This paper describes the structure of curriculum development, including scope, sequence, grouping for instruction, and providing for individual differences. It first examines the characteristics of a separate subjects curriculum and the characteristics of a correlated curriculum. Next it examines scope, which is defined as the sum total of all the knowledge objectives emphasized in the class. Scope includes time factors and student input. Also discussed is the topic of sequence, or the order in which units should be taught. Sequence may be logical or psychological. A curriculum with a psychological sequence may involve a learning center philosophy of instruction; a student-teacher cooperative plan of objectives, learning activities, and appraisal procedures; or an individualized reading plan. Teachers, supervisors, and administrators need to determine which type of outcome--knowledge, skills, or attitudes--should receive major emphasis in teaching-learning situations. Ways in which teachers can provide for individual student differences, and methods of student grouping, are considered. Finally, magnet schools, education by choice, and the voucher system are discussed. (SH)