Similarly, Oates (7) found that the concept of coherence was not defined with any precision in reviews of England’s National Curriculum prior to the 2010 review. However, they reiterate the importance of the process of curriculum coherence, highlighting the value of collaboration, and the need to focus on the conditions and complex factors that are necessary for curriculum coherence. There are challenges both in defining and measuring curriculum coherence, as Bateman (6) and colleagues highlighted in their study of curriculum coherence in higher education. textbooks, standards and assessments) (3). In countries such as Japan, France and Singapore, where education systems are centralised, national institutions ensure a high level of ‘external’ curriculum coherence between different parts of the system (e.g. ![]() The second conceptualisation of curriculum coherence, or ‘external coherence’, refers to the extent of alignment between parts of an education system, such as curriculum content and standards, textbooks, learning resources, pedagogy, tests, parent/carer involvement, staff working conditions, professional development, and staff accountability (1), (2), (5). Internal curriculum coherence is important as it offers in-depth learning of core subject knowledge essential to performance and participation in society. Internal curriculum coherence is important as it offers in-depth learning of core subject knowledge essential to performance and participation in society. On the other hand, curricula that have poor internal coherence may exhibit content that is illogically sequenced, and is repeated with little depth being added at each revisit (4).
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