Learning & Teaching Subject Department Planning Regional Seminar 2004

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?