Relationship is an essential part of every human being. Every normal human being is in one form of relationship or the other at every point in time. Whether you realise it or not, you're constantly entering into a new relationship and/or moving out of an old relationship throughout your entire life. Every time you make a new friend, any time you left an old neighbourhood, anytime you take a new job- you are entering into some new relationships and walking out of some other relationships. Relationship is a life long experience. It begins when a baby and the mother learn to interact, cope with and understand each other to the time the baby becomes a mother and do same with her own baby. Relationship is a very broad field. There are many types of relationships. For simplicity, I have classsified relationships into two broad classes viz:

• The Less Intimate Relationship
• The More Intimate Relationship or simply the Intimate Relationship.

For the purpose of this article, we shall be examining the intimate relationship and we shall be concentrating on dating, courting and marriage relationships. Let me quickly give you the definition of intimate relationship in order to carry you along. An intimate is the type of relationship where both parties involved are closely attached and are emotionally connected together. An intimate relationship includes:

1. Mother-Child Relationship
2. Friendship- that is an intimate type of friendship
3. Dating Relationship
4. Courting Relationship
5. Marriage Relationship

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The following represent the many different types of curricula used in schools today:

1. Overt, Explicit or Written Curriculum: It is simply that which is written as part of formal instruction of schooling experiences. It may refer to a curriculum document, texts, and supportive teaching materials that are overtly chosen to support the international agenda of a school.
2. Societal Curriculum:The informal curriculum of family, peer groups, neighbourhood, churches, occupation, mass media and other socializing forces that educate all of us throughout our lives.
3. The hidden or covert curriculum:Refers to the kind of learning children derive from the very nature and organisation design of the public school, as well as the behaviour and attitudes of teachers and administrators.Hidden curriculum could involve both positive and nagative messages.
4. The null curriculum: That which we do not teach thus giving students the messsage are not important in their educational experince or in our society. There is something of a paradox involved in writing about a curriculum that does not exist. Yet, if we are concerned with the consequnces of school programmes and the role of curriculum in shaping those consequences, then it seems to me that that we are well advised to consider not only the implicit and the explicit curricula of school but also what schools do not teach.
5. Phatom curriculumThe messages prevalent in and through exposure to any type of media.These components and messages play in the exculturation of students in the in the predominant meta-culture, or in the acculturating students into narrower or generational sub-cultures.
6. Electronic curriculum: Those lessons learned through searching the internet for information, or throughusing e-forms of communication.This type of curriculum may be formal or informal, overt or covert, good or bad,correct or incorrect.
7. Rhetorical curriculum:Elements from the rhetorical curriculum are comprised from ideas offered by policymaker, school fficials administrators or politicians. This currilicum may also come from those proffesionals involved in concepts formation and content changes; or from decisions based on national and state reports, public speeches or from text critiquing outdated educational practices.

curriculum in formal schooling

In formal education or schooling, a curriculum is a set of courses, course work and content offered at a school or university. A curriculum may be partly or entirely determined by an external, authoritative body.

Curriculum means two things:
i. The range of courses from which students choose what subject matter to study./br> ii. A specific learning program. In the latter case, the curriculum collectively describes the teaching, learning and assessment material available for a given coursebof study.

Crucial to the curriculum is the definition of the course objectives that usually are expressed as learning outcomes' and normally includes the program's assessment strategy. These outcomes and asssessment are grouped as units (or modules), and therefore, the curriculum comprises a collection of such units,each, inturn, comprising a specialised, specific part of the curriculum.

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