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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

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

coverage and consistency, as well as reviewing the balance of substantive, disciplinary and procedural knowledge He has a very good eye for detail and has a thorough knowledge of the primary curriculum which has been

serves as a warning of things to be aware of so that you either try to avoid doing them, or at least acknowledge Know the context - the more you have a good knowledge of the class dynamic, individual children and might mean that you notice other things, and you might even make a note of them, however, you will acknowledge These questions can be written so as to fill in gaps in your knowledge of the class, individual children

: • Improves students’ complex thinking and application skills• Improves students’ organization of knowledge • Improves students’ transfer of knowledge to new concepts In other words, retrieval practice doesn’ understanding of classroom material by having practiced using this information, students can adapt their knowledge aids problem-solving by freeing working memory resources and illuminating contexts in which existing knowledge more deeply - we can use this extra capacity to think about how what we already know (background/prior knowledge

‘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

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.

Once children have had good DT teaching, and have the necessary skills and knowledge under their belt see the children enjoying learning the content, learning the new skills, and being able to apply this knowledge Hopefully you will see knowledgeable teachers delivering fascinating lessons, in some creative ways.

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

This is not about making excuses for people, but it is about acknowledging that there are many factors communicate with this level of clarity you will be showing yourself to be a good leader – one who is knowledgeable

Good writers draw upon their own rich banks of knowledge/texts in order to write creatively, and it’s Pre-learning could be something like sending home a knowledge-organiser ahead of the unit and encouraging I’ve noticed some knowledge organisers that have the knowledge organisedreally badly! 5. children to work with greater levels of independence as they gain more confidence, and acquire more knowledge