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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

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

with many curriculum areas, it really helps to have someone on board who has a good amount of subject knowledge Think about what you want them to learn in terms of the substantive knowledge, disciplinary knowledge and procedural knowledge. learning about these artists, artworks and artistic movements, you may want to determine the substantive knowledge Progression of skills (or procedural knowledge) A significant part of the process of designing an art

: • 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

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.

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

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

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 "It was such a fantastic opportunity to get to work with Aidan; he is very knowledgeable about teaching

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

learned They make it harder to align teaching with curriculum intent Without clear content, foundational knowledge