(2014) advocate might include aspects of ‘the canon’ – but they may also include knowledge that meets the criteria above, taking students beyond their everyday experiences. In one of Can we help improve wider school outcomes through youth social action? Michael Young is Emeritus Professor at the Institute of Education, University of London, UK. Guest speaker Professor Michael Young of the Institute of Education, University of London, shares his research and revives the debate on 'powerful knowledge' as a means to rejuvenate curriculum thinking in England. Young argues that ‘powerful knowledge is inescapably specialized knowledge’ (Young, 2014a, p. 3). Balanced RE: Thoughts on RE curriculum design, A reflection on modern languages pedagogy and how teachers might engage with research, Designing a secular religious studies curriculum, Geography at the heart of the primary curriculum, Developing mathematics curricula in primary and secondary, Developing maths skills in the new A level Biology curriculum. Below are three ways that schools could build on the model and apply it in the classroom. Powerful knowledge therefore allows us to generalise and think beyond particular contexts. The model in Figure 1 represents the intersection of the National Curriculum with the work of teachers in classrooms. London and New York: Routledge. Building on this, he provides three distinctions or criteria for ‘powerful knowledge’: We will grasp knowledge about where we live and other aspects of life through our daily experience. The aim of this paper is to explore and clarify the idea of ‘powerful knowledge’ as a sociological concept and as a curriculum principle. His recent books include Knowledge, Expertise and the Professions (edited with Johan Muller, 2014), Implementing National Qualification Frameworks (edited with Stephanie Allais, 2013) and Bringing Knowledge Back In … The concepts of powerful knowledge are ‘systematically related to each other’ in groups that we call subjects or disciplines’ (p. 75). Not any more, it seems. He joined the IOE as lecturer in Sociology of Education in 1967 and became Head of the Post 16 Education Centre in 1986. In Young’s view, knowledge is powerful if it fulfils a number of characteristics. Therefore, the question of ‘what should I teach?’, once the National Curriculum, syllabus and exam specification has been established, is related to ‘powerful knowledge’. In Young et al.’s (2014) view, it is the educational right of the child to receive a comprehensive education committed to academic excellence – regardless of background or social standing. We are delighted to be joined by Professor Young and a high quality panel to discuss the role of ‘powerful knowledge’ in schools today; Professor Michael Young, Emeritus Professor of Education with the School of Lifelong Education & International Development at the Institute of Education. By curating ‘knowledge organisers’ (KOs), which systematically outline the knowledge that is to be taught for each subject or topic, teachers can ‘read around’ the subject to ensure they know everything that is needed before teaching. The sorts of knowledge that Young et al. Constructing the curriculum of (initial) teacher education: When should new teachers be encouraged to ask critical questions? 3517 0 obj <>stream This knowledge is specialised knowledge that gives students the ability to think about, and do things, that otherwise they couldn’t. This article briefly examines Michael Young’s concept of powerful knowledge and discusses two ways of interpreting its meaning. These groups include a range of experts, from scientists and mathematicians, to novelists and musicians. Issue 2. Powerful knowledge has been developed ‘by clearly distinguishable groups, usually occupations, with a clearly defined focus or field of enquiry’ (p. 75). This will enable two things: firstly, it will build confidence in staff members to teach subjects that they may not have had much experience with previously. This requires a clarification of both concepts. Today we talk about powerful knowledge, a concept that has sparked a major debate about what should be taught in schools. Powerful knowledge can ‘enable students to acquire knowledge that takes them beyond their own experiences’ (Young et al., 2014, p. 7). For example, teachers having a detailed knowledge of the features of rivers would mean that they might feel more empowered on a school trip to identify them accurately and explain them confidently to pupils within a real context, rather than through worksheets and videos. Secondly, it will guide the pedagogical strategies that teachers choose. hޔ���0D��8��F��0�Tb�D�X Q�{��V���ӝ�{';�ك���h��,��b���Q]���yy@4��q؏��N����uK��Oih�9^��8ŭ����r�t��7N��ũȲ��7�6�6T���W�W��tPp+��P����` s!m� concepts of powerful knowledge and transformation across school subjects. 1st September 2015. (2014), Copyright © Chartered College of Teaching 2018, Celebrating and supporting the voices and actions of children and young people. However, it must be interpreted and appliedacross a wide variety of school contexts in England. Implementing Successful Educational Actions, The Excellence Curriculum: Developing a curriculum that is knowledge-rich, builds skills and is underpinned by how children learn. The first part of the article focuses on the definitional connection that Young makes between Powerful knowledge as an idea was coined by Michael Young (2009) to re-establish the importance of knowledge in teaching and curriculum development. 5. Michael Young, University of London: Educational policies for a knowledge society: reflections from a sociology of knowledge perspective. Michael Young. endstream endobj 3518 0 obj <>stream – This book, co-authored with David Lambert, Carolyn Roberts and Martin Roberts, makes a powerful case for a curriculum and a pedagogy based on what the authors call ‘powerful knowledge’. The paper seeks to clarify its conceptual basis and to make its meaning and the arguments it implies, less ambiguous and less open to misunderstanding. We can easily agree with the notion of a “Future 3” knowledge-led curriculum, since schools need to teach what cannot be acquired through experience in the community. Where we’re getting ‘powerful knowledge’ wrong. endstream endobj 3520 0 obj <>stream In this conversation directly following #rED Rugby , I ask Professor Young about: The themes of his presentation The idea of powerful knowledge and its influence on current educational policy Social mobility and social justice The re-professionalisation of teaching and the rise of subject associations and the Chartered College Enjoy your return to school colleagues ! He … Share. Michael Young Institute of Education, University of London Introduction In this talk I will explore the idea that exploring the idea that the curriculum of schools (but in principle of any educational institution) should be an entitlement to powerful knowledge. This is important, but it is limited to the context in which we live. He contends that the main purpose of schools is to teach knowledge that enables students to understand and think beyond the limits of their own experience, and describes this knowledge as powerful. Adapting the work of the ‘Manifesto’ of the Geographical Association (GA, 2009), Lambert’s (2014) work and my own recent dissertation work (Burns, 2018), I propose a model for curriculum making in primary schools (Figure 1). Michael’s work in the sociology of education has been criticized by … Curriculum change and control: a Headteacher's perspective, Martin Roberts (The Prince's Teaching Institute, UK) 6. ‘Powerful knowledge’ should not be simply equated with the curricula of traditional public schools. Professor Michael Young's suggestion that "powerful knowledge" allows teachers to predict, explain and envisage alternatives is cited in this article. This knowledge is what Michael Young calls “powerful knowledge” and he suggests that this is knowledge that predicts, explains and enables you to envisage alternatives. Please login to access this resource Michael Young spoke about students acquiring ‘powerful knowledge’ as being a primary aim for education. In recent years the sociologist Michael Young has written several articles claiming that ‘powerful knowledge’ should be at the heart of the school curriculum. Youth social action: What are the benefits for careers education? Curriculum making, then, is guided by aims and purposes before objectives and success criteria. The notion of Powerful Knowledge is very fashionable these days. For rather different reasons, the question of knowledge and the role of schools in its acquisition has been neglected by both policy makers and by educational researchers, espe- ... been heavily criticised by educational – ‘ Michael Young. %PDF-1.6 %���� ‘Shakespeariences’ in the classroom: Why bother with Will? A knowledge-led curriculum: Pitfalls and possibilities, Applying the ‘powerful knowledge’ principle to curriculum development in disadvantaged contexts, Curriculum: An offer of what the best might be, Skills versus knowledge: A curriculum debate that matters – and one which we need to reject, Designing a primary knowledge-rich curriculum: Where we’ve been, where we are, where we are going, Teacher participation in curriculum change: Our school story, Rethinking curriculum partnerships for deep learning and lasting change, Taking a long view: Designing curricula for pupils with Down syndrome and other learners with speech, language and communication needs (SLCN) working below level 2, Designing a curriculum to nurture compassionate citizens, Creating a fully encompassing curriculum around the purpose of education, The D.E.E.P curriculum: Creating a love of learning, Building an ethically vibrant curriculum: a church school perspective, A real, immersive and purposeful curriculum: One Trust’s approach to learning through a challenge-based curriculum, Developing a new secondary school programme in applied learning: Reflections from the United Arab Emirates, Training for the test or teaching for life? Similarly, too much focus on the curriculum knowledge might mean that students struggle to reconcile their own experiences and context with the knowledge being taught. 1. In Bringing Knowledge Back In, education professor Michael Young advanced the idea of ‘powerful knowledge’. Michael Young is Emeritus Professor at the Institute of Education, University of London, UK. Building an innovative, Socratic curriculum for content-heavy subjects, Designing a curriculum for trainee teachers, The challenges of curriculum design in Initial Teacher Education (ITE): A Perspective from Liverpool John Moores University, The Learning Skills curriculum: Raising the bar, closing the gap at GCSE, A template to trigger and capture improved thinking on curriculum and assessment, A design for life – curriculum and assessment for long-term learning, Organising knowledge: The purpose and pedagogy of knowledge organisers, Learning conversations: Teacher researchers evaluating dialogic strategies in early years settings, Pedagogical patterns: Solving problems in curriculum design, Exploring learning dispositions as a means of enhancing the transition from early years to primary school, Planning for deep learning across the curriculum, Using theories of task design in curriculum planning, Practical approaches to embedding research in schools: Key learning and reflections from the Research in Schools Learning Community, Young M, Lambert D, Roberts C, et al. This brief overview of ‘powerful knowledge’ has explored how it might be applied within school curriculum making, giving students the knowledge they need to go beyond their own experiences towards greater social mobility. h�d̽ Powerful knowledge is defined by Young as a subject specific coherent conceptual disciplinary knowledge that when learnt will 1 One focuses on the characteristics that make knowledge powerful, and the other on the power this knowledge gives those who possess it. Volume 101 . the health and advancement of geography in education. 237 pages. Young (2014, p. 74) explains that knowledge is powerful ‘if it predicts, if it explains, if it enables you to envisage alternatives’. Even if textbooks and detailed planning are used to aid this transition, there is still a plethora of pedagogic strategies – particularly the sequencing and teaching of knowledge – that will vary between classrooms. 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