Even though the definition of curriculum has changed due to the social forces and the continuous query of what schools, community health organizations, and health educators should accomplish, the process of curriculum development has remained relatively unchanged. The constant processes of analysis, design, implementation, and evaluation have contributed to the establishment of a process-oriented structure in curriculum planning. Consequently, curriculum planners have been able to apply this process to improve their own processes of setting goals, plan learning experiences, select program content, and assess outcomes of the school or community health program.