1. Content-Oriented Theory
1.1. concerned with specifying the major sources that should influence the selection and organisation of the curriculum content.
1.2. Classification
1.2.1. Child -Centred Curricula
1.2.1.1. Affective Education
1.2.1.1.1. emphasized the feelings and values of the child
1.2.1.2. Open Education
1.2.1.2.1. emphasized the social and cognitive development of the child through informal exploration, activity, and discovery.
1.2.1.3. Developmental Education
1.2.1.3.1. refers to any curriculum theory that stresses the developmental stages of child growth as the primary determiners of placement and sequence.
1.2.2. Knowledge-Centred Curricula
1.2.2.1. Structures of the Discipline
1.2.2.1.1. Emphasizes upon Subject
1.2.2.2. Ways of Knowing
1.2.2.2.1. Multiple ways of knowing should be given greater attention
1.2.3. Society-Centred Curricula
1.2.3.1. Social order should be the starting point and the primary determiner of the curriculum
2. Process-Oriented Theory
2.1. Concerned with describing how curricula are developed or recommending how they should be developed.
3. Structure-Oriented Theory
3.1. Analysing the components of the curriculum and their interrelationships
3.2. Tend to be descriptive & explanatory in intent
3.3. Operate at what might be termed either a macro level or a micro level.
3.3.1. Macro level theorists attempt to develop global theories
3.3.2. Micro level theorists concerned concerned with describing and explaining curricular phenomena
4. Value-Oriented Theory
4.1. engaged in what might be termed “educational consciousness-raising,”
4.2. attempting to sensitise educators to the values issues
4.3. sometimes have been identified as “critical theorists.”
4.4. Major Value-Oriented Theorists
4.4.1. James Macdonald
4.4.2. Michael Apple