This report provides a simplified description of flexible-modular scheduling and of several types of instructional strategies that can be advantageously applied to high school curricula. Group size, facilities, and teaching roles are considered in the overall picture of flexible-modular scheduling. Large group instruction can conserve space, teachers, and repetitious presentations of important concepts. The role of the teacher in this teaching mode is directive. In small group instruction where discussion and task orientations prevail, a teacher becomes more participatory than directive. Laboratory instruction allows further individualization because the student is permitted to work independently. Time configurations can be planned to correspond to the instructional modes used in attaining the course objectives. Complexity in the scheduling process occurs when many time patterns are used, but this can be alleviated with less structured time in the curriculum. Flexible-modular scheduling is recommended to continuously improve curriculum and instruction and to optimize learning opportunities for students in the total educational system. (LN)