In this presentation Dr Graham McPhail  discusses some recent research in the area of curriculum design using a model developed at the University of Auckland, Aotearoa New Zealand The model aims to enable deep learning by placing concepts at the center of the design process. Concepts act as the cohering mechanism as knowledge-that (propositional or conceptual knowledge) and know-how-to (procedural knowledge) are brought together, linked to content, and then assessed. The international focus on generic outcomes or know-how-to that is part of the 21st C narrative gives few indications of the knowledge-that required to build conceptual understanding. The Curriculum Design Coherence Model (CDC) makes visible what is required for deep learning, that is, learning that is not bound to one context but empowers students to be able to think beyond the present and particular.