Background Knowledge (SIGNIFICANCE Dimension)
Background Knowledge (SIGNIFICANCE Dimension)
Embedded Files
Background Knowledge 1 and 2.mp4Video Snippet: Background knowledge was activated during a hook part where students shared their understanding of energy
Background Knowledge 3 and 4.mp4Video Snippet of 'Mystery Box' Inquiry Task (Lesson 1):
This video shows students working in small groups during the 'Mystery Box' exploration task, where they use Visible Thinking routines to observe, discuss and classify everyday objects in relation to energy. As students respond to prompts such as “What kind of change could this object cause?” and “How could you group these objects?” they draw directly on their everyday experiences of movement, heat, sound and light to construct scientific meaning. The footage also shows the teacher circulating between groups, asking guiding questions, clarifying thinking and supporting collaborative discussion. This demonstrates that students’ Background Knowledge is being actively activated and connected to new learning, not simply recalled. The interaction captured in this snippet reflects a high-level implementation of the QTM element Background Knowledge, with strong connections between lived experience and disciplinary understanding.
Background Knowledge Activation:
'Energy Brainstorm' (Lesson 1)
This evidence shows students’ paired brainstorm worksheets and the list with key words associated with Energy created at the beginning of the lesson. It demonstrates that students drew on a wide range of everyday experiences and prior scientific knowledge when responding to the question “What is energy?” This is included as evidence of Background Knowledge because students’ existing ideas clearly shaped the direction and meaning of the new learning.
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