![]() ![]() We have written before about the need for a broad and balanced curriculum, not one that is skewed towards an arbitrary core content. ![]() Yes, exams have a place, but too often they only truly measure facts and recall. In literacy, this might mean making up words that demonstrate understanding of phonics, or in maths applying the knowledge of times tables and multiplication to money. Children need to know things and understand, and often the best way of demonstrating that knowledge is to apply it in a practical way. In the early years and reception, it is crucial that children learn about cause and effect – for example, a tower with a wide base can be taller than one built with a narrow base. There have been many examples of education theories that have subsequently been debunked – the learning pyramid, learning styles (visual, audio, kinaesthetic learners), Brain Gym – but questions should be asked about how they became so widespread in the first place and why some of them remain in schools today.īalance is needed between knowledge and skills, and this begins very early on in a child’s life. This is particularly important in this era of fake news, misinformation, anti-science conspiracy theories, and media and political bias and disinformation. ![]() We need teachers, trainees, early career teachers, the whole education workforce, to rigorously consider ideas and assumptions rather than accepting them at face value. It is about recognising and understanding the learning that needs to take place and leading pupils on that journey. Teaching is not just about delivering what we are told to. What evidence is being recommended? Is it reviewed and open for debate, or is it presented as fact and expected to be implemented? However, using the language that trainees should “learn that…” suggests a focus on facts rather than reasoning. This is coupled with the encouragement to engage in research and use an “evidence-based approach”. The ITT core content framework (DfE, 2019) clearly highlights the importance of critical thinking through looking at how children learn and adapting teaching to meet their needs. So, how do we distinguish fact from opinion or question the truth of supposed facts? And what happens if we fail to stop and consider why? It allows these skills to happen.”īut increasingly our curriculum is focused only on learning facts and being able to recall them. ![]() That knowledge is important should not be open to debate.Īs Daisy Christodoulou (2014) said: “Factual knowledge is closely integrated with creativity, problem-solving and analysis. We know, for example, that there are 60 seconds in a minute and 100 pennies in a pound. So said French philosopher Descartes, thus providing a solid foundation for knowledge and learning over the past 400 years or so.īut are we in danger of no longer valuing critical thinking skills?įacts are important – they set a constant which helps us to frame our lives. Both pupils and teaching colleagues must be allowed and encouraged to identify, analyse, and solve problems systematically, rather than be spoon-fed facts without questioning them, says Deborah Lawson ![]()
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