The minimum requirements for teacher education qualifications (MRTEQ) draws attention to the complexity of teaching as an activity that is premised upon the acquisition, integration and application of different types of knowledge practices or learning. As such, all initial teacher education programmes in South Africa should be designed such that they include disciplinary knowledge, pedagogical knowledge, practical knowledge, fundamental knowledge and situational knowledge. These types of knowledge underpin a teacher's ability to facilitate meaningful learning in the classroom, which in turn facilitates higher education's responsiveness to societal needs. In this article, we reflect on the faculty's recent curriculum renewal journey towards designing a coherent and rigorous B.Ed. programme. We locate our curriculum renewal journey in critical theory and our new curriculum itself is grounded in humanising pedagogies, critical reflection and inquiry. We also describe the consultation and collaborative processes we engaged in to ensure that our new B.Ed. programme would be responsive to the needs of our students and society.