A Critical Analysis Of The Curriculum Issues Involved In  incline Design Or Re-Design  INTRODUCTION  Curriculum is  oft seen as a  eubstance of knowledge, the content of  statement to which the students  deal to be exposed. But  course of instruction is much wider than a  listen of subjects to be studied; it is  non only what you  put but how you say it! (Rogers, 2002, p 206)   Prior to   some(prenominal)  discipline or instruction I believe a detailed and structured  program is an  indispensable part of any curriculum. The curriculum is a complex  amour which contains all the  int dismiss events, both seen and hidden, that a  subscribeer will be subjected to. It should be reviewed on a regular basis to  realise it  dust interesting, relevant and is in keeping with all training objectives  located down by the  unequivocal bodies. In this  exercise the controlling body is Director Royal Marines (DRM) whom are indirectly  answerable for the senior command course and ultimately for the    end  proceeds i.e. the qualified student. I will go on in this assignment to look at a  military issue of  tributary factors concerning curriculum planning and how they are adapted by the military, specifically the senior command course. Maintain effective  think with appropriate agencies to  sharpen curriculum delivery. (FENTO  Standards B3.b.

)  Before any syllabus is planned or  watchful there are  true aspects a teacher or curriculum designer need to be aware of and these  oblige to national, vocational and further education curriculum. The designer must be able to identify  keep down of important factors and then     physique them into the curriculum. Signific!   antly to relate to learners  agone and present background, and experience that whitethorn be accommodated within a learning programme. These 3 questions by Russell and Latcham (1979) sum up the  radical questions: *What is it that we want the student to learn?...                                        If you want to get a full essay, order it on our website: 
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