ABSTRACT
The curriculum plays a centrally important role in designing the learningcentred school, since it is the essence of what is to be learned and the substance on which teaching, learning and assessment is based. This chapter first elaborates on the place of the curriculum within the school and the key connections therein. It also affirms the general precepts undergirding curriculum design. Second, it goes on to detail how an outcomesframed curriculum can best be operationalized in and by re-designed schools. Third, it points out the difficulties of the new approach and the criticisms it has attracted. Fourth, it argues that the adoption of a curriculum outcomes’ framework by school systems is in itself insufficient, and that further input by teachers and schools is necessary to enable the approach to deliver the intended benefits of enhancing student learning. Finally, some cross-cultural implications pertinent to the curriculum are drawn.
