Coronavirus to a geographer: an example of how subject disciplines give us powerful knowledge and why that matters

Why having some expertise isn’t a bad thing and what on earth does ‘thinking like a geographer’ mean? While enjoying my daily exercise, despite the rain, I was again using the time to indulge my newfound taste for podcasts. Listening to The Intelligence (26th March edition, by The Economist) there was a piece about how theContinue reading “Coronavirus to a geographer: an example of how subject disciplines give us powerful knowledge and why that matters”

The Joy of Curriculum

As I (willingly) slave away over my department’s geography curriculum, it has occurred to me that this latest shift in education has done a huge amount to rejuvenate my own passion for teaching. In what was going to be a blog reflecting on the practical steps involved in building a knowledge-rich curriculum, I have actually writtenContinue reading “The Joy of Curriculum”

Knowledge organisers, retrieval practice and the knowledge-rich curriculum

As teachers swept up in the latest winds of change hitting UK schools and fans of early-era Soccer AM will tell you: knowledge is the bomb. Like many teachers (and Saturday morning telly fans), I wholeheartedly subscribe to the importance of knowledge. Unfortunately, amidst the clamour to become knowledge-rich, some teachers and schools may be missingContinue reading “Knowledge organisers, retrieval practice and the knowledge-rich curriculum”

Geography Education’s Potential and the Capability Approach – a review

Richard Bustin has written an excellent book. As well as thoroughly explaining how powerful knowledge and capabilities can be combined, he makes a persuasive case for how this approach could underpin a brighter future for education in the UK. Powerful knowledge is a concept originated by Professor Michael Young, a physics teacher turned sociologist, whoContinue reading “Geography Education’s Potential and the Capability Approach – a review”

Do teachers want powerful knowledge?

As education in the United Kingdom undertakes a ‘knowledge turn’, a growing body of research and practice around powerful knowledge potentially offers an intellectually and morally convincing framework to underpin a knowledge-rich curriculum. If a powerful knowledge-rich approach is going to work though, then teachers need to buy in. So a key question is: doContinue reading “Do teachers want powerful knowledge?”

What does a policy response to ‘powerful knowledge’ look like?

English schools are currently going through something of a ‘knowledge turn’, with a renewed emphasis on the curriculum and the learning of substantial subject knowledge. Whilst this may be considered a step in the right direction, we might not yet be heading to the right destination. This ‘work in progress’ post argues for a powerfulContinue reading “What does a policy response to ‘powerful knowledge’ look like?”