The twentieth century can be considered the century of gender approaches. From extremist and one-sided movements to moderate and neutral schools of thought about gender, which have surrounded the last century and all of them had originated in achieving gender justice, but each has taken a different approach as a different definition of equity. The curriculum is no exception to this rule. The purpose of the present study is to compile a continuum of gender approaches that have been proposed in the world so far in order to bridge the gap between these continuums, because it seems that none of the proposed approaches has been able to provide a complete answer to the issue of gender attitudes in the curriculum. The present study is a qualitative research type and based on a descriptive-analytical method which has been performed by using the method of consistent combination (combination of different theories) in five steps through observing the principle of non-adjacency of inconsistent parts. After analyzing the research findings and recognizing the existing gap, with the aim of creating a balance in the continuum of gender approaches in the two main groups of segregation and non-segregation, it seems that "gender-oriented education" which is derived from religious principles and Islamic view of the issue of gender and its implications for the subject of education based on intelligent, hidden, and implicitly planned goals, can be an answer to the type of equity-oriented thinking on the issue of gender. Finally, a set of implications for a gender-oriented approach to curriculum is provided as an introduction to the design of such a curriculum.