What is a ‘knowledge-rich’ curriculum?

In the last few years, there has been a fascinating debate developing around the concept of a ‘knowledge-rich curriculum’. Sometimes this is referred to as knowledge-led or knowledge-based. The debate has been informed by discussions from cognitive science, such as the role of knowledge in underpinning reading and understanding (Willingham, 2010). It has also been informed by a values-led philosophy based on empowerment through teaching ‘powerful knowledge’ (Young and Muller, 2013). Along with plenty of others, my initial reaction was to reject the idea that a curriculum could be ‘knowledge-rich’; I saw it as a kind of hubristic rebranding of regular good practice. As a science teacher, I’ve always felt that my curriculum was packed with knowledge and, without question, I’ve seen numerous cohorts sit lots of GCSE exams, year after year, each requiring significant knowledge. However, I’m increasingly convinced that a knowledge-rich curriculum is actually an important c