David Jones Workshop


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CSA- A voice for subjects

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  • David Jones Workshop

    1. 1. Encouraging Partnerships and Collaboration: exploring alternatives from a subject perspective David Jones CfSA
    2. 2. A voice for subjects <ul><li>The aims of the CfSA are: </li></ul><ul><li>to strengthen the role, operational effectiveness and influence of subject associations </li></ul><ul><li>promote subject association membership to teachers in all sectors of education for the benefit of learners </li></ul><ul><li>to speak with a single voice in representing the interests of its members to the broadest range of education stakeholders. </li></ul>
    3. 3. A voice for subjects
    4. 4. The importance of subjects <ul><li>Subject disciplines are vital in twenty-first century schools, ensuring not only excitement and motivation to learners, but challenge, focus and purpose </li></ul><ul><li>The only statutory part of QCA’s ‘ big picture ’ diagram is the line of subjects that lie near its base </li></ul><ul><li>At no time since the National Curriculum was first introduced in England in 1988 has subject specialist expertise been more important in schools. </li></ul>Lambert, D. (2008) Why are School Subjects Important? Forum 50 (2) 207-212
    5. 5. The importance of subjects <ul><li>A balanced curriculum </li></ul><ul><li>Making sense of the world </li></ul><ul><li>Valuing relationships </li></ul>
    6. 6. The importance of subjects <ul><li>If secondary teachers are asked to teach integrated themes or topics, and in doing so provide a range of specialist perspectives, how can support and leadership be provided to ensure that not only the teaching is confident, informed and responsive, but is also challenging and progressive? Teaching outside an area of subject expertise risks banality: banal, because it may lack the theoretical and conceptual frameworks that can support critical engagement leading to deeper understanding. </li></ul>Lambert, D. (2008) Why are School Subjects Important? Forum 50 (2) 207-212
    7. 7. The importance of subjects <ul><li>Subjects are communities of debate and argumentation, of exploration and criticism, of conjecture and refutation; they are pursuits in which knowledge, in due recognition of its provisionality, is open to continuous reconstruction. </li></ul><ul><li>It is essential in my view that teachers are encouraged to delve deeper and linger longer with their subjects. For many, the opportunity to do so may be the deciding factor in keeping them in the job. </li></ul>Lambert, D. (2008) Why are School Subjects Important? Forum 50 (2) 207-212
    8. 8. What is CfSA doing? <ul><li>Engaging with DCSF policies and plans by: </li></ul><ul><li>C ontributing to Sir Jim Rose’s independent Primary Review through consultation </li></ul><ul><li>W orking with the TDA and the DCSF to support teachers in delivering the new secondary curriculum </li></ul><ul><li>Contributing to the development of the developing MTL framework </li></ul><ul><li>Promoting the use of the TTRB, specifically those areas developed by subject associations to support initial teacher trainers Subject Resource Network through the TTRB Teacher Training Resource Bank (TTRB) </li></ul>
    9. 9. Encouraging Partnerships and Collaboration: E xploring alternatives from a subject perspective David Jones CfSA
    10. 10. Task <ul><li>Choose one of the four groupings (or through the subject specialism's in your group) to consider how subjects might work together in addressing one theme and curriculum focus. </li></ul><ul><li>U se the three web-sites shown to assist you – remember the TTRB web-site can direct you to other resources that can help. </li></ul><ul><li>While you are working assess the value and usefulness of all three sites in respect of cross-curricular approaches. </li></ul>