Substantive and disciplinary knowledge are both crucial elements in the design of a primary school curriculum, as they provide the framework for what children learn and how they learn it, respectively.

Substantive knowledge refers to the factual content and key concepts within subjects. For example, in history, it includes knowledge of events, people, and places, while in science, it encompasses understanding of natural phenomena and scientific principles. This type of knowledge is the core content that students need to understand the subject and build their knowledge over time. Ensuring that substantive knowledge is well-sequenced and progressively deepens across the primary years is essential for helping students make connections between different topics, fostering a coherent understanding of each subject.

Disciplinary knowledge, on the other hand, is about understanding how knowledge in a subject is developed, tested, and validated. It involves the methods, skills, and processes that underpin a subject, such as historical inquiry, scientific experimentation, or geographical analysis. For instance, in history, disciplinary knowledge would involve understanding how historians use evidence to draw conclusions about the past. In science, it might include learning how to conduct experiments, analyze data, and draw conclusions based on evidence.

The integration of both substantive and disciplinary knowledge in our curriculum design enables students not only to learn important facts and concepts but also to understand how knowledge is constructed and applied in different disciplines. This dual focus helps to develop critical thinking, problem-solving skills, and a deeper appreciation of each subject. It also prepares students to be more independent learners, capable of engaging with new knowledge and ideas as they progress in their education and in life.