Disciplinary Knowledge

It is worth making distinctions between different types of knowledge. This will help to inform not only what we include in the curriculum but also the way it is sequenced.

Disciplinary knowledge

Disciplinary knowledge addresses the way a particular field generates and verifies knowledge.
The extent to which disciplinary knowledge features in our curriculum is subject dependent.
There is no measurement of how much disciplinary knowledge should be included in a curriculum.

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Examples

Mathematics curriculum in secondary education often involves little disciplinary knowledge.
This is because it often requires perspective beyond the level at which the concepts are being taught.
In subjects like science, history and English, how we come to conclusions about the core knowledge is central to the teaching of these subjects.

Remaining faithful to the discipline

The work of constructing a curriculum involves recontextualising a discipline so it is appropriate for the classroom setting.
Students should be aware of this reconfiguration, as well as being inducted into both the discipline within the field and in the wider world.

Questions to ask yourself

Where are there opportunities to investigate the disciplinary aspect of your subject?
When are students exposed to the arguments and debates involved in coming to a sense of ‘truth’ in your subject or the foundations on which your subject is built?
Will aspects of the discipline be taught explicitly or discretely?
How will you ensure that the subject is practised in a way that is faithful to the subject discipline?

1Introduction

1.1Introduction

1.1.1Shaping the Curriculum

2Curriculum Rationale

2.1Curriculum Rationale

2.1.1The Role of Subject Leaders

2.1.2Curriculum Rationale

3Curriculum Knowledge

3.1Curriculum Knowledge

3.1.1Core Knowledge

3.1.2Hinterland Knowledge

3.1.3Substantive Knowledge

3.1.4Disciplinary Knowledge

3.1.5Declarative & Procedural Knowledge

4Curriculum Sequencing

4.1Curriculum Sequencing

4.1.1Cognitive Load Theory

4.1.2Threshold Concepts

5Assessment

5.1Assessment

5.1.1Meaningful Assessment

6Instruments of the Curriculum

6.1Instruments of the Curriculum

6.1.1Instruments of the Curriculum

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