Housekeeping • Please stay on mute in the main sessions. Hosts will unmute you if necessary. • We love to see your faces, but if you prefer please feel free to keep your video off during the main session – it saves broadband at home and minimises distractions for you. • If you prefer to keep your video off during group discussion sessions, this is also fine – you can still engage in the discussion through your audio. • Please use the ‘Chat’ function to submit questions. If your question is too long to type, let us know through the same function and we can unmute you to ask your question. • Don’t worry about small interruptions at home. If your cat/dog/child/flatmate/partner makes a cameo appearance in your video, please don’t be embarrassed. We are all navigating the same choppy waters and we understand that life is continuing behind the computer screen.
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Member Workshop Developing subject knowledge across your ITE curriculum Thursday, 5 th November 2020
Agenda 9.30a.m. – 10.30a.m. Member discussions: Prompting thinking and sharing ideas 10.30a.m. – 10.50a.m. Trainee Services: Trainee Subject Networks 10.50a.m. – 11.10a.m. Coffee/Screen Break What can we learn from Ofsted’s guidance to inspectors over 11.10a.m. – 12.00p.m. time? 12.00p.m. – 12.20p.m. Member Perspective: South West Teacher Training 12.20p.m. – 12.30p.m. Plenary 12.30p.m. Close
Member discussions: Prompting thinking and sharing ideas
Discussion 1 (15 minutes) How do you know what your trainees already know about their/a subject? Do you use: • Subject Audits? • Tests? • Lesson observations? • Something else? What format do these take? What are the strengths and limitations of each?
Discussion 2 (20 minutes) Which of the following are your trainees: • Taught explicitly? • Exposed to? • Assessed on? a) How to teach the subject (subject knowledge for teaching) b) How to think about/in/around the subject (subject associations, tutorials, research, etc.) c) The canon of knowledge – history of the subject. Why is it taught in the way that it is? Why are certain aspects taught and others not? d) Subject specific pedagogies (as opposed to generic pedagogy. ‘Modelling’ is generic … but there may be very specific ways of modelling in certain subjects. To what extent is the subject-specific made distinct to the generic?) Is this implicitly or explicitly shared with trainees and mentors? How? How do you monitor adequate exposure/coverage in schools?
Discussion 3 (15 minutes) What level of subject knowledge do you expect your trainees to have by the end of the programme? • Where and how is this defined? • How do you know they have met your expectations?
Trainee Services: Trainee Subject Networks
Coffee/Screen Break
What can we learn from Ofsted’s guidance to inspectors over time?
Looking at Ofsted’s guidance to inspectors over time - 1 The current schools’ inspection framework (November 2019) states that research and inspection evidence suggest that the most important factors in how, and how effectively, the curriculum is taught and assessed are that teachers: • have expert knowledge of the subjects that they teach • enable pupils to understand key concepts, presenting information clearly and encourage appropriate discussion • check pupils’ understanding effectively, and identify and correct misunderstandings • ensure that pupils embed key concepts in their long-term memory and apply them fluently • design and deliver a subject curriculum in a way that allows pupils to transfer key knowledge to long-term memory • use assessment to check pupils’ understanding in order to inform teaching
Looking at Ofsted’s guidance to inspectors over time - 2 Previous guidance published for inspectors regarding Subject Survey Inspections (December 2013 and subsequently archived) emphasised pupils’ achievements and outcomes as the key ‘driver’. The following aspects were identified and descriptors (grouped under the four familiar Ofsted grading outcomes) were provided: • the achievement of pupils in the subject • the quality of teaching in the subject (generic and subject specific) • the quality of the curriculum in the subject • the quality of leadership and management of the subject • the overall effectiveness of the subject In total, there were descriptors for 13 subjects (including Citizenship and PSHE), one of which was ICT.
Looking at Ofsted’s guidance to inspectors over time - 3 As a further source of potential support to SCITT programme leaders, we have ‘pulled together’ the relevant descriptors for the quality of teaching and the quality of the curriculum in 12 subject areas (organised into three groups: Foundation Subjects, Core (English and Maths) and, separately, Citizenship and PSHE. How might you make use of these? • As a ‘starting point’ for programme leaders to develop their own working knowledge of the ‘unerring essentials’ that underpin specialist subject knowledge and pedagogy across the curriculum; • To promote further debate with and between subject leaders/trainers regarding the relevance and up-to-date-nature of the subject curriculum they are offering, not forgetting how learning, and its impact on memory, can be related to each subject (as well as contributing to ‘mastery’ of the curriculum more broadly). This, in turn, could serve to help programme leaders develop reliable QA mechanisms relating to the quality of subject leadership in their partnerships.
Looking at Ofsted’s guidance to inspectors over time - 4 The ‘health warning’: These descriptors are historic – they were generated at a time when prioritising pupil outcomes and highlighting each subject’s contribution to SMSC were seen as being particularly important. We suggest that some subject/curriculum descriptors are more useful than others. It is a case of ‘handle with care’. Take five minutes to familiarise yourself with What can we learn from Ofsted’s 1. guidance to inspectors over time about how the quality of Subject and Curriculum Provision in Schools is evaluated? Take a further five minutes to focus on what is stated about your own subject specialism … 2. In your breakout rooms discuss the following: • how useful you find these to be as a ‘starting point’ • how you could see your partnership making use of these • how they might aid the further development of your QA processes relating to subject and curriculum training as integral to your ITE curriculum
Member Perspective: South West Teacher Training
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