Curriculum is the planned and guided learning experiences and intended outcomes, formulated through systematic reconstruction of knowledge and experiences, under the auspices of school, for the learners’ continuous and wilful growth in personal social competence (Wiles and Bondi 1989 p.7). Marsh and Willis (1995 p.6) argue that the term curriculum comes from the Latin root which means race course, that means to school students, curriculum is the race to run. Pratt (1980) defines curriculum as an organised set of formal education and/ or training intentions.
Zais (1976 p.16) defines the term curriculum design as the arrangement of the components or elements of a curriculum including; aims, goals, objectives, subject matter or content, learning activities and evaluation. He further attests that, the most prominent feature of curriculum design is their pattern of content organisation. On the other hand, Husen (1988 p.1163) defines curriculum design as the organisational pattern or structure of a curriculum. This is determined in two different levels of development; a broad level which involves basic value choices and specific level which involves the technical planning and implementation of curriculum elements. Pratt (1980) defines curriculum design as a deliberate process of devising, planning and selecting the elements, techniques and procedures that constitute some object. Sigalla (2003) defines curriculum design as a process of analysing, choosing and synthesizing curriculum elements, learning experience, assessment criteria and evaluation process to create a programme of learning.
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- Thadei Filipatali (Author), 2013, About Curriculum Development, Munich, GRIN Verlag, https://www.grin.com/document/293647