Abstract
Curriculum development is conceived as a specific part of the broader curriculum-making process, performed on one level of an educational system, its outcome being a formal document, standard, or other curricular artifact. Curriculum planning and design are often used with a similar or the same meaning.
Development at the national (macro) level is the main focus of this article. I argue that today, it is often more appropriate to speak about curriculum revisions or reviews.
Despite their importance, these processes have been little studied and are also undertheorized.