Blog collection all in one place. There is also a sense that the creative, ‘rounded and grounded’ citizens we all want to develop – with a host of strong character traits – will emerge through being immersed in a knowledge-rich curriculum. Knowledge is taught to be remembered, not merely encountered: A good knowledge-rich curriculum embraces learning from cognitive science about memory, forgetting and the power of retrieval practice. ( Log Out / Behaviour Management: A Bill Rogers Top 10. It’s a Godsend for any new or non-specialist teachers too. Its scope is spectacular, its details delightful and its provocations powerful. Exhibit D: Sequenced knowledge of Motors. It’s about ensuring students always have a secure knowledge platform allowing them to reach the next level. This embedded quizzing teachers lower attaining students to build confidence, gaining important study skills and has paid dividends. Appreciates that it’s not new but that the newly explicit emphasis is of considerable value. Written with considerable erudition and lightness of touch ‘Making Meaning in English’ is truly impressive.’, Mary Myatt, Education Adviser and Writer, Author of The Curriculum: Gallimaufry to Coherence, ‘Making Meaning in English’ is a mature work, and this maturity can be detected in both its quietly meditative tone and the manner in which Didau, perhaps taking heed of Orwell’s ideas about writing, has absented himself from centre stage in order to allow the material to sing. Read together, I think we’ve nailed it! I only wish this book had been available when I was head of department!’, Phil Stock, Deputy Headteacher, Greenshaw High School, Sutton, ‘This is a book that invites hyperbole and for good reason. Knowledgeable skills or skilful knowledge? Efforts to integrate this knowledge into formal schooling via the science curriculum have focused on astronomy, living in nature, agriculture, technology, food an… Free CPD! On our #rEDDurrington presentation: Practical approaches to bringing research-informed practice to the classroom, the department and whole school. In the last few years, there has been a fascinating debate developing around the concept of a ‘knowledge-rich curriculum’. Principle and Practice. Rather than focus on how to teach English, Didau looks at what to teach and when to teach it. They would know who Julius Caesar was; they would know a set of dates, placing the Romans in time in relation to Jesus and 1066 and be able to identify the location of key Roman sites in the UK and Europe. But it’s not too important (is it?) Richard Wright comments in Black Boy that he hungered for books, new ways of looking and seeing. | teacherhead, The Strait and Narrow Way of Curriculum Leadership (2) – Occam's Hairdryer, Planning an interweaved Key Stage 3 curriculum – RE with Mrs McGee, Equation-centric physics teaching – why I’m leaving it behind. Attention is also given to known misconceptions, and there is an understanding of the instructional tools needed to move students from novice to expert in various subject domains. ( Log Out / In ‘Making Meaning in English’, Didau explores the past of English teaching, the problematic present, whilst offering an exploration of a better future. Think. It’s actually rather exciting! We want children to have more than a general sense of a topic through vaguely remembered knowledge encounters;in addition to a range of memorable, enriching experiences from which important tacit knowledge is gained,we want them to amass a body of specific declarative and procedural knowledge – not ad hoc but planned. But, days and weeks later, what would students remember? As a science teacher I’ve always felt my curriculum was packed with knowledge and, without question, I’ve seen numerous cohorts sit lots of GCSE exams year after year, each requiring significant knowledge. What is English as a school subject for? Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. You’re right, it is new for most teachers and I think this is because of the indoctrination that we go through in initial teacher training. Reblogged this on DT & Engineering Teaching Resources and commented: What should students learn about? It is punctuated with a host of literary quotations that, not only illustrate the points Didau is making but, of themselves, unlock a landscape of thought and image, and it’s replete with interesting things that you had no idea that you needed to know and which caused this English teacher to consider quite deeply his own lack of knowledge in certain areas. | teacherhead, 10 essential discussions to have in any teacher team. The concepts. If I teach this through a knowledge-rich approach I want to make sure that the knowledge builds securely. Beyond the knowledge specified for each unit, a knowledge-rich curriculum is planned vertically and horizontally, giving thought to the optimum knowledge sequence for building secure schemas – a kinetic model for materials; a timeline for historical events; a sense of the canon in literature; a sense of place; a framework for understanding cultural diversity and human development and evolution. Indigenous knowledge includes a local community’s traditional technology; social, economic and philosophical learning grounded in spirituality skills, practices and ways of being in nature. Offline Computer – Download Bookshelf software to your desktop so you can view your eBooks with or without Internet access. The idea is that students need to master the recall of basic science facts and concepts on the road to deep understanding and the ability to apply knowledge to problem solving. Alongside watching the video and having the discussion, we make the note-making absolutely explicit. This runs through every phase of school; units of work are not defined by headings but by details: e.g. (redux) – Good Enough Homeschool, A transformative year – elements of learning, Curriculum Thinking. They are provided with excellent study guides; more detailed than a knowledge organiser but stripped down from what might be in a text-book. That’s the point. We do not merely want to ‘do the Romans’; we want children to gain some specified knowledge of the Romans as well as a broad overview. Teachers putting ed-research into practice. I have found recent discussions and debates about the concept of a ‘knowledge-rich curriculum’ – or knowledge-led; knowledge-based – fascinating. Principle and Practice. #shortpost. All of this can be highly qualitative – simply focusing on changes of direction and the simple awe and wonder thing that motors work at all in our universe. They might remember their trip to the ruins or the museum, the video of the gladiators and something about togas and what the soldiers looked like. All of that needs focus – so that they think about the equation away from the buzzy distraction of a sparking, whizzing motor. Change ), You are commenting using your Facebook account. OR would you build explicit Knowledge UPFRONT to gave them the chance to connect what the they observe in the experiments with the declarative knowledge you explained upfront??? However, having engaged in the debate, read Martin Robinson’s Trivium 21c and Dan Willingham’s work, I’m increasingly convinced that a knowledge-rich/focused/led/based curriculum is an important concept that we ought to embrace.
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