End points don't need to be a set of facts (substantive knowledge) and skills (procedural knowledge). The first might be called 'fingertip' knowledge. The distinction becomes helpful in relating the function of each type of knowledge to other kinds of One kind of knowledge can be used by the teacher to create another. One of the purposes of 'fingertip' knowledge is that it leaves a residue.” - C.

[having] background knowledge …means that there is a greater probability that you will have the knowledge What prior knowledge do you have that has helped you to understand? Where did this prior knowledge come from? Experience? Another book? A film? It helps to have prior knowledge of words and phrases in order to exercise these skills. Making predictions relies heavily on background knowledge, particularly background knowledge of characteristics

After that we thought about the prior knowledge they had that helped them to understand parts of the My question: how do we go about helping children to activate their prior knowledge? During these discussions we were also able to bring in snippets of prior knowledge which helped us to Of course, there are two main potential issues at play when it comes to background knowledge: Do they actually have relevant background knowledge in the first place?

aims for the curriculum going forward should be that it: is fit for the future addresses the rich knowledge national curriculum programmes of study continues to set out key content, including a rich spine of knowledge Art: limited revisions to the Art and Design Programmes of Study to clarify and exemplify the knowledge In response, the government has said they will: exemplify the knowledge and skills that pupils should and the development of important skills and procedural knowledge. add content to explicitly develop

Pupils will forget the 'fingertip knowledge' - it's the 'residue knowledge' we should be aiming for ( No, we absolutely won't assess against every objective or piece of key knowledge. Our curriculum should be ambitious and knowledge-rich, but those things are not the goal, they can only There is nothing else without knowledge, but knowledge isn't everything.

This would mean that the memorisation or even the application of knowledge (substantive, procedural or disciplinary) wasn't the end goal, but that learning said knowledge would cause pupils to move towards I'd particularly be thinking in terms of Christine Counsell's idea of fingertip and residual knowledge parents' evening or end of year report) and their planning and teaching would be evidence of their knowledge I would not require teachers to assess against each individual objective, piece of key knowledge or KPIs

‘Implementation is easier when staff feel trusted to try new things and make mistakes, safe in the knowledge Acknowledge to staff that you are aware that this is a long process, and that things might not be perfect Show them that you want them to work alongside you and that you are willing to acknowledge that the curriculum Implement a New Primary Curriculum', including how to support teachers with planning, resources, subject knowledge

To give them the skills and knowledge they need Need I say more? I will... Subject leaders will require a range of skills and knowledge in order to be able to lead on their subject But there's also subject knowledge, the skill of delivering CPD, the ability to action plan, carry out progress and attainment for all children), you need to be well-trained in a whole host of skills and knowledge duty to ensure that they are also giving their staff members the opportunities, and the skills and knowledge

It can get a bit tricky when you start to think about disciplinary knowledge, and procedural knowledge This blog post makes it all clearer: What Are All The Different Types Of Knowledge? (part 1) : https://www.aidansevers.com/post/what-are-all-the-different-types-of-knowledge-part-1 And Not to worry, this blog post has got your back: Knowledge vs. Skills: What's More Important? : https://www.aidansevers.com/post/knowledge-vs-skills-what-s-more-important Lots of primary curricula

Subject Knowledge Part of that team leadership role is ensuring that your team know their stuff. Good subject knowledge is crucial to good teaching so you're going to want to think about how you develop teacher subject knowledge. You can read about that here: Developing Teacher Subject Knowledge 4. so I think it must be useful to lots of people in your position: What Are All The Different Types Of Knowledge

They work particularly well for units which have a lot of substantive knowledge content. Where a subject or a unit focuses more on procedural knowledge (aka skills), it's a little trickier to The options are to focus on the smaller amounts of substantive knowledge or to ask a different kind of There might be other questions you ask with regards to the procedural knowledge that you teach in a unit Perhaps for a unit where a subject balances more procedural knowledge with substantive knowledge the

ago, I looked through the 2018 SATs papers to see just how many questions required some times tables knowledge Arithmetic) there are 19 out of 36 questions which definitely require children to have fluent times tables knowledge Reasoning) there are 18 out of 44 questions which also require children to have fluent times tables knowledge together a PowerPoint presentation which contains all the questions that require some times tables knowledge