There’s a lot more to curriculum design than sequencing the substantive knowledge over key stages.
Leaders could also pay attention to the disciplinary knowledge in each subject, described by @Counsell_C here:
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Leaders could also pay attention to the disciplinary knowledge in each subject, described by @Counsell_C here:
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@Ofstednews has begun publishing curriculum research reviews here: gov.uk/government/col…
In some of these reviews Ofsted has called disciplinary knowledge ‘ways of knowing’.
The following tweets are first go at what the disciplinary knowledge might be in each subject.
In some of these reviews Ofsted has called disciplinary knowledge ‘ways of knowing’.
The following tweets are first go at what the disciplinary knowledge might be in each subject.
To determine this disciplinary knowledge, I studied the national curriculum and talked with subject experts. They are not exhaustive nor even necessarily correct so do please add your thoughts where you have expertise…
English:
✅ Engaging in our rich and varied literary heritage
✅ Etymology and morphology
✅ Engaging in our rich and varied literary heritage
✅ Etymology and morphology
Maths:
✅ Solving problems
✅ Following a line of enquiry
✅ Generalisation
✅ Developing / justifying an argument
✅ Appreciation of the beauty and power of maths
✅ Conjecture
✅ Solving problems
✅ Following a line of enquiry
✅ Generalisation
✅ Developing / justifying an argument
✅ Appreciation of the beauty and power of maths
✅ Conjecture
Science:
✅ Rational explanation
✅ Predict how things will behave
✅ Analyse causes
✅ Observing over time
✅ Pattern seeking
✅ Identifying, classifying, grouping
✅ Comparative / fair testing
✅ Research from secondary sources
✅ Hypothesising
✅ Rational explanation
✅ Predict how things will behave
✅ Analyse causes
✅ Observing over time
✅ Pattern seeking
✅ Identifying, classifying, grouping
✅ Comparative / fair testing
✅ Research from secondary sources
✅ Hypothesising
History:
✅ Source analysis
✅ Frame historically valid questions
✅ Compare, contrast
✅ Create own structured accounts
✅ See how evidence was used to make historical claims
✅ See how and why interpretations of the past have been constructed
✅ Weigh evidence
✅ Sift arguments
✅ Source analysis
✅ Frame historically valid questions
✅ Compare, contrast
✅ Create own structured accounts
✅ See how evidence was used to make historical claims
✅ See how and why interpretations of the past have been constructed
✅ Weigh evidence
✅ Sift arguments
Geography:
✅ Collect, analyse and communicate data
✅ Interpret a range of sources (maps, diagrams, globes, photos)
✅ Collect, analyse and communicate data
✅ Interpret a range of sources (maps, diagrams, globes, photos)
RE:
✅ Engage in discussions around beliefs and religion
✅ Ethnography (exploring customs, habits and ways of living)
✅ Engage in discussions around beliefs and religion
✅ Ethnography (exploring customs, habits and ways of living)
PSHE:
✅ Reflect on and express own values, beliefs, rights and responsibilities
✅ Challenge others’ values, beliefs, rights and responsibilities
✅ Reflect on and express own values, beliefs, rights and responsibilities
✅ Challenge others’ values, beliefs, rights and responsibilities
PE:
✅ Lead healthy, active lives
Struggled with this one!
✅ Lead healthy, active lives
Struggled with this one!
Art:
✅ Experiment / create own works of art, craft and design
✅ Evaluate and analyse creative works
✅ Experiment / create own works of art, craft and design
✅ Evaluate and analyse creative works
Music:
✅ Compose
✅ Listen with discrimination
✅ Compose
✅ Listen with discrimination
MFL:
✅ Hear and mimic sounds
✅ Express ideas and thoughts
Struggled with this one!
✅ Hear and mimic sounds
✅ Express ideas and thoughts
Struggled with this one!
DT:
✅ Solve real and relevant problems
✅ Test ideas, products and the work of others
✅ Solve real and relevant problems
✅ Test ideas, products and the work of others
Computing:
✅ Abstraction
✅ Logic
✅ Algorithms
✅ Data representation
✅ Abstraction
✅ Logic
✅ Algorithms
✅ Data representation
Thoughts welcome.
Of course all this is based on the assumption that this is a worthwhile exercise. Perhaps it can be more explicit from KS2 onwards…
Of course all this is based on the assumption that this is a worthwhile exercise. Perhaps it can be more explicit from KS2 onwards…
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