ABSTRACT
This chapter argues for a much wider and more comprehensive approach to diagnosis, an analysis of all the factors which make up the total situation followed by the use of knowledge and insights derived from this analysis in curriculum planning. Curriculum development is not an activity which is undertaken once in a school and then is finished. The curriculum itself should be regarded as dynamic rather than static and one of the most important roles of the teacher is to make decisions about a whole range of factors. The environment in which a school is situated and from which it draws its pupils provides another range of factors which the teacher must analyse and take into account in curriculum planning. Finally, the school climate, the sum total of the values and attitudes held by those in the school, the relationships that exist—in fact, everything the school reflects—must be considered.
