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Dave Lambert TTRB launch
Dave Lambert TTRB launch
Dave Lambert TTRB launch
Dave Lambert TTRB launch
Dave Lambert TTRB launch
Dave Lambert TTRB launch
Dave Lambert TTRB launch
Dave Lambert TTRB launch
Dave Lambert TTRB launch
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Dave Lambert TTRB launch

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Presentation on subject teaching at the London launch of the TTRB

Presentation on subject teaching at the London launch of the TTRB

Published in: Education, Technology
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  • 1. The TTRB – from a subject specialist perspective David Lambert
  • 2. Background <ul><li>The curriculum in school is under intense pressure resulting in rapid and significant forces to change: </li></ul><ul><ul><li>Skills based curriculum (eg RSA Opening Minds) </li></ul></ul><ul><ul><li>Personalisation and ‘learning processes’ (eg learning to learn, and ICTs) </li></ul></ul><ul><ul><li>From centralised to localised innovation </li></ul></ul><ul><ul><li>Closing the attainment gap </li></ul></ul><ul><ul><li>League tables </li></ul></ul>
  • 3. Response? <ul><li>We may welcome some of this! </li></ul><ul><ul><li>Localisation and flexibility </li></ul></ul><ul><ul><li>Social justice </li></ul></ul><ul><li>But question some of the possible outcomes </li></ul><ul><ul><li>Of a skills and process led curriculum? </li></ul></ul><ul><ul><li>Following the negative backwash of league tables: </li></ul></ul><ul><ul><ul><ul><li>Curriculum hierarchies </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Teaching to the test </li></ul></ul></ul></ul>
  • 4. Some tensions and doubts <ul><li>The values basis of the curriculum </li></ul><ul><ul><li>What are its aims and purposes </li></ul></ul><ul><ul><li>Any notion of a ‘national entitlement’? </li></ul></ul><ul><li>The implications of current shifts on ‘subjects’ </li></ul><ul><ul><li>How are subjects understood? </li></ul></ul><ul><ul><ul><li>(has a ‘restricted’ view taken hold?) </li></ul></ul></ul><ul><ul><li>The basis of new appetites for ‘integration’ </li></ul></ul>
  • 5. ‘ twas ever thus? … <ul><li>“ Long standing tensions between geographers and geographical educationists about the balance of: </li></ul><ul><ul><li>subject content </li></ul></ul><ul><ul><li>educational processes </li></ul></ul><ul><ul><li>social purposes (‘good causes’)” </li></ul></ul><ul><ul><li>(Marsden, B. (1997) ‘On taking the geography out of geographical education’, Geography , 82, 3, p 241-252) </li></ul></ul><ul><li>“… take note of what is happening at grass-roots level in schools and in major educational agencies and pressure groups … professionals are increasingly taking things into their own hands” </li></ul><ul><li>(White J 2008 IPPR) </li></ul>
  • 6. Whole Curriculum Skills, Knowledge and Attributes: <ul><li>Skills; Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills </li></ul><ul><li>Knowledge and Understanding; Big ideas that shape the world - eg chronology, conflict, scientific method </li></ul><ul><li>Attitudes and dispositions; eg determined, adaptable, learning to learn </li></ul>
  • 7. Rethinking subjects Curriculum opportunities contexts for learning Range and content knowledge and understanding Key processes skills and ways of thinking Key concepts essential ideas Importance why the subject matters
  • 8. The role of subjects <ul><li>Geography – not as an end in itself but a resource in the service of educational aims </li></ul><ul><li>Geography - “defined not as a collection of facts but as the state of the art conceptual frameworks of the subject” [p 242] </li></ul><ul><li>That is, a distinctive disciplined enquiry </li></ul>
  • 9. Supporting subject specialist tutors, mentors and teachers <ul><li>www.ttrb.ac.uk/ </li></ul><ul><li>Subject resource links </li></ul><ul><li>Example: geography (GA-led) </li></ul><ul><li>- ‘GeogEd’ </li></ul><ul><li>- ‘Bibliography’ </li></ul><ul><li>- ‘Thinkpieces’ </li></ul>

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