Abstract
Curriculum is always both a political and technical problem. Recent trends in curricular theory seem to stress the political aspects of curriculum.
More technical issues, among them sequencing of content, are studied by the instructional design theories. However, most efforts of instructional developers, as well as cognitive scientists, are aimed at micro-level of education.
The findings of research are still inconclusive and in some cases contradicting the traditional wisdom on sequencing the subject matter.