Search Results

" are a way of ensuring children are still being taught substantive , procedural  and disciplinary knowledge Without this knowledge, they won't be able to complete apprentice tasks meaningfully, nor will they be the allotted time, you have to question when the pupils are going to have time to use and apply that knowledge children will need to complete practise tasks - they shouldn't go straight into using and applying new knowledge

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 I Enlighten I seek to pass on my knowledge and experience - I am open and generous with what I know. I Instill Knowledge I don't just bring my knowledge, and I don't just share it, I ensure that it is installed

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? you've got to grips with the different types of knowledge you'll want to think about how to balance 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

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

When we spell a word, we use multiple sources of knowledge to help us to choose the correct sequence We use knowledge about: The sounds that make up the word (phonology) Spelling patterns, including how The history of the word (etymology) How the word is used (word class) Specific words - word-specific knowledge The use of these sources of knowledge can be employed as strategies when spelling a word. High Frequency words that don’t easily fit into a pattern (see word-specific knowledge above, often known

This will demonstrate a shared responsibility, as you present that shared knowledge to inspectors, acknowledging

What I'd urge if you're feeling overwhelmed looking at the grid, is that you acknowledge that Rome wasn't Having this kind of knowledge shows others that you really do know your subject well.

It fits with what we know about how we learn - simply put, we learn new things by adding the new knowledge lesson, a history lesson and an English lesson, then there is somewhere to anchor each piece of new knowledge It helps teachers and pupils to refer back to previous knowledge - previous knowledge sometimes gets

Very Important Idea: that fundamentally, whoever we are, whatever our diagnosis, need, level of prior knowledge similar way: For a child who comes to a lesson (or sequence of lessons) with a higher level of prior knowledge For a child who has lower prior knowledge (I think this is currently my preferred way to talk about what called a 'low ability child'), and may work at a slower pace (probably as a result of the lower prior knowledge giving them less of a foundation, and therefore less of a network of knowledge to connect the new learning

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

brains add this new learning to things that we already knew - things that exist in our store of prior knowledge If we don’t have the relevant prior knowledge because we haven't been taught it before then some things sequence and that children aren’t going to come across things that they don't have the necessary prior knowledge We should want children have a foundation of knowledge and skills and at the same time we probably want should know all of those things and in that case, you would make all of those things part of your key knowledge

There was very little continuity - as year 6 teachers we had hardly any knowledge of what had been taught As continuity and consistency were impacted, so too was coverage - knowledge, skills, topics, themes, Teachers' own knowledge and interests, or lack thereof (and this is only natural, so no judgement), also Even if final documentation - long term plans, unit overviews, knowledge organisers - is created by members Unit overviews each detailing curriculum coverage, key knowledge and skills, key vocabulary and a learning