How to Assess a Knowledge-Rich Curriculum - Focusing on 'sticky knowledge' in science, history & geography & enhanced by art, DT, music, PE & computing

Description

There is an expectation that the curriculum is knowledge-rich.

'The accumulated wealth of human knowledge, and what we choose to pass on to the next generation through teaching in our schools (the curriculum), must be at the heart of education.' Amanda Spielman (2018)

To this end, this publication focuses on how our assessment of geography, history and science must change to meet this new expectation. The publication considers what we mean by knowledge-rich, sticky knowledge and looks at how this works for geography, history and science. However, it also includes the annual sticky knowledge required for art, DT, music, computing and PE.

The assessment objectives are key pieces of information that pupils will need to have embedded in their long-term memory. In other words, 'learning is defined as an alteration in long-term memory - if nothing has altered in long-term memory, nothing has been learned.'

Effectively, the assessment objective takes into account the importance of sticky knowledge that each pupil needs at the end of each year to access next year's objectives in that subject.

The publication breaks down these objectives in Years 1 to 6 for:

• Geography
• History
• Science
• Art
• DT
• Music
• Computing
• PE

Useful Information

ISBN: 978-1-911416-21-0
Product Reference: HAKRC
Format: eBook
Pages: 86
Printing: Colour
Product Dimensions: 21 x 29.7 x 0.9cm
Publisher: Focus Education (UK) Ltd
Published Date: April 2019, January 2022, September 2022

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