The NSW Public Schools Quality Teaching Framework describes knowledge as concerning the core concept of a topic, subject or Key Learning Area (Science, History etc…). Also known as content knowledge, it includes establishing relatively complex relations with other key concepts that lead to improvements in student learning.
Students learn as they acquire and retain new content knowledge, which includes comprehending text, understanding concepts, and acquiring related skills. As students acquire more knowledge, it becomes easier for them to solve complex problems and think critically and creatively.
To perform at an A level on the Semester Report NSW Common Grade Scale, a student must have an extensive knowledge of content and be able to readily apply this knowledge. The common grade scale implies that the development of content knowledge requires students to engage in higher order thinking, with an ability to substantively communicate their thinking across a range of contexts.
It is the job of teachers to facilitate the learning of all students by enabling them to develop content knowledge. This includes supporting students to draw on the knowledge stored in their long-term memory, and combine and recombine this knowledge to generate and test solutions and creative ideas.
As part of a robust professional practice, primary school teachers must have a comprehensive knowledge of content relevant to each key learning area, and relevant to the age and ability of their students.
Teachers are expected to regularly update this content knowledge, particularly to keep up-to-date with changes or innovations. Teachers with excellent content knowledge will confidently deliver engaging lessons that challenge and enable students to think critically and creatively.
Alongside content knowledge, teachers must know their students and how they learn. They facilitate meaningful learning experiences which enable academic growth by organising and representing content in ways that are accessible and comprehensible to students. The content must therefore be differentiated to meet the specific learning needs of students. For example, high performing students should be accelerated with content that is sophisticated and beyond the standard curriculum.
At Ashfield Public School, teachers are supported to know the content of the primary school curriculum, and how to deliver this content through effective and high impact teaching strategies. This support includes, for example, giving teachers the time and resources to undertake research and inquiry, participate in professional learning, receive mentoring, and work collaboratively with other teachers.
Education involves acquiring knowledge, skills, values, and attitudes. Among these, the Alice Springs (Mparntwe) Education Declaration (2020) emphasises the necessity for students to develop broad and deep knowledge across various curriculum areas. Indeed, the development of knowledge is fundamental to students making consistent and ongoing progress through their schooling years across a continuum of learning.
