When we choose to teach in a certain way in a classroom we are really following some kind of personal theory or model. It may be implicit rather than explicit but it is still evident.
There are a number of fundamental questions that always need to be asked in curriculum. Kliebard (1977) suggests that the fundamental question for any curriculum theory is: what should we teach? This question then leads us to consider other questions, such as:
Why should we teach this rather than that? Who should have access to what knowledge? What rules should govern the teaching of what has been selected? How should various parts of the curriculum be interrelated in order to create
a coherent whole?