ABSTRACT
Content might be described as the knowledge, skills, attitudes and values to be learned. In the vast majority of schools the curriculum is organised on a subject basis, but teachers may hold different views about the value of subject-matter. An important consideration about content is its close relationship with method. When decisions are made first about the curriculum plan for the whole school, for example that it is to be on a subject basis, and that the scope of the curriculum is to be a coverage of facts, then this imposes certain limitations on any development work. Content is valid when it is authentic or true. Frequently the so-called child-centred curriculum is held to be more desirable or better in some way than the subject-centred curriculum. Content must be considered in relation to the objectives teachers have set and in relation to the methods to be used for the achievement of the objectives.
