But…. If students are going to enjoy English as a subject and do well in it, they not only need to be knowledgeable, but understand how to use their knowledge to create meaning. Pub quiz or published? ‘Making Meaning in English’ is the book I wished I had when I started teaching English. David’s ambitious mission in this book is to explore what might be a body of knowledge for English, a subject that ironically has too often lacked a convincing narrative for its own existence. You control it; you are precise about it. It’s a great colourful story full of information, examples, facts, concepts, gory details. Interim Issue: Evidence-informed Practice, Issue 7: Arts, creativity and cultural education, Issue 9: Learning, leadership and teacher expertise, Issue 10: Developing evidence-informed teaching techniques to support effective learning, Special issue: Youth social action and character education, Special Issue January 2019: Education Technology. All of the teaching could be supported by giving students a knowledge organiser with all the key facts on it from which various quizzes and tests are derived to support their retrieval practice. My favourite teacher, Mr King – and the relationships that really matter. This post by Michael Fordham makes perfect sense to me: https://clioetcetera.com/2018/06/12/is-it-more-important-to-understand-than-to-know/ Understanding is really about what we know… the knowledge. Dear Tom, And why it helps to have one. System requirements for Bookshelf for PC, Mac, IOS and Android etc. Our curriculum is not simply a set of encounters from which children form ad hoc memories; it is designed to be remembered in detail; to be stored in our students’ long-term memories … https://ragazzainglese.wordpress.com/2018/02/14/pub-quiz-or-published-what-are-the-aims-of-a-knowledge-rich-curriculum/, Reach Academy Feltham |Approach to Curriculum Design, My #rEDBrum talk: The Nature of School Science Knowledge, Knowledge in the classroom | Teaching it Real, On our #rEDDurrington presentation: Practical approaches to bringing research-informed practice to the classroom, the department and whole school | The Learning Profession, Knowledge and curriculum – Clio et cetera), Memory not memories – teaching for long term learning – primarytimerydotcom), https://www.bbc.com/education/clips/zrtk2hv, https://debrakidd.wordpress.com/2018/06/11/a-rich-curriculum/, https://clioetcetera.com/2018/06/12/is-it-more-important-to-understand-than-to-know/. Importantly, these four elements lead to a curriculum far more expansive than a reductive set of knowledge statements. Blog of the week – Farnham Heath End School Teaching & Learning Hub, Why the right don’t need to dominate the discussion on curriculum. Teaching the GCSE History theme study on Crime and Punishment, you might show the relevant BBC Bitesize video. Through disciplinary practice and substantive knowledge, which he sees shaped by modes of thought such as metaphor, story and pattern, Didau offers a practical means for English teachers to structure their curricula and for students to learn and appreciate the joys of the subject. The principles it proposes go beyond English and make it an important read for anyone with curriculum responsibilities who is concerned with creating a proper curriculum. This embedded quizzing builds lower attaining students’ confidence, knowledge and study skills and has paid dividends. Book Description. It’s way beyond reductive ideas about rote learning and regurgitating facts for no purpose. Well, yes I think it is to many teachers and in many schools – especially once the cogscience combines with the idea of subject grammar. 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. Global message. 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.
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