1. 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

2. 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

3. 2. Lesson-by-lesson Issue Knowledge Organiser Learn facts
Students: paper, and vle/website
Parents: . 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

4. 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

5. 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

6. 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