ABSTRACT
The approach to curriculum planning outlined briefly in the previous chapter is not widely practised by teachers in this country, partly because of lack of familiarity and partly because of lack of sympathy with it. Increasingly, however, newly-qualified teachers are entering the profession having studied this and other approaches to curriculum development, while in-service courses are making good the lack of familiarity on the part of serving teachers. The problem of unfamili arity, therefore, is likely to decrease but the problem of lack of sympathy with or, in some cases, downright opposition to the struc tured approach of the ends-means model remains a serious and fundamental one.
