Curriculum is often understood as something contained in a text book, a folder, a set of lesson plans. We see curriculum as something that is active, an ongoing interaction between a teacher, their students and knowledge and know-how. While curriculum involves some records and planning, there are also important values and propositions that underpin pedagogical activities. The water literacies project is underpinned by some key principles and practices:
- The curriculum is built around the questions that students have about water.
- The curriculum connects to the everyday experiences of children and young people.
- The notions of virtual water and the urban water cycle help students explain things that they see around them.
- The curriculum is interdisciplinary so that students can see the ways in which each discipline adds differently to our understandings.
- The curriculum allows children to make local and the global connections, and to think about the connections between the present, past and future.
- The Pumping Station visit is built into the curriculum so that children understand what it is, and why it is there. It is not a stand-alone activity. Get WET schools go to Papplewick, but every city and town has some kind of water facility nearby.
- Creative approaches are used to generate interest and to help make connections between areas of knowledge. Artists work in partnership with teachers to develop activities that meet overall curriculum goals.