This booklet is one of five related publications that delineate the program developed by the District of Columbia Public Schools for fulfilling the district's educational mission. The heart of this effort is the design and implementation of a districtwide competency-based curriculum for the prekindergarten level through grade 12, plus the…

Basic assumptions implicit in course design for foreign languages are examined. The course must first satisfy the basic needs of the learner, later his sociolinguistic or psycholinguistic needs. Relevance of materials is looked at in terms of framework of a course, role of situational teaching, and conduct of the lesson. (SCC)

Describes the process of developing a competency-based curriculum (faculty-developed and time-variable) used at the Rockford School of Medicine created by the State Board of Higher Education of the University of Illinois in 1969. Includes an abstracted sample of a curriculum statement and the curriculum validation process used. (JT)

A discussion of how the interaction of design and content of curricular materials determine their possible applications. A review of functions and models is presented for interactive curriculum development for computer based instructional systems. (HB)

While thematic curriculum designs based on Bruner's structuralism are a great improvement over the old chronological literature anthologies, they still ignore several important contexts in which a literary work might be studied. The multifunctional approach can provide this complexity of contexts. (SJL)

Describes an experimental program that prepares students for careers in newspaper management with a sequence of courses in journalism, accounting, marketing, management, finance, and statistics, ending with an internship in the business office of a daily or weekly newspaper. (RL)

Training sessions for the development of active critical thinking skills with the aim of improving the quality of student decision making prepares them for a future in a rapidly changing society. (JD)

Discusses the need for K-12 energy education models that are interdisciplinary, relevant, value-oriented, and future-oriented. (MA)

Two headteachers/principals give their perspective on the development of middle schools specifying five areas of development. As well, a University of Southampton administrator provides his opinion of the quality of England's middle schools. (RK)

A curriculum for profoundly mentally retarded children is suggested, and need for research in the area of the profoundly mentally retarded is pointed out. (SBH)

Without a fundamental change in the status of practice from curriculum consumer to curriculum designer, there can be no expectation or hope that mainstreaming, multicultural education, desegregation, and sex-integrated learning will become actualized through the physical education curriculum. (Author)

Suggests that the secondary curriculum is not flexible enough to cope with the widely differing skills and abilities of pupils. (Editor)

A delineation of the changed body of school curriculum law, beginning with an examination of the U.S. Constitution and proceeding to examine the scope and limitations of the authority of Congress and the federal agencies, state governments, state courts, local boards of education, and parents. (CM)

A complete education in the future should include knowledge of self-care skills and a thorough understanding of how to adjust to a science-oriented world. (JD)