Curricula that are related to the specific task requirements of an occupation can be developed using task analysis. The development of task-related curricula should follow these steps: (1) complete a pretask analysis to develop a brief description of the job and to gather data related to the amount of supervision required, the number of coworkers involved, and the perceived difficulty of the task; (b) complete the task description; (c) analyze the task description; (d) determine curricula and curricular units; and (e) develop instructional units. The definition of the task should make provisions for listing the equipment, materials, and tools to be used and the external conditions affecting performance of the entire task. Definitions should also list the stages of performance of the task and the various elements within each stage--an element being the basic skill level above that of fine motor skills. This task description is then analyzed for the requisite skills and knowledge, after which tasks can be organized for presentation to the student. To avoid repetition of skills and knowledge, similar tasks should be grouped, and the elements of tasks should be categorized according to their stages (preparation, execution, evaluation, and termination) to determine similarities of elements across tasks. In this manner, similar skills can be taught once. (HMD)