Think the issue of content overload might be because of a mix of subject knowledge confidence as well as professional expertise and judgement on how much time to spend on particular topics. At the time of writing, 20 teaching weeks until GCSE Computer Science papers, I've forensically mapped what my students need to focus on for the Exams and considered how much time 'we' have to teach and learn. I apply similar techniques to my Primary classes guided by structures of programmes of learning produced by organisations such as the DfE funded National Centre for Computing Education.
Agree Allen, particularly on how much time to spend on different elements - not all are equal but I don't necessarily know this if my SK is insecure! Thanks for this
...and why communities and networks like these are vital for supporting each other. As a subject specialist with experience of teaching from pre-school to pre-University, always happy to freely connect with colleagues who would like to focus on improving their subject knowledge and teaching practice to the extent that am able to provide free workshops at their schools. Ask me how by direct message...
I always plan longer units of work by starting at the end. What is the outcome the children are aiming for, and how does it play a part in their overall education? From there, each lesson in the sequence adds a brick to the wall.
I love how Wiliam puts it. His work played such a huge part in my Masters dissertation - I find his approach to assessment so effective and what you’ve referenced is exactly why.
I completely agree and highly recommend an expeditionary learning approach to curriculum design where students learn by actively doing via focused case studies, fieldwork, interaction with content experts, application to the local community and students’ lived experiences, holistic assessments, and public celebrations of student learning.
This reflection highlights a critical point in curriculum design: the importance of balancing breadth and depth. As a coach, I encourage teachers to begin with purpose statements when planning, ensuring the curriculum aligns with the "why" of each subject before diving into the "what." This approach helps avoid a fragmented or "bitty" experience for students and instead fosters a coherent, engaging journey through interconnected ideas. Stephen Pinker’s insight reminds us that facts alone lack power without a conceptual framework, so weaving content into narratives or mental maps makes learning meaningful and enduring.
"Fewer things, greater depth" is a proper maxim for teaching, learning, and life. Fantastic example of how education within the classroom reaches beyond. Great read!
You've described and detailed so much of the past few decades. I was hopeful this content creep and pedagogy creep, as I call it, was finally becoming evident during the Covid lockdowns as teachers and principals were saying/asking/proclaiming "what do we really need to teach them?" in the little time we have. Sadly, we've reverted to the norm. Imagine if we could get more time to teach less?
Think the issue of content overload might be because of a mix of subject knowledge confidence as well as professional expertise and judgement on how much time to spend on particular topics. At the time of writing, 20 teaching weeks until GCSE Computer Science papers, I've forensically mapped what my students need to focus on for the Exams and considered how much time 'we' have to teach and learn. I apply similar techniques to my Primary classes guided by structures of programmes of learning produced by organisations such as the DfE funded National Centre for Computing Education.
Agree Allen, particularly on how much time to spend on different elements - not all are equal but I don't necessarily know this if my SK is insecure! Thanks for this
...and why communities and networks like these are vital for supporting each other. As a subject specialist with experience of teaching from pre-school to pre-University, always happy to freely connect with colleagues who would like to focus on improving their subject knowledge and teaching practice to the extent that am able to provide free workshops at their schools. Ask me how by direct message...
I always plan longer units of work by starting at the end. What is the outcome the children are aiming for, and how does it play a part in their overall education? From there, each lesson in the sequence adds a brick to the wall.
I love how Wiliam puts it. His work played such a huge part in my Masters dissertation - I find his approach to assessment so effective and what you’ve referenced is exactly why.
I really like the 'need to know' Vs 'neat to know' I wish I had this phrase when I was teaching.
It’s great isn’t it!
I completely agree and highly recommend an expeditionary learning approach to curriculum design where students learn by actively doing via focused case studies, fieldwork, interaction with content experts, application to the local community and students’ lived experiences, holistic assessments, and public celebrations of student learning.
This reflection highlights a critical point in curriculum design: the importance of balancing breadth and depth. As a coach, I encourage teachers to begin with purpose statements when planning, ensuring the curriculum aligns with the "why" of each subject before diving into the "what." This approach helps avoid a fragmented or "bitty" experience for students and instead fosters a coherent, engaging journey through interconnected ideas. Stephen Pinker’s insight reminds us that facts alone lack power without a conceptual framework, so weaving content into narratives or mental maps makes learning meaningful and enduring.
Good points Jo, thanks
NEED to know vs NEAT to know! I love it 😍
Thanks Jenna!
"Fewer things, greater depth" is a proper maxim for teaching, learning, and life. Fantastic example of how education within the classroom reaches beyond. Great read!
You've described and detailed so much of the past few decades. I was hopeful this content creep and pedagogy creep, as I call it, was finally becoming evident during the Covid lockdowns as teachers and principals were saying/asking/proclaiming "what do we really need to teach them?" in the little time we have. Sadly, we've reverted to the norm. Imagine if we could get more time to teach less?