Curriculum Theory and Practice

The curriculum model has been being changed for years, and what I understood from the reading the curriculum emerged in years of ancient Greece. A curriculum usually does not show the importance of the themes or the order to be considered is more influenced by the content, it is more important and the education is the way that we use to transmitte effectevely all the curriculum design. Nowadays is assumed that the models of curriculum are given effectively, Objectives are set, a plan drawn up, then applied, and the outcomes measured but in the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be, this ideal was  a revolutionary step for people related with schools and plan were concerned about what they were triyng to get in their schools. Ralph W Tyler planned some different questions about what the school needed to follow to find how to set the curriculum 1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained? 
With this questions this Tyler was trying to look for an excelent curriculum desing starting from some school needs and also focus on the student. A diagnosis is always required wherever you are trying to design or create a space for the curriculum because we started from diagnosis. for example you need to find the needs of the school, if they have the sufficient resources needed for the model of your curriculum, or if the curriculum is within the reach its resources, not only, the search should focus on the needs but also in the formulation of objectives, content selection, content organization, selection of learning experiences, Determination of what to evaluate and of the ways and means of doing it.