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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

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.

this: So that they understand the potential difficulties that children might encounter The 'curse of knowledge you know a lot about something but find it difficult to imagine how hard it might be for someone less knowledgable understanding of something can mean that we overestimate what pupils can cope with at one time: the curse of knowledge It will highlight which prior knowledge you are drawing on and what the process is.

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

" 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

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

lack of resources is often the cause of its downfall, along with the very foregiveable lack of subject knowledge You don't have to have extensive knowledge of electronics to teach D&T in primary as long as pupils are www.aidansevers.com/services . " It was such a fantastic opportunity to get to work with Aidan; he is very knowledgeable

What content will leave children with the best residue knowledge (see also here )? Is there the correct balance between substantive, procedural and disciplinary knowledge ? Revisit your knowledge of curriculum-making - there's plenty available online and in books, and I've

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

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

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

go on Or you might want them to know certain things, and these could become drivers: Core Academic Knowledge Literacy Numeracy Skills Technological Proficiency Environmental Awareness Historical Understanding Civic Knowledge