Knowledge curriculum in science Target areas… Developed using… Students: More content to learn Grasp of fundamentals Not revising early enough Quality of revision techniques Quality of revision tools/resources Variable quality of homework returned Resilience Teachers: Continuity and ownership of topics over full course Obsessed with covering content rather than practicing applying it Inconsistent routines at start of lesson Variable quality of homework issued Clarity on new aspects of new specification Learning Scientists Retrieval practice Spaced practice Interleaving Michaela School, London PiXL Science conference Existing best practice across SWAT Science Members of SWAT Science teams Trial runs at SWA, NAS and CMA

1. Overview Knowledge curriculum based upon key fact ‘organisers’ Used Michaela School ideals. Format reviewed by CMA and NAS. Written from specification Content reviewed at NAS and CMA Provided as .ppt Need to be printed in colour but on B/W printer… care with size of print. 25 knowledge Qs for each topic Provided on .xls. With topic allocation/coverage grids. Need to be reviewed Feedback from trials at NAS, SWA, and CMA: Great feedback from teachers, students and parents Improvements seen in attainment and resilience particularly from Low ability/engagement class SWAT Science to implement following strategy at KS4 in Sept ‘17. KS3 by en of academic year. Agreed by all HTs CMA and SAA adopting whole school knowledge curriculum in Sept. Other schools & departments moving towards

2. Lesson-by-lesson Issue Knowledge Organiser Learn facts Students: paper, email and vle/website Parents: email. Explain concept Learn facts Students learn sub-set of facts each week as homework Regular knowledge retrieval practice Every lesson 5+ Knowledge Qs as ‘do now’ starter Students mark using KO or shared answers Interleaving & spaced practice Teachers encouraged to test recent and old topics Full coverage All Qs for that topic to be covered at least once

3. End of half-term Students sit a 50Q Knowledge Test Must pass test 50% earlier 50% recent 3. End of half-term Students sit a 50Q Knowledge Test 25Qs recent topics + 25Qs from earlier topics All Qs have already been covered in class already Teacher marked. % score recorded Students must ‘pass’ Pass rate: minimum 50% or related to target e.g. L6 (60%), L7(70%) Non-passers: Review revision technique Must attend support session(s) within a week to repeat same test Need to be clear that we are addressing/supporting issues with revision rather than punishing

How it might work in practice… from LC Y11 Combined Class 3/2 split Teachers issue current KO as per normal plus 6 from Y9/10 KO (1per week) Alternate 5Q current, 10Q old per week. Questions selected using Y10 Mocks, Q frequency and fundamentals (eg. Atomic structure and Bonding). Y10 Combined class 3/2 split Current KO as per ‘normal’ plus 5 other Y9 KO (one per week) Y9 Current KO 5Q current. 10Q old after first ½ term Potential DIRT Write corrections/highlight incorrect facts on KO after each lesson/after Knowledge Test. Qs have topic numbers so issues can be addressed

Other potential wins At home: In school: PP students have trusted revision material Student knowledge of their targets Students practicing/improving revision Push learning home Parental engagement – they can test / be involved In school: Can share with Maths & English to further promote collaboration Staff know specification content Quality of homework Cover lessons – revision is always available Teachers can focus on supporting students how to use knowledge