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Session Outline

This presentation demonstrates how curriculum development can support and role-model the principles of the United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, which seeks to ensure inclusive, equitable, and high-quality education opportunities for all. The presentation aligns with the Building Block of Curriculum through its focus on curriculum design as an ongoing, relational, and organisational process rather than simply the production of programme documentation.

Drawing on conceptions of curriculum as an enacted and lived practice rather than a collection of artefacts (Barnett & Coate, 2005; Fraser & Bosanquet, 2006), the presentation argues that high-quality education is achieved not only through visible curriculum components such as learning outcomes, assessments, module specifications, and programme structures, but also through the organisational, relational, and cultural conditions that enable these elements to function effectively. This perspective reflects SDG 4's emphasis on quality, inclusion, and educational effectiveness, recognising that meaningful learning experiences depend on the systems and relationships that support students throughout their educational journey.

Central to the presentation is the Curriculum Roots Model, developed by the author and first presented at the SEDA Conference (2026). The model extends ideas around the educational "backstage" described by Roxå and Mårtensson (2009) by illustrating how curriculum coherence, assessment design, student support, partnership working, and inclusive educational practices are sustained through often invisible forms of labour, including collaboration, communication, mentoring, negotiation, relationship-building, and workflow coordination. The model highlights that sustainable curriculum quality depends upon continuous maintenance, adaptation, and collective stewardship rather than one-off curriculum design events.

The presentation further aligns with SDG 4 through its commitment to equitable and inclusive educational environments. Drawing on Whitchurch's (2013) work on "third space" activity and Noddings' (2005) emphasis on care and relationships in education, it explores how substantial curriculum leadership, pastoral support, mentoring, and programme coordination contribute to student success but often remain hidden within institutional systems. These activities are fundamental to creating inclusive learning communities in which students experience belonging, support, and opportunities to succeed regardless of background or circumstance.

In addition, the presentation incorporates an Equality, Diversity and Inclusion (EDI) perspective by examining how invisible organisational and relational labour may be distributed unevenly across staff groups and may not be adequately recognised through workload allocation, reward, or promotion systems. By making these contributions more visible, the Curriculum Roots Model advocates for greater transparency, recognition, and fairness within higher education institutions. Such practices contribute to the development of sustainable educational cultures that support both staff wellbeing and student outcomes.

Overall, the presentation demonstrates that achieving quality education (SDG 4) requires attention not only to curriculum content and structure but also to the relational, organisational, and cultural systems that underpin effective teaching, learning, inclusion, and student success. It therefore positions curriculum development as a sustainable, collaborative, and values-driven endeavour that contributes to more equitable and high-quality educational experiences for all.

that this presentation role-models or embeds:

• Quality Education
• Peace, Justice and Strong Institutions

Presenter

Dr. Elizabeth Malone is a Reader in Education, Pedagogy and Citizenship in the School of Education at MMU. She was recently awarded a National Teaching Fellowship in recognition of her compassionate curriculum work for students and staff. Prior to working at MMU, Elizabeth was the Head of Primary Programmes at John Moores University, where she had responsibility for the management and co-ordination of the various primary initial teacher training programmes, including Programme Leader responsibilities for the 3-7 and 5-11 postgraduate routes (Core and School Direct). Before working at LJMU, Elizabeth taught primary school children in both in England, France and Taiwan. When employed as a qualified primary teacher, in England, her specialist subject was primary foreign languages, a research area within which she maintains an active interest.

Learning and Teaching Enhancement Strategy Values

Advance HE Professional Standards Framework

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