ABSTRACT
This chapter theorises a model to distinguish between two distinctive design types: Powerful Knowledge and 21st Century Learning. It identifies four distinguishing features to use as comparative tools. They are: the theory of knowledge underpinning the curriculum design type, the knowledge structure used to organise the curriculum material, the method of conceptual progression and the pedagogy associated with the curriculum design, such as direct instruction or personalised learning. The distinction the authors make between the two curriculum design types and the comparative approach is justified by the differences found in each of the types with respect to all of the four features. In contrast to the rapid spread of 21st Century Learning ideas in New Zealand education, the Powerful Knowledge type is currently confined to international researchers, with some involvement from New Zealand based theorists. The chapter concludes by evaluating the justifying logic for each type against the model's conceptualised features.
