ABSTRACT
It is at the format and presentation part of the curriculum design process that the data gathered from needs and environment analysis, and the principles chosen to maximise learning come together in activities that involve the learners. Most of the decisions made regarding constraints, needs, principles, content and sequencing will only be indirectly observable through the format and presentation of the lessons. But these decisions must come through into the lesson format or the work done on these aspects of curriculum design has been wasted, and the course might not suit the environment or learners for which it is intended, and might not apply what is known about teaching and learning.
