Pedagogical principles

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.

University of Nottingham

School of Education, Jubilee Campus, Wollaton Road, Nottingham, NG8 1BB



Ashley Smart, Museum Director

Pat Thomson, University of Nottingham



Zircon - This is a contributing Drupal Theme
Design by WeebPal.