ABSTRACT
The curriculum is the foundation of teaching and learning and is often the entry point for those supporting or deepening an Education for Sustainable Development (ESD) approach. This chapter builds upon the ideas, debates and concepts introduced in Chapter 2, What is ESD, and Chapter 4, Disciplining ESD. It provides the foundations upon which subsequent chapters build, particularly those considering pedagogy (Chapter 6) and assessment (Chapter 7). It provides the rationale and justification for the consideration of ESD throughout the curriculum design process. It highlights theoretical considerations relevant to curricula and explores their translation into curriculum design practices for ESD. The need for curriculum design for ESD to be authentic, inclusive and compassionate is emphasised. The various drivers for ESD inclusion in curricula are considered and examples of relevant innovation provided, including how competencies provide the framework for impactful education for students. The important role of programmatic aims and objectives in providing the legitimacy and space for ESD is foregrounded. In turn, this enables other areas of curriculum design such as learning outcomes, standards, syllabus and delivery to express and incorporate ESD considerations and expectations. Such an approach has the additional benefit of supporting attainment of multiple institutional agenda. The ideas and practices outlined in the chapter apply equally to new curriculum design and to the review of existing curricula.
