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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

It was such a fantastic opportunity to get to work with you, you are very knowledgeable about teaching Although I bring my knowledge and experience of curriculum design to the table, I know there is knowledge "He is extremely knowledgeable and guided staff with key questions regarding the intent and the themes It is enlightening I seek to pass on my knowledge and experience - I am open and generous with what I "He has a very good eye for detail and has a thorough knowledge of the Primary curriculum which has been

[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

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

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

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

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.

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)

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

Confusing the different types of knowledge I've covered this extensively in other blog posts but in summary Confusion between disciplinary and procedural knowledge has been rife. People have been told that we shouldn't think about skills anymore and that knowledge should be the priority Something called substantive knowledge has been bandied around. It's all just so confusing.

After acknowledging that pupils who came bounding into secondary school bright-eyed and full of wonder coverage and consistency A deliberate sequence of learning that allows children to build on previous knowledge In presenting them I acknowledged the limits of my own specialist subject knowledge, having done only