Paying attention to knowledge structures within curriculum design is an area that has been under-researched in relation to teacher development. As a consequence, some curricula suffer from fragmented knowledge rather than cumulative knowledge. This can have limiting impact on pupil achievement. Drawing on the Curriculum Design Coherence model developed by Professor Elizabeth Rata and Dr Graham McPhail from the Knowledge Education Research Unit at The University of Auckland, this presentation shares how a group of primary school senior leaders and teachers responsible for the Physical Education curriculum have begun to grapple with their ambition for coherence in the curriculum. (https://knste-shaw.org.uk/curriculum-design-coherence-model/)