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

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Dave Lambert TTRB launch Dave Lambert TTRB launch Presentation Transcript

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