Knowledge Organisers


Author Topic: Primarytimery - The Highs and Lows of Knowledge Organisers  (Read 492 times)

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Offline Sara

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Primarytimery - The Highs and Lows of Knowledge Organisers
« on: August 14, 2017, 08:44:08 PM »
In January, after one term of us using knowledge organisers, I posted this blog about how our experiment with them was going. 6 months later, the academic year over, I thought it might be useful to share my reflections upon what we’ve learnt along the way.  Since January, the importance of schools taking a good, long look at the curriculum they offer has really come to the fore, thanks to those trend setters down at Ofsted Towers. Amanda Spielman’s talk at the Festival of Education underlined what Sean Harford has been talking (and tweeting) about all year – stop obsessing about data (sort of) and the inevitable narrow focus on English and maths that necessitates[1], the curriculum is where it is at these days guys. So there is a lot of waking up and smelling the coffee going on as we begin to realise just how iconoclastic this message really is.  The ramifications are huge and startling. It’s a bit like the emperor with no clothes suddenly berates us for our poor fashion sense. We feel indignant (the data nonsense was Ofsted driven after all), pleased (we always wanted a broader curriculum), terrified (are asking to have their cake and eat it – schools side-lined the rest of the curriculum for a reason and not on a whim – how possible is it to really go for quality in the other subjects when getting good sats /gcse results is still such a monumental struggle?) and woefully ill-prepared.

continued here

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