Content I. Introduction II. Main part Approaches of Curriculum 4

CONTENT
I. Introduction 3
II. Main part 4
1.Approaches of Curriculum 4
2.According to Krashen 'learning' is less important than 'acquisition' 9
3.Theories of Curriculum 18
III. Conclusion 23
IV. Reference 25

Advanced theories in building a curriculum for young learners
PLAN:


I. Introduction
II. Main part
1.Approaches of Curriculum
2.According to Krashen 'learning' is less important than 'acquisition'
3.Theories of Curriculum
III. Conclusion
IV. Reference

Introduction

Curriculum is connected to learning . Learning is planned and guided, therefore there is a great need to identify in advance what one is seeking in order to accomplish and know how to go about it. Aside from that, the definitions of curriculum refer to schooling , therefore, it is vital to distinguish that the recent approval of curriculum approaches and theories as far as practise materialized in connection with schooling ideas, including subject and lesson.

Thus, one of the challenges academic faces identifying or designing curricula is how best to articulate one’s own positionalities regarding the different ways of curriculum approaches and theories . This research highlights some approaches and theories that have been emerged over years. Also, it emphasizes the necessity of formulating an indigenous curriculum approaches and theories to serve as a guide for curriculum planners and text book compliers of the country.

II. Main part
1.Approaches of Curriculum
Curriculum is the most important component of educational process. It is a dynamic process which plays significant role in shaping the society. The term curriculum has been defined in various ways. The review of available definitions , indicates the changing emphasis in the structure of the curriculum . Thus various approaches of curriculum have been used in the transaction of curriculum and designing curriculum.
An approach is a set of beliefs and values about curriculum and curriculum work, other synonyms for approach : image, orientation, perspective, or a belief ; so , any curriculum developer should have :

• 
  An understanding of curriculum and its process
  
• 
  A value system
  
• 
  A critical consciousness of the basic assumptions about the world, society, and morality.
  

Yet , Curriculum design focuses primarily on the acquisition of skills and competencies that are sustained by the day to day work environment of the learners in an educational programme or course. There are a number of approaches to curriculum development . According to Ornstein and Hunkins (2004:207), the emphasis is on the importance of planning in curriculum design , thus note that although many curriculum approaches exist most can be classified as Technical or Non-Technical approaches.

1.