Recent posts

  • maths

    Genericism and the crisis of curriculum

    18 June 2016 // 6 Comments

    What follows below is a talk I gave to the British Curriculum Forum event on Saturday 18th June 2016. Generally the talk was well-received, even amongst those who disagreed [...]
  • curriculum

    Pupil-led enquiry: the reading problem

    23 April 2016 // 6 Comments

    It is widely known (and I think accepted?) that a person’s ability to comprehend something they read is closely tied to their prior knowledge of that subject. This creates [...]
  • greeks

    Is ‘learning’ a noun or a verb?

    21 April 2016 // 2 Comments

    This is in some ways a pointless question as it is of course both: the OED allows us both. I do however have significant concerns over how ‘learning’ gets used as [...]

Welcome

Welcome to Clio et cetera. On this blog I write regularly about history education, the school curriculum and the philosophy of education. Please do comment on posts and I shall endeavour to reply as soon as I can. Alternatively, please contact me using the details below.

Michael Fordham

Contact me

Email: maf44@cam.ac.uk

Twitter: @mfordhamhistory

Knowledge and curriculum

  • maths

    Genericism and the crisis of curriculum

    18 June 2016 // 6 Comments

    What follows below is a talk I gave to the British Curriculum Forum event on Saturday 18th June 2016. Generally the talk was well-received, even amongst those who disagreed with the argument, though I did have one angry response as well! Comments are as ever welcome below. It would be worth [...]
  • Marquardt-WocherVoyage-de-Saussure-à-la-cime-du-Mont-Blanc1790
    This blog is a copy of a comment I made in response to Sue Cowley who commented on this post about having a content repertoire. She suggested that maybe learning to walk in the hills was a matter of learning through ‘group work’. The irony of this comment is that, in reality, I learnt [...]

Philosophy of Education

  • maths

    Genericism and the crisis of curriculum

    18 June 2016 // 6 Comments

    What follows below is a talk I gave to the British Curriculum Forum event on Saturday 18th June 2016. Generally the talk was well-received, even amongst those who disagreed with the argument, though I did have one angry response as well! Comments are as ever welcome below. It would be worth [...]
  • curriculum

    Pupil-led enquiry: the reading problem

    23 April 2016 // 6 Comments

    It is widely known (and I think accepted?) that a person’s ability to comprehend something they read is closely tied to their prior knowledge of that subject. This creates problems for using reading to teach new knowledge, because pupils often do not know enough about the topic they are studying [...]

Assessment

  • scales
    It is very widely accepted that a teacher ought to know a pupil’s predicted grade. Although I think Ofsted don’t specifically require this, I have heard so many times (from school leaders and inspectors) that a teacher ought to know the predicted grade of every pupil in his or her class. The [...]
  • exam-stress

    Should exam questions be predictable?

    23 October 2015 // 3 Comments

    I have over the last half term started teaching a Year 11 class for the first time in a couple of years, and I am reminded of just how much work has to be done on teaching pupils exam technique. I do not actually mind teaching exam technique: things like learning how to pace oneself, how to [...]

Developing Teachers

  • curriculum

    Pupil-led enquiry: the reading problem

    23 April 2016 // 6 Comments

    It is widely known (and I think accepted?) that a person’s ability to comprehend something they read is closely tied to their prior knowledge of that subject. This creates problems for using reading to teach new knowledge, because pupils often do not know enough about the topic they are studying [...]
  • truth
    I have recently been reading Doug Lemov’s various works on teaching teachers. The books and videos will be familiar to many and, although some of the Americanisms jar on my British sensibilities, I nevertheless find the books a persuasive and cohesive whole. What you have in Lemov’s work is a [...]
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