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Factual- key experiments
Procedural- research methods
Conceptual- the approaches

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I think that all three has some degree of relevance and importance within physical education.

Factual- Having an understanding of the terminology and specific details in a range of different sports. For example, having strong knowledge around aspects of the sport such as scoring systems and rules. Also having a fundamental understanding around the terminology used in theoretical aspects such as muscle groups and the cardiovascular system.

Procedural- Being able to show that you have a clear understanding of different techniques used in a wide rang of sports and being able to successfully demonstrate these  subject specific skills. For example, successfully demonstrating the back hand in tennis or a bounce pass in netball.

Conceptual- Bing able to apply strategies and tactical awareness to overcome tactical problems or using your knowledge to outwit and beat your opponents.

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I personally feel all three have huge importance and relevance to PE. From a factual view point. Having a good fundamental understanding of rules and scoring, keys terminology, history of a sport, physiology.

Being able to show the correct technique used (Procedural) - Clearly being able to clearly demonstrate technique and skill based movements, for example batting/bowling action.

Conceptual - developing different strategies and tactical awareness. Using skills to overcome a tactical problem or outwitting an opponent

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Factual would be the key figures, terms, dates, descriptive narratives. Procedural would be explaining and analysing this knowledge relating to a source or essay question. Conceptual would be understanding the factual and procedural as part of a wider chronological narrative- a 'bigger picture'. This enables students to group historical phenomena and understand basic periodisation. All three are necessary and integral to learning History, but I think utilising conceptual knowledge enables a student to learn and retain the factual and procedural so is at the forefront of an effective pathway of learning.

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Factual - the textual knowledge, including the content of the novels or plays that we are studying, e.g. the story lines of Macbeth. Also grammar, like different tenses, and different word class are also factual knowledge. Key terminology in different genre, e.g. play, we have stage direction, poems, we have stanzas, figure of speech etc.
Procedural - I think it could be the writing process, like PEEL, and how do we write and structure an essay.
Conceptual - it could be the themes in a text or how students apply their factual knowledge into different text that we are studying. It requires them to use their critical thinking to analysis and apply what they have learn to put it into their own idea.

I think for English, conceptual knowledge is more important. Factual knowledge is a basic, while we need conceptual knowledge to apply and express ideas.

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Factual knowledge- Techniques, key terminology, artist movements/styles etc
Conceptual- Understanding of the theories and styles and applying this thinking to own work, asking questions such as why and what was the reason behind certain choices with the artwork
Procedural- Creating work using the techniques learnt

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Factual - dates and events
Conceptual - continuation and change, concept of chronology and time
procedural - writing essays, analysing primary and secondary sources.  how to research topics

I believe history learning is more based on procedural and conceptual knowledge. Students are taught the skill of analysis and research for writing essays. Skills that can be applied to other elements of education.

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Factual - dates
Conceptual - Idea of time and chronology
Procedural - Analysing sources of all types and conduction research. Writing essays also.

In History I believe learning is now more based on the conceptual and procedural. Especially in education students are taught how to analyse and evaluate sources along with the idea of chronology and a sequence of events. Previously, it was more based on simple dates and knowing key individuals.

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Conceptual ideas play a big part in art. But having a good practical knowledge of skills to produce work too is important. So having some idea of procedural processes for print as an example can elevate your work.

Factual knowledge of the world around you in a contemporary sense can inform your work and many would argue that it should in order to produce effective art. A wider historical context as well can add to this and as part of the curriculum it is a necessary part that we teach art history. So all three of these subject knowledge types probably plays an equally important part in schools.

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Factual - It is so important to know the correct terminology, such as medium, abstract, figurative, etc. Having basic fundamentals of artist knowledge as well, to identify historical artefacts also helps students understand the current stage of contemporary art that we are living in, the art that they are creating.

Conceptual - This is the knowledge that grows from knowing the basic fundamentals as above. Creating work based on concepts and briefs. Being able to identify artists, art styles, medium used.

Procedural - Being able to use materials to get the desired outcome, being able to use their knowledge of tones to shade and change the diversity of an art piece. Understanding different methods of creating and the processes it takes to do this safely and efficiently, such as printmaking, photography, painting, etc. For example using bleach as an ink wash, and using gloves and safety precautions to not touch it on their skin or inhale and consume it.

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I feel Psychology includes factual (dates of researchers, key terminology in each module), procedural (uses the scientific method) and conceptual (knowledge of psychological theorists).

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Drama requires a mixture of all of these. Factual/conceptual skills are required for terminology of practical skills and research into key texts/genres.
Where as procedural/metacognitive skills are required to enact those understandings pratically e.g. using empathy, applying certain practitioners ideas in your own work and reflecting on the effectiveness of this for an audience.

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All three aspects are extremely relevant. Having an understanding of rules, terms and theory is critical (factual). Then there is the process of being able to perform actions or movements (procedural). Before then using these to apply and discuss tactics (conceptual).
Whilst some students may excel at the physical elements, others may have a greater knowledge of theoretical concepts.

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Factual - More theory lessons, following rules and having knowledge of anatomy, physiology etc.
Procedural -  the application of performing specific movements or skills I.E Fosby flop or a smash in badminton.
Conceptual - understanding key tactics and strategies that may be implemented in competition to benefit the team or player.

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In PE, I feel that all three are important.
Procedural knowledge is important when it comes to the practical side of PE (Technical awareness and skills). The factual knowledge is used when we are looking at the theory and history behind exercise and sport. The conceptual knowledge would be looking at a greater depth into strategic and tactical processes to enable them to perform better.

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Factual - rules and scoring, terminology, history, physiology etc
Procedural - the application of technique and skill based movements i.e triple jump/bowling action.
Conceptual - strategies and tactical awareness. Using skills to overcome a tactical problem or outwitting an opponent

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For Factual, we would focus on core understanding of facial expression, body language and proxemics. Historical context would also play a part in this area. Procedural would look at how we apply this in practise, potentially using games to help students further understand the factual side. For conceptual, we would bring in practitioners such as Brecht and look at his work and how we can apply it to our own performances. I feel all of these carry a weight in the teaching of drama, but for me the Factual is the base of all knowledge within the subject

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Factual - This could relate to the key terminology that students need to understand and be able to use for their own work, whilst being able to justify what they write.
Conceptual - This could relate to the specific literature and other forms of writing that they will come across everyday and may be required to write throughout their lives. Students being able to relate their work to the importance it has within everyday life.
Procedural - This could relate to how writing is structured within sentences and paragraphs using accurate spelling, punctuation and grammar.
I believe each part has a relatively equal status for ensuring students have the skills to communicate verbally and through writing effectively throughout their lives.

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Factual = dates, facts, important people and events

Procedural = skills like analysis, evaluation, judgement and description when writing essays or debating topics

Conceptual = things like chronology, cause and consequence, impact, continuity and change. But also categories and classifications like primary and secondary sources, class hierarchy etc

In history factual knowledge is often seen as being the most important as you need to know when things happened and who was involved, but if you aren't aware of the concepts like chronology and cause and effect you can't determine the importance or significance of people and events. Being able to evaluate events and people is often more important than just knowing facts.

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A factual example in maths would speed = distance divided by time.

The procedural side of this would be the steps of identifying the individual components and calculating an answer.

The conceptual knowledge is how you can apply this to real world scenarios. For example how to choose a route for a journey (e.g motorway or windy A roads).

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Procedural knowledge in Maths is vital. For lower ability students especially, sticking to procedures is a great way to learn new topics and concepts. The best example I can think of for this is learning the order of operations: BIDMAS

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Procedural knowledge in Maths is vital. For lower ability students especially, sticking to procedures is a great way to learn new topics and concepts. The best example I can think of for this is learning the order of operations: BIDMAS

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Factual - Understanding the different forms/genres of writing both in language and literature and the relevant and differing structures for each.

Conceptual - Understanding the context of the time of writing, bias writing and the way the author has aimed work to different audiences. Understanding how we adjust language, structure, tone etc for different audiences.

Procedural - To be able to write in different genres for a variety of audiences and purposes.

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Thinking about market research as a topic
Factual - there are different types of research i.e primary/secondary, qual/quant/ etc
Procedural - how to conduct research, the steps required
Conceptual - what is business, what is a market, why businesses use market research

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factual - using knowledge of terminology and key words such as, facial expressions, body language and gesture.
procedural - putting the terminology into practice and using appropriate procedures such as, exercises, workshops and main tasks.
conceptual knowledge - having a main concept such as mime and putting behind the factual, what it is, and the procedural, why and how you do it, behind it.

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Factual - light travels in straight lines
procedural - practical - how to follow instructions to obtain a successful outcome
concept- light can be made to change direction - reflect/refract

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I think the concrete to abstract forms of knowledge align similarly in some ways to the sequence of learning and depth of how much learning one can have. We start with factual knowledge that relates numbers to actual amounts of things, then a conceptual knowledge of numbers as representation, moving eventually to letters like x standing in for variables, and at the procedural level learning how different operators work. I think due to the way these somewhat follow the SoL and build from each other one can't necessarily claim some are more important than others as they are required in order to get to the next level.

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We have seen KFC already but approaches such as BIDMAS is very similar

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Factual: knowing names of equipment, materials and properties.

Procedural: following the correct process for using equipment to get a desired outcome. Following engineering drawings.

Conceptual: Understanding how drawings translate into final products and why equipment is used for different tasks. E.g. why a Scriber is used instead of a pen or pencil for marking metal.

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Factual: Key terminology/ Methods on how to cook i.e rubbing method or folding. In DT Different materials & what is best to use and what tools/equipment to use.

Procedural: Health and Safety/ Checking all tools are away/ Practical routine- demonstration- practical- clean up

Factual: Understanding why we use certain materials- especially now eco/ understanding why we use lard and butter to make sausage rolls (To make it flaky)

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Factual - understanding the events that have played out through history, with knowledge of the correct dates, names, treaties etc...

conceptual - this is putting historical events into context of the time, surroundings and location.

Procedural - to understand how to carry out an essay, being able to pick apart a document successfully and being able to pick up on key trends within a particular area of history.

Personally I think factual knowledge is the most important of the three when studying history as if a student does not have this foundation, they will not succeed in the procedural and conceptual elements.

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Factual - Melting point of ice is 0c and Boiling point of water is 100c.

Procedural would be how to light a Bunsen burner safely or any experiments .

Conceptual understanding would be that there are three states which are soilds, liquids and gases and everything has those states given the right temperatures.

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For history in particular, factual knowledge is definitely key as it is always the starting point. I feel that pupils' would need good factual knowledge in order to even begin to fathom writing an essay about a topic.

I think procedural would be important too. Pupils' would need this to understand how to critically analyse sources, and to understand better themselves how the consequences of actions impacted other people and why it was pivotal for that particular time period.

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Factual e.g. terminology which is unique to an art classroom, it is important students understand this.
Conceptual knowledge could be identifying styles, e.g. surrealism, abstract. Also understanding themes and concepts is important to the subject.
Procedural knowledge is important because students are learning skills and techniques which they can then apply in their work. E.g. Lino cutting – students must know the proper way to hold and use tools for safety purposes.

All 3 are important in art. Whilst we want students to develop those skills via procedural knowledge, we also want them to understand the underlying concepts and themes to enable a deeper comprehension of the creative process.

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Factual- Dates and key events in History and knowledge of keywords in reference to the topic.
Conceptual- Different historians views and perceptionx on historical sources.
Procedural - defining between primary and secondary sources and also laying out PEEL when writing essay answers.

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Factual - Light rays travel in straight lines
Procedural - Need to be drawn as straight lines with arrows showing direction. In practical need to follow instructions.
Conceptual - Light can be reflected or refracted depending on the surface.

- Alana Bushell (WCSA)

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I feel Factual knowledge would relate to the actual events that have taken place. Conceptual knowledge would relate more to the context in which these events took place. I think Procedural knowledge would refer to how and perhaps why they took place.

Although Factual knowledge is of course key in History I feel that understanding historical events in context makes them easier to understand and more enjoyable to learn.

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Science: Science combines all of these types of knowledge to challenge and develop our understanding of the world around us. I think for science each type of knowledge is interdependent on the other, so I don't think any is "more important" than the other.

Factual - Known understanding about current concepts and ideas. E.g. Periodic Table. These inform our hypotheses which can be used to challenge and develop our understanding through experimentation.

Procedural - Scientific methods E.g. Experimental methods for Chromatography or Distillation.

Conceptual -  An understanding of scientific theories, their key concepts/ideas and applying this thinking to critically  analyse and interpret results in order to confirm or refute existing or new hypotheses

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Factual:
How many of something there is e.g chromosomes or names of things e.g enzymes etc.
Conceptual:
Taxonomy’s
Procedural:
Experiments in class

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Procedural knowledge is key for the practical element of P.E as skills and techniques need to be learnt and repeated. Factual knowledge has its place in terms of theory, rules and history surrounding sports.

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Leadership has the highest status in Business Management. There is much written about the factual building blocks of leadership, library's are full! However the procedural aspects and conceptual understanding of leadership are of more practical use and enable leadership to be both practiced and understood.

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I believe that communication of practices that students can find esoteric is integral to Religious education and has to come before anything else. Edward Pugh

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I believe that communication of practices that students can find esoteric is integral to Religious education and has to come before anything else. Edward Pugh

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As an example I looked at everyone's favourite - Algebra! In particular collecting like terms. The factual knowledge surrounding this type of Maths is identifying that it is Algebra, it's a mixture of numbers and letters. The procedural element is knowing that you add together the terms of the same letter, i.e. 6a+3b+2a-b would become 8a-2b. The conceptual knowledge is then understanding that the letter is just an unknown, you could call it anything you wanted realistically. Imagine that a is apple and b is banana. If you've got 6 apples and then I give you another 2 apples, how many apples do you then have?

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In PE, I believe that procedural and conceptual knowledge are more important than factual knowledge. Procedural knowledge can be linked to your technical awareness and physical literacy, allowing one to move in a variety of ways and competent in a various situations. Conceptual knowledge would link to strategic and tactical processes, enhancing pupils understanding in tasks.

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I feel all of these learning styles are relevant to Drama as you need procedural skills for technique, factual skills for research, conceptual skills to empathise and metacognitive skills to analyse.

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Factual knowledge - is needed to understand what happened, when it happened and who was involved.

Conceptual knowledge - understands the concepts of themes that are used.

Procedural - to understand how to write a essay historically and critically analysis evidence required.

I think factual knowledge is most important to history as it in the most knowledge required.

- Rebecca Stanley (TKASA)

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The periodic table is indispensable for learning

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Science encomapases factual (learning history of the atom, dates), procedure (practical classes, following a protocol) and conceptual (requires maths and equations and models to ease understanding). - Charlie Colenso

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Science encomapases factual (learning history of the atom, dates), procedure (practical classes, following a protocol) and conceptual (requires maths and equations and models to ease understanding). - Charlie Colenso

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I personally feel that procedural knowledge is important for maths. You need to understand the method behind formulating the answer in order to be correct. The procedures used in maths allows for a universal understanding and sharing of quantitative data.