1 / 25

Learning & Teaching Subject Department Planning Regional Seminar 2004

Learning & Teaching Subject Department Planning Regional Seminar 2004. School Improvement – SDP Process. Premises & school environment. The Timetable. Pastoral care, behaviour & discipline. Resources. TEACHING. Staffing & their organisation into groups & teams.

Download Presentation

Learning & Teaching Subject Department Planning Regional Seminar 2004

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Learning & Teaching • Subject Department Planning • Regional Seminar 2004

  2. School Improvement – SDP Process

  3. Premises & school environment The Timetable Pastoral care, behaviour & discipline Resources TEACHING Staffing & their organisation into groups & teams PUPIL PROGRESS AND ACHIEVEMENT Partnerships with the community Curriculum & assessment/ organisational policies LEARNING Decision making processes Adapted from Hopkins & MacGilchrist 1998 Schemes of work Staff development

  4. Programme • To explore the issues of ‘Why’ and ‘How’ • To discuss the organisational needs and the development needs of the subject and to explore how to achieve a balance • To examine suitable worksheets for use by teachers in a school who will be working on the introduction / development of subject department collaborative planning

  5. Issues for Consideration • What is subject planning? • Why engage in subject department planning? • What is the link between school planning and subject department planning?

  6. How does subject planning arise? • May emerge as: • a priority during school review as part of SDP • a priority pre- or post-subject inspection • part of school-self evaluation • an outcome of the introduction of a new syllabus

  7. Developing & Sustaining Collaborative Subject Planning • Challenges : • Climate of Isolation • Time and Capacity • Absence of Professional Dialogue • Domination of Examination Results • Changing and Increasing demands on Schools • Opportunities : To develop confidence and collaboration To engage in debate and reflection To be empowered as educators and as decision makers What has been your experience ?

  8. DGL Unit 9: Subject Planning • Step 1: Establishment of a Subject Department • Using Worksheet 1a: To consider the introduction of a subject Department • Using Worksheet 1b: To consider how the subject Department will operate • Using Worksheet 2A : Subject Diagnostic Window • Step 2: Subject Methodologies Planning • Templates 2 and 3: Subject Methodologies and Subject Resource Needs • Using Worksheet 5: Effective strategies worksheet • Using Worksheet 6: Key Learning skills • Using Worksheet 7: Effective Teaching Strategies • Step 3: Curriculum Content Planning • Template 6 and 7 • Template 6: Curriculum Content – 2 yr plan • Template 7: Curriculum Action Plan • Step 4: Subject Planning Policy Development • Template 1 & 4: Subject Planning Policies and Procedures – Subject Profile • Worksheet 4: Subject Dept. Policy Check list

  9. SDPI DGL Unit 9 Templates • Step 1: Establishment of a Subject Department • Worksheet 1a: • To consider the introduction of a subject Department • Worksheet 1b: • To consider how the subject Department will operate • Using Worksheet 2A / 2B : • Subject Diagnostic Window

  10. Setting up a Subject Department • Worksheets 1.A & 1.B • 1. Why do we need a Department? • 2. What can it do for us as teachers? • 3. What can it do for our students?

  11. Setting up a Subject Department • What does it need to work well?

  12. What has worked . . . • Subject convenor – secretary, record-keeping, to ensure progress & continuity • Commitment to meetings – time, at least three meetings in year • Central subject planning records - accessible, • organised, up to date ( meeting record template) • Clear link to overall school planning • Support and goodwill of school authorities essential

  13. Review of Subject Department • Diagnostic Window • Context factors • Key Questions

  14. Subject Diagnostic Window

  15. Process . . . Step 1 • Agree Convenor • Reflect individually on Diagnostic Window • Agree the Diagnostic Window for the subject • (Some initial support and briefing may be of assistance to the convenor)

  16. Process . . .Step 2 • Following Diagnostic Window identify two or three priorities to be addressed by the subject teachers • Identify separately other subject specific issues that will require a broader school attention • Are there whole-school issues arising ?

  17. Follow up to Diagnostic Window • Key Questions: • As a subject group, what can you do to help • teachers and your students in this subject? • teaching and learning strategies that can meet the needs of all students – i.e. top, middle, weak, special needs • addressing the syllabus fully, using appropriate methodologies • ongoing evaluation / review / assessment of progress … • provision of and use of resources • other • DGL Checklist

  18. Reflect on process and worksheets

  19. Subject Action Plan • What needs to be done? • What steps can you take? • How, who, when etc? • Consider Samples

  20. Subject Planning – Policies & Procedures Template DGL Unit 9 • Aims and Objectives • Methodology • Class Organisation • Learning Needs / Provision for Differentiation • Textbooks and Materials • Student Assessment / Progress / Homework and Reporting • Monitoring and Evaluation • Resources and Inservice needs • Whole school issues

  21. Subject Planning – Learning & Teaching – Links to Whole School Issues • Resources – acquisition & management • Homework Policy • Learning & Teaching; strategies for effectiveness • Curriculum Development • Differentiation, Special Needs & Learning support • Assessment & Reporting • Links to home • Staff - Team development – collaboration • Transition issues – Primary, Junior, Senior cycles • Self-evaluation and review

  22. Some Post-inspection Recommendations • Team development – team approach • Planning to organise course content • Planning to help development of the subject in the school • Planning in the context of revised syllabus • Highlight resource needs • Share ideas and experiences within the classroom • Development of a shared understanding / policy regarding everyday classwork, homework, practical work, end of term assessments etc.

  23. Looking At Our Schools • Area 4 :Quality of Teaching and Learning • Aspect: Planning and preparation • Component: Planning of work: • Do we have a long-term plan for our subject? • Does it outline the content to be covered? • Does it meet the requirements of the syllabus? • Does it include strategies for differentiation? • Does it provide for cross-curricular approaches? • How will the plan be monitored and evaluated?

  24. A New Form of Senior Cycle ? • A different school culture for senior students • - mature relationships, involvement, engagement and enjoyment • A re-structured learning experience • - nature and composition of programmes • - inquiry driven approaches, learning to learn and critical thinking • - emphasis on communication skills and group work • A re-balanced curriculum • - Emphasis on skills and relationship with knowledge • Different forms of assessment and a new certificate for senior cycle • - methods, modes, achievements in other areas NCCA 2004

  25. Your school – where to now?

More Related