1.1 Knowledge and teaching
In school, views of knowledge are understood to be encapsulated in the schemes of work. These will almost inevitably reflect the examination syllabus and any statutory curricula requirements that happen to be in force, as well as current political agendas and initiatives. They will also reflect the values and beliefs about the subject held by the teachers in the school and the relative importance attached to different types of knowledge.
Activity 2 What is important in your subject?
Collect the curriculum documents for your nation and/or schemes/units of work used in your subject in school. To what extent do they reflect your own views about what is ‘important’ knowledge in your subject?
Discuss with a more experienced colleague:
- what they consider is important knowledge in their subject
- why they hold these views
- how they reconcile any perceived tensions between their own views of knowledge and those articulated through any statutory curriculum.
Consider how their views and perceived tensions might influence how they teach their subject.