Scholarly

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BECOMING MORE SCHOLARLY

What does it mean to be scholarly?

To become more scholarly is to grow in understanding as to how knowledge is produced and tested

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BECOMING MORE SCHOLARLY

SCHOLARLY THINKING IN KS1

Pupils learn about scholarly knowledge and how to think like a scientist, historian, geographer, musician… Pupils create scholarly knowledge and practise scholarly ways of finding out.

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BECOMING MORE SCHOLARLY

SCHOLARLY THINKING IN KS2

Pupils learn about questions that bridge two disciplines, like “Why did the Titanic sink?” We learn that two disciplines can work together to give us a bigger picture – and what we miss if we miss one perspective out. Students recognise the complexities of developing knowledge within disciplines and across them by framing, investigating and analysing different types of questions.

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SCHOLARLY THINKING IN KS3

Pupils learn that each of the disciplines has its preferred questions, methods and norms of thought. For example, science seeks to explain phenomena in the natural world and is required to argue on the basis of observations that are objective and repeatable. That is both a strength and also a limitation. We see that different people find different types of questions interesting. The idea that knowledge is limited is a hugely important epistemic insight.

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BECOMING MORE SCHOLARLY

SCHOLARLY THINKING IN KS4

Students examine their own and other people’s perspectives on the power and limitations of different disciplines. We appreciate that scholars are likely to reach a consensus on some questions – like 'why does a pen fall to the ground?' Some questions are more individual and contentious – like 'why people do what they do?' We consider reasons why knowledge changes over time and why the nature of disciplines change.