Taba's reference to multiple criteria leads us to the identification of principles of curriculum development which might provide a sound basis for analyzing how well particular designs have been structured and how suitable they are for particular contexts.
urriculum design is a statement which identifies the elements of the curriculum, states what their relationships are to each other and indicates the principles of organization and the requirements of that organization for the administrative conditions under which it is to operate. A design, of course, needs to be supported with and to make explicit a curriculum theory which establishes the sources to consider and the principles to apply
Curriculum design is seen differently by different people. However, it depends from where one is viewing the process. For example, in the classroom, the teacher is concerned with the design associated with mathematics. language arts, social studies etc. The principal views design from the position of one charged with developing an overall policy for the schools. The director Will interpret design differently again, possibly on a broader front.