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So, curriculum content must be designed considering the readiness of students and the level of their understanding. In the contrasting scenario, no prior knowledge of students’ readiness may lead to an unplanned curriculum content which will hinder the actual growth and learning of students (Olfman, 2003). Examining readiness provides a series of indicators whereas these indicators help understanding the expectations and needs of students. Based on these indicators educationists have better oversight of required curriculum contents which later produces greater learning and growth.&nbsp.