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Research School Network: Understanding the Importance of Sequencing in the Curriculum Ways to enable students to understand the sequencing of the curriculum.
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Understanding the Importance of Sequencing in the Curriculum
Ways to enable students to understand the sequencing of the curriculum.
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by North Yorkshire Coast Research School
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Katie Mallender, Assistant Director at North Yorkshire Coast Research School and Assistant Principal: Teaching & Learning, Progress & Outcomes at Caedmon College Whitby, considers ways to enable students to understand the sequencing of the curriculum.
We can all recall a car journey where we have heard that famous phrase, “Are we nearly there yet?” Take a moment and think about a time when you asked that question. Why did you ask that question? What does it feel like when you don’t have the itinerary for the journey.
There is something reassuring about having an itinerary. You know what to expect, what is expected of you, and how long it will take. Our students need to understand the learning content in terms of components, and how the sequencing of these they will ensure progress. Knowing their learning journey enables learners to develop their metacognitive skills and become self-regulated. They can monitor what they know, where their gaps are and what’s coming next.
After working with the Improving Mathematics in Key Stage Two and Three, and in particular Strand 5, we started to think about the EEFMetacogntion and Self-regulation guidance report.
To become a self-regulated learner you need to be aware of your strengths and weaknesses, and have the motivation to engage in and improve your learning. There is a lot to cover in a 5 year learning journey, so it is worthwhile “zooming” into 1 year. This can then be broken down into smaller chunks, detailing core knowledge and key assessment points. I have also found that displaying a “learning checklist”, that you can tick off each lesson, helps them understand what we are all trying to achieve in a 60 min lesson, and how we will get there.
Using the learning journey, a successful learner will engage in metacognitive reflection as an unconscious process:
| Knowledge of task: | Knowledge of self: | Knowledge of strategies: |
Is the task too challenging for me? What are the most difficult aspects of this task? How much time should I devote to this task? Are there easy bits I can get ‘done’? | Is this task asking for subject knowledge I can remember? Do I understand the concept(s) that underpins this task? Am I motivated to stick at this tricky task? What can I do to keep myself focused? | Are my notes effective for understanding this task? Do I need to ask the teacher for help? What strategies can I deploy if I am stuck? What can I do to ensure I remember what I’ve learned |
Are we nearly there yet? It’s a long road, though with my learning journey as a map, I’m on the right track!
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