Feelings of failure in learning opportunities should be omitted while the objectives need to be achievable by students and the learning opportunities to attain each objective need to be meaningful, purposeful, provide for individual differences, and secure learner interests while the evaluation to ascertain what students have learned should be diagnostic, not punitive, to determine what needs to be taught so that students may successfully achieve sequential objectives’. Under these terms, the design of the curriculum is becoming a really challenging task, especially if taking into account the constant changes that characterize the area of education.
In a more analytical presentation, the design of the curriculum is depended on a variety of elements. At a first level, Alford et al. (1994, 372) state that ‘curriculum, by its very nature and function, is a national issue. because the national public uses the results of curricular processes, public policy issues cannot be avoided or obscured, since the compelling concerns question what is being taught, how well it is being taught and learned and, what should be adopted, adapted, modified, or altogether deleted. It follows, therefore, that any approach to curricular design, in particular, creative curriculum, must eschew haphazard, simplistic approaches and, instead, incorporate systematic, developmental planning’. On the other hand, Ediger (1994, 636) considers the curriculum design as ‘an important factor when guiding optimal learner progress. how the curriculum is designed will make considerable difference in terms of the kinds and types of objectives to be emphasized, which learning opportunities to implement, as well as how pupils will be evaluated while the focal point of teaching and learning is the pupil and for this reason school administrators, teachers, and other workers in the educational setting must continually have the pupil in mind when making modifications and changes in the curriculum’. The close connection of curriculum with the persons (students and teachers) that participate in its application is also supported by Cullen (1994) who highlights the importance of the following three dimensions in the curriculum addressing especially the children: a) developmental, b) cultural and c) knowledge. . .