Teaching is not so much handing on the torch of knowledge as fumbling with a box of matches, trying to strike one so that your pupils can find the electric light switch for themselves. Goodbye Kenradical School of History.

I recently read this blog. By Toby French, in which he shares the tale of his adventures with SOLO in the classroom and how he came to decide, at the end of it, that it was all castles in the air and, actually, nothing is a good substitute for knowledge. It has also been useful as a shorter-term planning tool when putting together schemes of work, particularly because it has forced me to cons.

Does anyone teach decontextualised facts? Posted by Toby French. One of the criticisms I read so often of a knowledge-based curriculum is that the focus is too much on facts and not enough on understanding, as if facts are somehow these noumenal, things-in-themselves, entirely devoid of any other meaning. This is a mistaken and wearisome misunderstanding of knowledge.

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