The author analyzes didactic and methodic structures of contemporary curriculums, emphasizing curriculum design, contents and objectives. The contents must contain valid messages; it is also necessary to consider the extent of instruction, pupils’ age, requirement degree, reduction, selection, organization of educational contents and contents thematization. Presented will be different aspects and kinds of teaching objectives with concrete examples from secondary-school history (in Slovenia, France, Grat Britain and in international schools). In the course of the learning process, sistematically designed curriculums, which encompass goals, objectives, contents thematization, teaching and learning methods, teaching aids, manners of verifying and grading knowledge and instructions, are of essential importance for teachers.