Purpose: The purpose of the current research was to identify the 
pathology of the neglected curriculum and design a suitable model 
for it in the second period of high school studied in Tehran.
Materials and methods: The present research was applied in terms 
of its purpose and qualitative research method - data theory method 
of the foundation. The statistical population includes professors in 
the field of curriculum planning in the country and the purposeful 
sampling method was carried out to the extent of data saturation (19 
people). The research tool was a semi-structured interview. Data 
analysis was done based on open coding system, central coding and 
selective coding.
Findings: In general, the results showed that the pathological 
conditions of neglected curricula included 8 choice codes: 1. Social 
literacy, 2. Artistic literacy, 3. Life literacy, 4. Employment literacy, 
5. Technology literacy, 6. Financial literacy, 7. Nutritional literacy, 
and 8. Bio-environmental literacy.
Conclusion: the intervention conditions of the neglected curriculum 
include two optional codes: 1. the validity of the approved 
curriculum content, and 2. the centrality of decision-making; the 
strategic conditions include two optional codes: 1. the use of 
learning cycles of neglected concepts, and 2. resilience learning 
neglected concepts; Background conditions include two optional 
codes: 1. Delegation of authority and 2. Analysis of the position of 
concepts; Consequence conditions include three optional codes: 1. 
Development of cognitive perception, 2. Development of emotional 
perception, and 3. Development of psychomotor perception