Substantive Knowledge

It is worth making distinctions between different types of knowledge. This will help to inform not only what we include in the curriculum but also the way it is sequenced.

Substantive knowledge

Substantive knowledge refers to the body of principles that form the foundation of the core knowledge of the subject at the level you are teaching at.
Substantive knowledge is taught as fact and is driven by the national curriculum or examination specifications.
We can look to enhance and exceed this with the choices we make.

Examples

The nature of substantive knowledge varies by discipline.
In history, this might be a decision of timeframe or location.
In maths, this might be the axioms that are taught in the preceding levels.
In English, this is often related to text choice.

Questions to ask yourself

What is the substantive knowledge of your subject? This is likely to form a significant part of your curriculum design.
How will you choose which substantive knowledge will be included in your curriculum?
How will you ensure that it is both functional and beautiful?

1Introduction

1.1Introduction

1.1.1Shaping the Curriculum

2Curriculum Rationale

2.1Curriculum Rationale

2.1.1The Role of Subject Leaders

2.1.2Curriculum Rationale

3Curriculum Knowledge

3.1Curriculum Knowledge

3.1.1Core Knowledge

3.1.2Hinterland Knowledge

3.1.3Substantive Knowledge

3.1.4Disciplinary Knowledge

3.1.5Declarative & Procedural Knowledge

4Curriculum Sequencing

4.1Curriculum Sequencing

4.1.1Cognitive Load Theory

4.1.2Threshold Concepts

5Assessment

5.1Assessment

5.1.1Meaningful Assessment

6Instruments of the Curriculum

6.1Instruments of the Curriculum

6.1.1Instruments of the Curriculum

Jump to other topics