Teachers’ use of Curriculum Design Coherence Model in the primary school

DIANE SWIFT, DIRECTOR, KEELE AND NORTH STAFFORDSHIRE TEACHER EDUCATION, UK RICHARD POUNTNEY, PRINCIPAL LECTURER, SHEFFIELD INSTITUTE OF EDUCATION RESEARCH AND KNOWLEDGE EXCHANGE, SHEFFIELD HALLAM UNIVERSITY, UK The publication of Michael Young’s ‘Bringing Knowledge Back In’ (2007) has reignited debates about the role of knowledge in curriculum design. The term ‘powerful knowledge’ has gained currency. Teachers have been able to engage in dialogues concerned with the enabling role that knowledge literacy can play in curriculum design. This article shares how and why a group of schools in Stoke-on-Trent and Staffordshire drew on the Curriculum Design Coherence Model (CDC Model) (see Figure 1) developed by the Knowledge in Education Research Unit (KERU), University of Auckland, New Zealand. The CDC Model has been continuously developed since its inception in 2018, and is informed by a substantive research base (Rata, 2021a). As illustrated in Figure 1, the model consists of