Curriculum is a set of opportunities for learning, however, the meaning of learning is changing. Thus, our concept of learning will affect the op-portunities we provide for the students. Findings from brain researches has influenced the concept of learning. In this view, brain is a unique entity that is fragmented in educational system and the differences among them are ignored. So, our knowledge about the brain could have an impact on our knowledge about the curriculum. For instance, knowing that learning is a process for rewiring the neural network, results in the question that wheth-er curriculum provides such an opportunity for learners. Therefore, in this paper, we try to reveal the influence of findings from brain researches on the elements of curriculum.
 
Findings show that the curriculum objectives should be connected to the real life of students. Addressing the whole brain is very important in such a curriculum, and the role of art and music are emphasized. Evalua-tion focuses on the learning process and students’ self-evaluation is taken into consideration. Since brain is a unique network and the children’ de-velopmental process is different; it is not possible to fit the curriculum just with the chronological age of students. This kind of curriculum intends to enrich the learning environment and emphasizes the emotional space. Also, such a curriculum supports the schools’ social life and considers the students’diversity in learning styles and preferences.