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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?

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

Whilst this might not be true for all, it will be for some: a knowledge of feeder schools, including They will be able to use their prior knowledge of historical periods when learning about new ones. Children have an understandable aversion to feeling like their current knowledge and skills are being Of course it should focus on the delivery of knowledge and skills, the balance between the two will be Designing units of work that encourage children to draw together knowledge from multiple disciplines

[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

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

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.

example via a list of key facts, or even a more expanded paragraph of information outlining the key knowledge or to provide resources: what is really important is that teachers are growing in their own subject knowledge For example, one teacher may be strong in their geography knowledge but not their art skills, where as , or they simply could be identified, and given the time they need to work on the subject knowledge that By Considering Prior Knowledge Secondly, you should guide teachers towards considering the prior knowledge

In her own words:  "...the model signifies the importance of vocabulary knowledge. This chimes with what teachers are finding in their classrooms: lack of knowledge of vocabulary is a When we make an inference, we are not only seeking information from the text, but from our knowledge. Knowledge of words and knowledge of the world both contribute to inference-making. With the prior knowledge taken care of, (definition of the word, and what it referred to in the book)

In addition to this, having a greater knowledge base makes us better readers of fiction and although of those insights, the ones most relevant to this blog post: "When students start from a base of knowledge "...we typically choose [non-fiction] texts assuming that we are helping our students fill in knowledge increase their understanding of the events in 'Hitler's Canary' at the same time as bolstering their knowledge As their knowledge and understanding grows, it will be interesting to see if their inferences do become

This is especially important when you consider how much prior knowledge is relied on when teaching new intentions and that teachers teach the subject curriculum effectively, focusing on the most important knowledge to  'consider the extent to which the curriculum clearly identifies and prioritises the foundational knowledge However, wherever a curriculum is in place, there should be agreed pieces of knowledge (be they substantive choose to follow lines of enquiry and individual interests beyond these and this can be done safe in the 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