Making knowledge secure
While much has been written about balancing and blending types of substantive content, much less has been written about ways of ensuring that pupils do actually gain the knowledge that such planning intended them to have. On the other hand, this issue can surface indirectly in articles on planning, especially where the focus is on how one layer of knowledge can be used to accelerate assimilation of another. For example, articles on drama are often efforts to embed a story or make it memorable. Articles arguing that it’s a good idea to ‘teach this kind of thing before that kind of thing’ are effectively showing how one kind of knowledge manifests itself in another context. So there is always more on making knowledge secure than meets the eye! Also, articles why secure knowledge matters (e.g. its effects on wider historical learning) often overlap with articles how to make that knowledge secure in the first place. So if you are looking for what has been written about one, you are also likely to find it in the other. Read more
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‘Weaving’ knowledge
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