Learning & Teaching

Subject Department Planning

Regional Seminar 2004

School Improvement – SDP ProcessSchool Improvement – SDP Process

Adopt / adaptAdopt / adapt

EVALUATE – self

EVALUATE – self

MonitorMonitor

IMPLEMENTIMPLEMENT

Action Plans / Policies

Action Plans / Policies

DESIGNDESIGN

PrioritisePrioritise

REVIEWREVIEW

MISSIONVISION

AIMS

MISSIONVISION

AIMS

PUPIL PROGRESS AND ACHIEVEMENT

Resources

The Timetable

Pastoral care, behaviour &

discipline

Decision making

processes

Staffing & their

organisation into groups

& teams

Staff development

Premises & school

environment

Partnerships with the

community

Curriculum & assessment/

organisational policies

Schemes of work

TEACHING

LEARNING

Adapted from Hopkins &

MacGilchrist 1998

ProgrammeProgramme

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

Issues for ConsiderationIssues for Consideration

What is subject planning? Why engage in subject department

planning? What is the link between school

planning and subject department planning?

How does subject planning arise?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

Developing & Sustaining Collaborative Developing & Sustaining Collaborative Subject PlanningSubject 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 ?

DGL Unit 9: Subject PlanningDGL Unit 9: Subject PlanningStep 1: Establishment of a Subject DepartmentUsing Worksheet 1a: To consider the introduction of a subject Department Using Worksheet 1b: To consider how the subject Department will operateUsing Worksheet 2A : Subject Diagnostic Window

Step 2: Subject Methodologies PlanningTemplates 2 and 3: Subject Methodologies and Subject Resource NeedsUsing Worksheet 5: Effective strategies worksheet Using Worksheet 6: Key Learning skills Using Worksheet 7: Effective Teaching Strategies

Step 3: Curriculum Content PlanningTemplate 6 and 7Template 6: Curriculum Content – 2 yr plan Template 7: Curriculum Action Plan

Step 4: Subject Planning Policy DevelopmentTemplate 1 & 4: Subject Planning Policies and Procedures – Subject ProfileWorksheet 4: Subject Dept. Policy Check list

SDPI DGL Unit 9 TemplatesSDPI 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

Worksheets 1.A & 1.BWorksheets 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?

Setting up a Subject DepartmentSetting up a Subject Department

Setting up a Subject DepartmentSetting up a Subject Department

What does it need to work well?

What has worked . . .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

Review of Subject DepartmentReview of Subject Department

Diagnostic Window Context factors Key Questions

Subject Diagnostic WindowSubject Diagnostic Window

What is already working well? Evidence

What is not yet working well? Evidence

Process . . . Step 1Process . . . 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)

Process . . .Step 2Process . . .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 ?

Follow up to Diagnostic Window Follow up to Diagnostic Window

Key Questions:As a subject group, what can you do to helpteachers 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

Reflect on process and worksheets

Subject Action PlanSubject Action Plan

What needs to be done? What steps can you take? How, who, when etc?

Consider Samples

Subject Planning – Policies & Procedures Subject Planning – Policies & Procedures Template DGL Unit 9 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

Subject Planning – Learning & Teaching – Subject Planning – Learning & Teaching – Links to Whole School IssuesLinks 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

Some Post-inspection RecommendationsSome 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.

Looking At Our SchoolsLooking 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?

A New Form of Senior Cycle ?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

Your school – where to now?