ABSTRACT
This chapter moves into the area of curriculum design. It outlines how a deep level of coherence can be achieved by aligning curriculum design with the epistemic structure of the knowledge domain and how the concept of a praxis of conceptualisation begins with classroom curriculum design. The chapter takes the idea of a praxis of conceptualisation and ‘operationalize' it in more detail in the form of a Curriculum Design Coherence Model (CDC). The CDC Model can be used to develop curricula at both the broader and more detailed levels. Disciplinary or subject concepts are the starting place for design because they can be generalised to different content and because they are part of the overriding ‘system of meaning' of the subject. Deep learning for students is made possible by the interdependence between the components of knowledge-that and between knowledge-that and know-how-to.
