I’ve been reading about Knowledge Organisers for over a year now. I have always been intrigued as to how they might be properly embedded in the everyday practice of primary teachers. In this post, I want to outline what a knowledge organiser is and why they are worth using...there's a link to one of my… Continue reading The ‘what’ and the ‘why’ of a Knowledge Organiser: A Brief Summary and Example
Month: March 2019
Problematic Approaches to School Curriculum – Part 2: Curriculum as ‘product’.
After last week’s instalment discussing the problems with the syllabus model, this week I’ll look at curriculum as product. This is another popular way of viewing curriculum: to see it as a way of helping achieve certain qualities in students. Objectives are set, plans are drawn up, outcomes measured and the cycle then begins again.… Continue reading Problematic Approaches to School Curriculum – Part 2: Curriculum as ‘product’.
Problematic approaches to School Curriculum – Part 1: The ‘syllabus’ model.
Just dubbing a curriculum as ‘knowledge-led’, making knowledge organisers and teaching in a particular way won’t improve attainment. Curriculum is far more nuanced and complex than that. I want to focus in on a way of beginning curriculum development (in certain subjects) that I think will lead to pupils remembering what they learn and understanding… Continue reading Problematic approaches to School Curriculum – Part 1: The ‘syllabus’ model.