities developed by an
educational institution to meet the learning needs of students, and to achieve
desired educational aims. Some people use the term to refer simply to the content
of what is being taught. Others include also the teaching and learning methods
involved, how students’ attainment is measured and the underlying philosophy of
education.
Scotland’s Curriculum for Excellence, in line with this more holistic view, states
that the curriculum is ‘the totality of all that is planned for children and young
people throughout their education’ (Scottish Government, 2008).
Such definitions are helpful in that they provide a broad conception of the
education that occurs in schools. However, this sort of broad definition can also
be confusing, as the term curriculum comes to mean different things to different
people. For these reasons, it is necessary to be clear about the various facets that
make up the curriculum, and the ways in which these facets link together and
interact in practice. The following terminology helps to make sense of the
complexity that is the curriculum.

Curriculum – an umbrella term denoting the totality of the learning experience of

children and young people in school. Considering the curriculum would thus
include the questions of what, how and why listed below, as well as assessment
(evaluation).

2
Curriculum purposes – statements of what the curriculum is intended to achieve.
These include narrowly defined outcomes or objectives, and more broadly defined
aims or goals. This is the why of the curriculum, and is often (but not always)
made explicit in official documents that comprise the curriculum framework.
Curriculum framework – the documents that outline the structure of the
curriculum and its purposes. This also usually includes and the content to be
taught – the what of the curriculum.
Curriculum provision – the systems and structures established in schools to
organise teaching, for example timetabling. This is the how of the curriculum.
Pedagogy (often referred to as instruction in the literature, especially American
writing) – the teaching strategies and learning activities planned to achieve the
aims and fulfil the planned framework. This is also the how of the curriculum.
Assessment – the methods used to judge the extent of students’ learning (e.g.
tests, homework, observation). Assessment might be used formatively (to provide
feedback to learners to inform future learning), summatively (to provide a grade)
or evaluatively (to judge whether teaching has been effective).
The relationship between these elements is complex and can be problematic. I
provide several examples to illustrate this point:

The particular curriculum planning model that is outlined in the framework can
exert a major influence on pedagogy. For instance, a framework that emphasises
content to be learned might encourage teacher-centred approaches to teaching,
whereas a model based on processes and skills may encourage activities that are
student-centred.
The organisation of provision exerts an effect on pedagogy. For example,
Inquirybased methods such as cooperative learning can be difficult if the school
day is divided into small teaching blocks, as is the case in most secondary schools.
A heavy emphasis on assessment can encourage narrow ‘teach to the test’
approaches.
Curriculum planning is fundamentally a political process. In other words, it
involves questions of value and is subject to disagreement. Different people have
different views about what should be taught (or indeed omitted – the null
curriculum). An important question is ‘whose curriculum?’: who is it for, and who

3
chooses? Some believe that content should be chosen to meet children’s needs
and/or interests? Others suggest that there are bodies of knowledge that have
intrinsic value, and which should be taught to all children. For example, social
realists such as Young and Muller (2010) believe that children will be
disadvantaged if they are not taught knowledge from the academic disciplines
(which are recognised bodies of knowledge developed over generations by
scholars using rigorous methods).

These current debates are often reduced to spurious categories: traditional vs.
progressive curricula; knowledge vs. skills; subjects vs. interdisciplinary
approaches; teacher as sage-on-the-stage vs. teacher as guide-on-the-side, etc. It is
far more fruitful to consider these dichotomies in a more nuanced way, for
example:

Knowledge vs. skills is better seen as curriculum balance between different types
of knowledge that are all essential for a balanced education: propositional
knowledge (knowing that), procedural knowledge (knowing how) and epistemic
knowledge (the approach to inquiry, such as scientific method, that characterise
different disciplines).
An accomplished teacher will both teach directly and facilitate learning,
depending on the purposes of the learning being undertaken.
This in turn raises further questions about the choice and organisation of
curriculum content. Should the curriculum be structured around subjects (the
prevailing secondary model in Scotland) or themes (a primary school approach)?
Should school knowledge focus on ‘learning that’ (propositional knowledge) or
‘learning how’ (skills)? Or is this a false dichotomy? Should there be a core
curriculum for all young people, or should there be choice? What about relevance
to real life? Or is the school curriculum a sabre-tooth curriculum (Peddiwell,
1939), which rarely changes and drifts out of date as society evolves?

The curriculum operates (or Is made) in different ways at different levels:

Supra – transnational ideas about education

Macro – national level policy intentions

4
Meso – policy guidance (ES, LEA)
Micro – school-level curricular practices
Nano – classroom interactions
(Thijs & van den Akker, 2009)

Curriculum policy is sometimes referred to as the prescribed curriculum. This is

the written curriculum, embodied in a school’s documents, curriculum guides, and
programme of studies booklets. It is the ‘official’ curriculum. In most cases, the
written curriculum is an instrument of control. Written curricula are essential, but
they do not always reflect what is taught. At the level of practice the terms
described curriculum, enacted curriculum and received curriculum are sometimes
used. The first two terms comprise the taught curriculum – what teachers say they
teach, and what they are actually observed to teach. The received curriculum is
the ‘bottom line’ curriculum, in other words what the students actually learn. It is
the most important curriculum of all; but it is also the one which is most difficult
to quantify, and the one over which we have the least control.

Need and importance of curriculum

Curriculum development is a purposeful activity.
It is undertaken to design or redesign for the realization of certain specific
educational objectives.
The curriculum is the heart of the student’s college/school experience.
The curriculum should be reviewed and revised on a regular basis so that it is able
to serve the changing needs of both students and society.
The following points iterate the needs and importance of curriculum development.
Clear purpose and goals:- Curriculum construction provide written curricular
goals which are nothing but intended student development outcomes. These goals
and objectives are specified in considerable detail and in behavioral language.
Continuous assessment and improvement of quality:- Valid and reliable
assessment of the curriculum is necessary. The curriculum followed by an
institution should be reviewed regularly in order to maintain it’s effectiveness in
regards to the changing needs of the society as a whole.

5
A rational sequence:- In a curriculum educational activities are carefully ordered
in a developmental sequence. This developmental sequence helps to form a well
planned (or coherent)curriculum based on intended goals and outcomes of the
curriculum and its constituent courses.
Making strategy in teaching and learning:- Curriculum development helps in
suggesting suitable teaching-learning strategies, teaching methods, instructional
materials, etc. It helps in providing for the proper implementation of the
curriculum on the part of teachers and learners.
Helps in the selection of learning experiences:- Curriculum development is
needed for appropriate selection and organization of learning experiences. It helps
in the selection of study matter and other activities so that learners are able to
acquire goals and objectives of teaching.
The process of curriculum development is needed for conceptualizing a
curriculum in terms of the determination of educational objectives for
teachinglearning at a particular grade of school education. Helps in continuous
and comprehensive education:-
Curriculum development considers the need of providing a scheme of education
for CCE of the teaching-learning outcomes. With proper feedback, it helps to
bring necessary improvement in the teaching-learning process and environment.

Q.2 Define curriculum foundation. What is the role of economic foundation in

curriculum development? Justify your answer with specific arguments.
(20)
Curriculum foundation refers to the factors that influence the minds of curriculum
developers to make a decision on what to be included in the curriculum and its
structure. There are certain factors which provide background information on which the
curriculum developers depend to make the decisions. They may be philosophical
foundations which based on nature and value systems. Psychological foundation which
is based on the learners and learning theory influences the curriculum and sociological
and cultural foundation which influences the curriculum from the social life, society and
its culture.

6
“An educational program which provides for a study of the population situation in
family, community, nation and world with the purpose.

Apart from the above the cultural beliefs, social expectations, communal values, norms
traditions also influence the curriculum. Society is group of people or communities or
nations which constitutes a cultured mankind. Society is a general body of people,
communities or nations constituting civilized mankind. Therefore, curriculum should be
designed in the radiance of inclination from the development of society. Any
curriculum’s merit comes from the reflection it shows from the local culture and the
social needs in which it is being developed. It is the way the people live in the society,
their intellect, obedience, training which should reflect in the way curriculum is
designed.

The curriculum developers should take the moral, cultural, creative development from
the society.

Cultural, social changes and anticipation of the institution will affect the accomplishment
of the curriculum. But the major changes in the society like unemployment, social
values, economic growth, and employer, community and family institutional
relationships. This is affected by the educational requirements and confrontations. The
influences of government policies, external stakeholders and research also factors
affecting the curriculum through sociological foundations.

The theories of Curriculum drawn by the influence of Social.

The teachers can and will use a general process while teaching and use a democratic
language in the mother tongue of the students. But in the standpoint of a sociological
foundation, the knowledge should be cognitive and experimental. Though the
knowledge is a student’s personal experience and comes from their own attributes
learnt, the promoters of this theory have concerns about the knowledge the society
possess.

In the social theory view the process of learning is beyond control of student’s
interaction, but it starts when the student makes effort to develop the environment.
The learner is treated as an activist of society and a change agent. The teachers should
get prepared to participate in this social practice to play a role as a provider than a game
changer. The supporters of this foundation theory consider teachers as partners.

7
Role of Economic Foundation on Curriculum

The English term ‘Economics’ is derived from the Greek word ‘Oikonomia’. Its meaning is
‘household management’. Economics was first read in ancient Greece. Aristotle, the
Greek Philosopher termed Economics as

A science of ‘household management’.

Economic foundation of education refers to those factors of individual and collective

economic development which are considered during the formulation of a system of
education for a nation.

A struggle for the fulfillment of material needs of the individuals is the fundamental
subject of economics. Education develops the potentials and abilities of the individuals
for the fulfillment of these needs. It can be clearly seen that there is a close relationship
between education and economies.

Concept of Economic Foundation of Education

Education is playing important role to control unemployment throughout the world

‘’One of the best ways to tackle youth unemployment and to support economic and
social growth is through education’’

Relationship between Education and Economies

Education paves the way to the fulfillment of the economic needs of the individual and
society. This close relationship between education and economic needs has been
acknowledged by the leading educational economists of the world.

Education trains the individual of the society and. Prepares them participate in the
economic-oriented activities in the society. This training provides necessary skillful
manpower.

A trained and skillful society is, basically a economically stable society.

Research in education has brought about many new theories of economic development.
These theories have opened new vistas of economic growth.

Education uplifts the standard of living of the individuals.

8
Economic prosperity leads to the social stability. All these changes are the product of
education. A financially satisfied person performs his social role effectively and
efficiently.

Scope of economic foundation education

Education economics or the economics of education is the study of economic issues

relating to education, including the demand for education, the financing and provision of
education, and the comparative efficiency of various educational programs and policies.
From early works on the relationship between schooling and labor market outcomes for
individuals, the field of the economics of education has grown rapidly to cover virtually
all areas with linkages to education.

IMPORTANCE OF EDUCATION ON THE ECONOMY

Education is one of the key drivers of growth performance, prosperity, and

competitiveness in national and global economies.

Universities and other institutions not only deliver tertiary education and ongoing skills
training, but also provide a bustling research environment that produces innovations
with valuable commercial applications. There are many importances of economic
education such as.

1) Create a Quality Workforce

The modern workplace is in a constant state of evolution. Even within the last decade,
job roles and the

Skills required to succeed in them have changed enormously, with technological

Advancements being a key factor. The higher education sector is pivotal in

Delivering training to student at all stages of their careers.

2) Drive Innovation

A key role of education institutions is to drive innovation, with the aim of finding
solutions to global challenges in areas that matter to society. The wider economy
benefits from university research and innovation as it drives investment.

3) Increase Employability

9
Higher education institutions are critically important here. Universities should be
proactive in arranging opportunities for current students to develop industrial expertise
through work experience and internships

Q.3 Evaluate the various factors which usually affect the selection and
organization of curriculuar contents.(20)
Curriculum development is influenced by a multitude of factors. Factors affecting
curriculum development include philosophical, psychological, societal or social, political,
economical, educational, technological and gender factors etc. A brief description of
these factors is as under;

Philosophical Factors

Based upon fundamental beliefs that arise from one’s philosophy of Education,
curricular decisions involve consideration of several topics and issues. Precisely for this
reason, we consider philosophy one of the major foundation areas in curriculum.

Studying philosophy helps us deal with our own personal systems of beliefs and values
the way we perceive the world around us and how we define what is important to us.
Hence, a study of the philosophy of education in terms of curriculum development is
essential. In essence, educational philosophies influence, and to a large extent
determine, our educational decisions and alternatives. Those who are responsible for
curricular decisions, therefore, should be clear about what they believe. If we are
unclear or confused about our own beliefs, then our curricular plans are bound to be
unclear and confusing.

Psychological Factors

The purpose of psychology is to study human behavior. Psychology contributes to

curriculum planning by providing teachers with information concerning the nature of
students, the nature of the process involved in learning, the motivation, personality and
individual differences of students, the value of teaching methods and teaching
effectiveness.

Social or Societal Factors

10
The purpose of sociology is the analysis of organized human relationship. Its major
contribution to curriculum has been the making of decisions about the content of the
curriculum and its main focus has been the understanding of the direction of social
change and the socialization of the individual. Its method of working involves providing
extensive information about the social background of students, promoting a realistic
evaluation of the role of the teacher and school in social change. It increases teacher’s
flexibility, tolerance and awareness of methods of inquiry. It keeps in mind that primary
school curriculum differs from secondary school curriculum. The needs of society play an
important role in development of the curriculum, e.g. it should be emphasis on a
technical based curriculum for the development of an industrialized society.

Political Factors

Politics has a certain impact on all spheres of life, and instability of politics leads to
instability in everyday life. It usually defines goals and content; political considerations
need to be admitted while curriculum development; and political decisions may change
the requirements for curriculum development.

Governments need to promote nationalism, patriotism and ideologies. Therefore have

polices according to which they send out directives. The directives state the medium of
instruction, the nature of the syllabus and the kind of textbook, etc.

Economical Factors

As compared to the elite schools where this is hardly a problem, schools belonging to
the lower social strata cannot entertain the possibility of using modern equipment, e.g.
the computer, due to financial constraints. This also leads to losing good teachers and
other personnel to places offering better remuneration.

Educational Factors

In order to bring about effective learning modern and efficient methods of education
should be used and for this we need trained and skilled teachers. We also need to keep
co-curricular activities like sports, drama, debates, excursions, etc. as an integral part of
the curriculum.

Technological Factors

11
The influence of technological progress is observed in each sphere of life, and when the
time for curriculum development comes, the technological point plays an important
role.

Curriculum developers cannot ignore this technological progress and the influence it
presents. Technological innovations may be applied to curriculum development in
several ways “as a plan for the systematic use of various devices and media” and as the
issue that “is found in models and procedures for the construction or development and
evaluation of curriculum materials and instructional systems” (Print, 1993, p.55).

Gender Factors

The needs of each gender are also kept in mind for the development of curriculum.
Although this is the age where women have gone into professions which were
previously considered the domain of male gender and women are asking for equal
rights, yet option should be left open, e.g. home economics for girls and technical
education for boys, though these should not be strictly the domains of females or males
respectively. In advanced countries where women enjoy a greater degree of freedom, a
variety of educational institutions exist that separately cater the male and female
curriculum needs.

Q.4 Explain the main approaches and various format in writing behavioral
objectives. Also develop five statements of behavioral objectives. (20)
Ans. A behavioral objective, also known as a learning objective and educational
objective, is a tool that teachers use to let students know at the beginning of a course or
lesson what is expected of them. Behavioral objectives that are written for students
should have a minimum of three components: an explanation of what’s expected from
them, a performance criteria and an explanation of what constitutes an acceptable
amount of knowledge of what was taught during the course or lesson.
Outline what’s expected from the students. The objective should plainly spell out what
students should be able to do by the end of the course or lesson, as well as the
stipulations under which the class or course is given. For example, a common phrasing
used in outlining conditions of performance are “The student will be able to …” and “The
student will independently …”

12
Create an acceptable performance criteria. The objective should outline performance
standards relating to the accuracy, quality and speed of learning what’s taught. For
example, an objective could be that a student be able to spell a group of words within a
set amount of time, or that when given a list of words and a time limit the student
should be able to underline all the verbs on the list.
Explain what the student should know after the conclusion of the course or lesson. The
objective should list specific, measurable goals, such as being able to describe
something, to be able to make a list, to define a term or to explain something. The
objective should not include phrasing that relates to goals that can’t be accurately
measured, like “to know” or “to learn.”
Writing
Most books that provide instruction on the writing of behavioral objectives state that an
objective needs to have three components as follows:
A measurable verb (also known as performance)
The important conditions (if any) under which the performance is to occur and
The criterion of acceptable performance
It is important to say that many objectives are written in a manner in which the
important conditions and criterion are implicit. If they really are implicit the argument
can be made that they may not be necessary. For example, an objective might be stated
as follows.

The student will be able to name the five stages of mitosis.

There would be no point in stating the objective as follows just to meet the
requirements of it having a criterion.
The student will correctly (criterion) name the five stages of mitosis within 30 seconds
(criterion).
On the other hand, there may be objectives that need to have the conditions and/or
criterion specified. For example, a teacher might begin the process of writing an
objective with a general statement such as:
The learner will be able to prepare appropriate new patient workups.

13
He/she then might decide that this objective is too vague or general to be instructional
to the student and to also let others who teach the student know what is expected.
Therefore, in an effort to improve the objective the teacher might add criteria as
exemplified below.
The learner will be able to prepare legible, comprehensive, and focused new patient
workups that include the following features:
Present illness organized chronologically, without repetition, omission, or extraneous
information.
A comprehensive physical examination with detail pertinent to the patient’s problem.
A succinct and, where appropriate, unified list of all problems identified in the history
and physical examination.
A differential diagnosis for each problem (appropriate to level of training)
A diagnosis/treatment plan for each problem (appropriate to level of training)
One could argue that the teacher could add some time frame criterion such as – 1 hour –
but such a time frame might be meaningless and not necessary. Please note that in this
objective the condition is not stated and may be unnecessary.
Please note that if you think of the purpose of the objective as a statement that serves
the purpose of guiding planning, guiding teaching, guiding learning, and guiding
evaluation the need to state or not to state the condition and the criterion will probably
be clear to you.
Statement of Behavioral Objectives
“Intended change brought about in a learner.” (Popham, et. Al. 1969)
“A statement of what students ought to be able to do as a consequence of instruction.”
(Goodlad, in Popham et al., 1969)
“Explicit formulations of ways in which students are expected to be changed by the
educative process.” (Bloom, 1956)
“What the students should be able to do at the end of a learning period that they could
not do beforehand.” (Mager, 1962)

14
“An objective is a description of a performance you want learners to be able to exhibit
before you consider them competent. An objective describes an intended result of
instruction, rather than the process of instruction itself.” (Mager, 1975)
“Properly constructed education objectives represent relatively specific statements about
what students should be able to do following instruction.” (Gallagher and Smith, 1989)
According to Guilbert (1984) in article entitled “How to Devise Educational Objectives”
the qualities of specific learning objectives are:

• Relevant
• Unequivocal
• Feasible
• Logical
• Observable
• Measurable
Characteristics of effective objectives as described by Westberg and Jason (1993) in
Collaborative Clinical Education.

• Consistent with overall goals of the school

• Clearly stated
• Realistic and doable
• Appropriate for learners’ stages of development
• Appropriately comprehensive
• Worthy, complex outcomes
• Not treated as if they were etched in stone
• Not regarded as the only valuable outcomes

Q.5 Evaluate the principles and criteria for selecting the curriculum contents
for early childhood education. (20)
Ans. The term curriculum is viewed in two different ways: the micro and the macro. The
micro curriculum refers to subjects, while the macro curriculum refers to curricular
programs. For example, the subject biology is a micro curriculum while BS in Civil
Engineering is a macro curriculum.

15
What do the micro and the macro curriculum contain? The following criteria discusses
the content of these two levels of the curriculum.

Seven Criteria for the Selection of Subject-matter or Content of the Curriculum

The 7 criteria below can be utilized in the selection of subject matter for micro
curriculum, and for the content, subjects needed for the curricular program or course, of
the macro curriculum.

1. Self-sufficiency

To help learners attain maximum self-sufficiency at the most economical manner is the
main guiding principle for subject matter or content selection (Scheffler, 1970) as cited
by Bilbao et al., (2008). Economy of learning refers to less teaching effort and less use of
educational resources; but students gain more results. They are able to cope up with the
learning outcomes effectively.
This means that students should be given chance to experiment, observe, and do field
study. This allows them to learn independently.

With this principle in mind, I suggest that for a high school curriculum or preparatory
year, there should be a one day independent learning activity each week. However, this
should be carefully planned by the teacher. When the students return, they should
present outputs from the activity.

2. Significance

The subject matter or content is significant if it is selected and organized for the
development of learning activities, skills, processes, and attitude. It also develops the
three domains of learning namely the cognitive, affective and psychomotor skills, and
considers the cultural aspects of the learners. Particularly, if your students come from
different cultural backgrounds and races, the subject matter must be culture-sensitive.

16
In short, select a content or subject matter that can achieve the overall aim of the
curriculum.

3. Validity

Validity refers to the authenticity of the subject matter or content you selected. Make
sure that the topics are not obsolete.

For example, do not include typewriting as a skill to be learned by college students. It

should be about the computer or Information Technology (IT).

Thus, there is a need to check regularly the subject matter or contents of the curriculum,
and replace it if necessary. Do not wait for another 5 years in order to change it.

Modern curriculum experts are after current trends, relevance and authenticity of the
curriculum; otherwise, your school or country will be left behind.

4. Interest
This criterion is true to learner-centered curriculum. Students learn best if the subject
matter is meaningful to them. It becomes meaningful if they are interested in it. But if
the curriculum is subject-centered, teachers have no choice but to finish the pacing
schedule religiously and teach only what is in the book. This may somehow explain why
many fail in the subject. 5. Utility

Another criterion is the usefulness of the content or subject matter. Students think that
a subject matter or some subjects are not important to them. They view it useless. As a
result, they don’t study.

Here are the questions that students often ask: Will I need the subject in my job? Will it
give meaning to my life? Will it develop my potentials? Will it solve my problem? Will it
be part of the test? Will I have a passing mark if I learn it?

17
Students only value the subject matter or content if it is useful to them.

6. Learnability

The subject matter or content must be within the schema of the learners. It should be
within their experiences. Teachers should apply theories on psychology of learning in
order to know how subjects are presented, sequenced, and organized to maximize the
learning capacity of the students.

7. Feasibility

It means that the subject matter can be fully implemented. It should consider the real
situation of the school, the government, and the society, in general. Students must learn
within the allowable time and the use of resources available. Do not give them a topic
that is impossible to finish.

For example, you have only one week to finish the unit but then, the activities may take
a month for the students to complete it. This is not feasible.
Do not offer a computer subject if there is no even electricity in the area or there are no
computers at all.

Further, feasibility means that there should be teachers who are experts in that area. For
example, do not offer English for Business Communication if there is no teacher to
handle it.

Also, there is a need to consider the nature of the learners. The organization and design
of the subject matter or content must be appropriate to the nature of students.

So, it would be better if students in a subject-centered curriculum (with pacing schedule

that must be religiously implemented every week) be grouped homogenously;
otherwise, many will flunk in that subject.

18
In conclusion, teachers in elementary and high school are not directly involved in the
selection of subject-matter because there are already lesson plans made by the
Department of Education. All they have to do is to follow it. However, they can also
customize the lessons if their department heads or principals will allow them.

As regards macro curriculum, the Commission on Higher Education sets guidelines and
policies on what subjects should be offered as minimum requirements for the course.
Then, the Curriculum Development Committee will take charge of the selection,
organization and implementation of the curriculum with the approval of the Academic
Council.

The Curriculum Development Committee headed by the Director of Curriculum

Development sees to it that the selection of the subject-matter and the subjects for a
curricular program be examined and scrutinized using the 7 criteria mentioned above.

But, this is not the end of the process yet! Selection of the subject matter or content of
the micro and macro curriculum is only one of the considerations in designing the
curriculum.

19