Learning & Teaching
Subject Department Planning
Regional Seminar 2004
School Improvement – SDP Process
REVIEW
Prioritise
Adopt / adapt
EVALUATE –
self
MISSION
VISION
AIMS
DESIGN
Action Plans /
Policies
Monitor
IMPLEMENT
The
Timetable
Pastoral care,
behaviour &
discipline
Partnerships
with the
community
Curriculum &
assessment/
organisational
policies
Adapted from
Hopkins &
MacGilchrist
1998
Premises &
school
environment
Resources
TEACHING
PUPIL
PROGRESS AND
ACHIEVEMENT
LEARNING
Schemes
of work
Staff
development
Staffing
& their
organisation
into groups
& teams
Decision
making
processes
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
Issues for Consideration
 What is subject planning?
 Why engage in subject department
planning?
 What is the link between school
planning and subject department
planning?
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
Developing & Sustaining Collaborative
Subject Planning
Challenges :
Opportunities :
Climate of Isolation
To develop confidence
and collaboration
Time and Capacity
Absence of Professional
Dialogue
Domination of
Examination Results
Changing and Increasing
demands on Schools
To engage in debate and
reflection
To be empowered as
educators and as
decision makers
What has been your experience ?
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
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
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?
Setting up a Subject Department
What does it need to work well?
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
Review of Subject Department
 Diagnostic Window
 Context factors
 Key Questions
Subject Diagnostic Window
What is already working well?
Evidence
What is not yet working well?
Evidence
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)
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 ?
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
Reflect on process and worksheets
Subject Action Plan
 What needs to be done?
 What steps can you take?
 How, who, when etc?
Consider Samples
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
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
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.
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?
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
Your school – where to now?