There is no doubt that the process of developing a curriculum that addresses the needs of students is a complex phenomenon that rarely adheres to a pre-established pattern. The process systematically plans what content will be taught, the target audience to be taught and how the curriculum will be administered. For instance, what content will be taught is determined by the target audience such as their education, maturity and stage of development. Usually, teachers and other stakeholders such as parents and educators work as a team in curriculum development. A critical part of this process entails the practice of advancing teaching, learning and assessment for all students (Lummis, 2001, p. 3). Student learning improves when teachers, parents and facilitators focus on understanding the distinctive capabilities and the needs of students. There are four phases in the construction of curriculum which are discussed below. The first phase which is the planning phase in curriculum construction is divided into three sections. The first section focuses on the major issue facing the target group. This section addresses the attributes of the issue at hand. The issue statement is also used to determine the scope of the curriculum content. The second section involves the formation of the curriculum development team. This team includes teachers, parents and education experts. Some of the topics addressed in this section include; procedures for selecting members of the curriculum development team (usually done by the school administration), roles of team members, and the principles of teamwork and collaboration (Natural Resources Management, 1996, p.4). The main objective is to constitute an effective team that boasts of members with relevant skills in curriculum development (Hussain & Dogar 2011, p.263). The team (made up of teachers, parents and school administration) makes logical decisions concerning the target group (student attributes), content, planned outcomes, procedures and assessment strategies. The third section entails needs assessment and analysis. The first step involves identifying methods for carrying out a needs assessment. Several procedures are focused on addressing what is required and by whom with respect to the identified issue. A number of of the procedures such as focus groups, knowledge, attitude, practice survey and environmental scanning are addressed in this section. The second step entails analysis of the information collected by academic experts. It involves the identification of the attributes of the target group, a procedure to prioritize needs, emerging trends from the data collected, and procedures to identify discrepancies between knowledge and practice (Natural Resources Management, 1996, p.4). The second phase focuses on the planned outcomes, the content and the methods. There are three sections in this phase. The first section addresses the planned outcomes. A planned outcome describes what students will be able to accomplish after taking part in curriculum activities. This section entails a description of the educational objectives (done by the teachers), the constituents of the educational objectives (performance, condition and prin