Curriculum design has focused on the transmission of discrete pieces of information from teacher to student. Because of frequent rote facts ad formulas, the information in its own right, is considered important. The traditional curriculum designers often pay little attention to the students. They do not bother whether the students use the information in any real-life context or not. Segregated ‘silos’ knowledge and disciplines are used to impose order on information, in this kind of curriculum,. Keeping in mind the need to provide adequate source of knowledge for th teaching faculty, researchers, students and policy makers, sincere efforts have been made to bring out this book "Fundamentals of Curriculum design" which contains nine chapters namely, basic Curriculum Issues, Selecting Curriculum Experiences, Guiding the Experiences of learners, Providing for Individual Differences, Using the resources of the whole school and the community, making Evaluation an integral Part of the Curriculum, Guiding a year’s Work in a Fifth Grade, Caring for Youth’s Special Needs -A tenth-Grade Programme and A First Grade deals with Persistent Life Situations.
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