A few days ago, a new report was published by BERA, exploring curriculum design coherence in primary geography education.
This is a really interesting report.
The report shares the work of four primary teachers from the West Midlands of England involved in a curriculum investigation project funded by the British Curriculum Forum. The project aimed to explore how a curriculum design framework, the ‘Curriculum Design Coherence’ (CDC) model (Rata, 2019; 2020; 2021), could contribute towards enhancing both teachers’ and pupils’ appreciation of the concept of sustainability.
Focused on key stage 2 geography (for pupils aged 7–11), the project investigated why curriculum design might be a significant capability for teachers to develop; what primary geography might contribute towards developing pupils’ knowledge and understanding of sustainability; and the relationship between teachers’ curriculum design knowledge and pupil progress.