itt-placement.comitt-placement.com/.../SKDD-Journal-2020-History.docx · Web viewYear of Study Subject Tutor Liaison Tutor Definitions From S ubject “A branch of knowledge studied

Subject Knowledge Development Journalfor initial teacher training in Historyat Liverpool John Moores University

NameYear of StudySubject TutorLiaison Tutor

Version 1.2 Secondary ITE Programmes Liverpool John Moores University

Definitions1

Subject“A branch of knowledge studied or taught in a school, college, or university.”

Knowledge“Facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject.”

“The sum of what is known.”“True, justified belief; certain understanding, as opposed to opinion.”

“Awareness or familiarity gained by experience of a fact or situation.”

Development“The process of developing or being developed2.”

“A specified state of growth or advancement.”“An event constituting a new stage in a changing situation.”

Table of ContentsSection 1 Principles for SKDD

Section 2 Guidelines for SKDD Journaling

1 From https://en.oxforddictionaries.com 2 Develop (def.) “Grow or cause to grow and become more mature, advanced, or elaborate.”

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https://en.oxforddictionaries.com/


Section 3 Subject Fundamentals

Section 4 Curricular Frameworks

Section 5 SKDD Activities

Section 6 References and Bibliography

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section onePrinciples for

Subject Knowledge

Development and Didactics

Teachers must… “Demonstrate good subject and curriculum knowledge… have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings.” (DFE, 2011)

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Teachers’ Standards, and in particular S3, require that student teachers demonstrate a high level of subject knowledge and pedagogy. Subject knowledge is an essential component of effective teaching, alongside effective pedagogical / didactic skills, and contextual knowledge of learners, schools and policy.

Subject knowledge is complex and student teachers develop it in five key ways:

Student teachers’ prior knowledge (degree and industrial experience); Pre-course subject knowledge enhancement, including self-directed activity

and SKE courses in shortage subjects set as a condition of entry; In-course subject knowledge development/enhancement and ‘auditing’ in

university; School-based mentoring and teaching practice, whilst on placement, alongside

a subject specialist teacher; Student teachers’ personal responsibility to undertake self-directed object

knowledge development to expand and deepen knowledge and skill (outside of university and placement).

Professional Teacher Knowledge

Banks, Leach and Moon (2005) introduced graphic model () to support the development of reflection in Initial Teacher Education (ITE). Describing teacher professional knowledge as: subject knowledge, pertaining to disciplinary content knowledge, school knowledge, pertaining to localised policy and practice (including curriculum, behaviour, etc.), and institutional culture (i.e. what it means to be a teacher in a specific context). Furthermore pedagogical knowledge, pertaining to methods for learning, teaching, and assessment. These are not separate areas, or spheres, of teacher knowledge, but interrelated aspects of teacher knowledge that converge to develop a ‘personal subject construct’ (PSC); which could be defined as the individual teacher’s vision for teaching and learning their subject, as influenced by their knowledge of their subject, the school context and pedagogical approaches.

Figure 1

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section twoGuidelines for

Subject Knowledge

Development and Didactics

JournalingSKDD Journaling is an ongoing process, and disposition of reflection and self-evaluation, focusing on and prioritising your subject knowledge developed during your initial teacher education and beyond. Curricula change periodically and knowledge within subjects can evolve over time, with emphasis and priorities being influenced by policy, society and technology.

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Student teachers and mentors should regularly review subject knowledge development and identify priority areas for development of subject knowledge for teaching. The subject ‘fundamentals’, in section three, provide a broad framework for discussion around subject knowledge, and aim to provide flexible and inclusive categories that cover much of the knowledge that you will need to teach your subject.

Subject knowledge should be discussed with your subject-specialist, school-based ITT Mentor, in weekly meetings, as part of the wider dialogue around your training and development. Appropriate areas for development will include:

Gaps in your subject knowledge for content that is new to you; Content that you have not studied for some time and need to refresh your

knowledge; Content that you are going to be teaching in the next Phase of your training; Areas of strength, where you need to break down your high-level/expert

knowledge into component parts to introduce it to learners for the first time; Challenging your preconceptions and assumptions about what pupils

know/understand and motivations within your subject; Identifying and exploring misconceptions and complex concepts/principles;

Figure 2 Pyramid model of subject knowledge

During your training, reflect on your developing subject knowledge for teaching and make notes of where you have done so, setting targets for linked to short, medium and long term planning for the lessons that are timetabled to teaching. When you are making notes in relation to the subject ‘fundamentals’ (section three), it is helpful to include:

The date of the entry (and subsequent updates); The specific aspect(s) of content knowledge that you focused on within the

‘fundamental’; The class(es) that you developed the knowledge for and/or why you targeted

this for development; Indicate how you went about developing the knowledge; Note the strategies/approaches you adopted (i.e. pedagogy/didactics) and the

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Low-level subject knowledge: broad range of content knowledge across the range of the subject.

High-level subject knowledge: deep knowledge in a narrower range of content. Can lead to assumptions about learners’ knowledge and engagement, and need to be broken down into ‘component’ parts (concepts, principles, etc.).

Subject knowledg

e


impact they had on pupils’ learning; Your next steps and targets for further development;

The SKDD Journal is your notebook, recording what subject knowledge you have developed and how you have gone about it. Notes can include any additional and relevant information, including concept maps (Figure 3) photographs or scanned images of examples of your own or pupils’ work (Figure 4).

Figure 3 Example concept map from Geography

Figure 4 Example image from Art and Design

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section threeSubject

FundamentalsThe areas below describe broad, ‘umbrella’ areas of conceptual and procedural knowledge fundamental to the subject. You will identify specific content knowledge and skills for each category, and write a narrative of your subject knowledge development during your initial teacher education, setting targets appropriate to the stage of your training and needs (see section two, above). Specific lists of content knowledge can be found in the relevant curricular frameworks (see section four, below).

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McLain, Matt, 01/07/19,


Fundamental 1: Knowledge and chronological understandingDevelop an understanding of the framework of events and periods in time. Consider how this places knowledge in its historical context.

Notes on my development of subject knowledge for teaching:

Fundamental 2: Source skillsCreate an awareness of the variety and range of source materials available to develop historical understanding. Use these sources to identify knowledge and enable enquiry.


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Fundamental 3: CausationReview the National Curriculum (or your own placement school’s Scheme of Learning) and demonstrate links which show why historical events happen. Consider key historical terminology.


Fundamental 4: InterpretationsDevelop a broad understanding of how and why the past has been interpreted in different ways. Consider both text sources and authentic learning opportunities. Challenge student preconceptions about the validity of sources of information.


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Fundamental 5: SignificanceConsider the set criteria required to make informed judgements on the significance of historical events. Make links between events to assess their importance across a variety of time periods.


Fundamental 6: Change and continuityEvidence the ability to analyse change and continuity within and across periods of time. This could link to the knowledge framework and expectations of the National Curriculum. Challenge students’ assumptions about continuous improvement through time. Notes on my development of subject knowledge for teaching:

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section fourCurricular

FrameworksContent knowledge taught in subjects changes over time, through curriculum development and as new knowledge is generated in the field. An effective teacher must be able to manage change and have a mindset that enables them to develop and construct their subject knowledge. This is an important disposition for the resilient and effective teacher.

This section identifies the current curricular frameworks for your subject, and other supporting information and guidance. These provide the specific content knowledge that is taught in schools. Use the subject ‘fundamentals’ (section three, above) to aid your reflection regarding related ideas and activity in your subject.

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Curricular FrameworksDocument URLNational Curriculum Programme of Study for key stages 1 to 3

https://www.gov.uk/government/collections/national-curriculum

GCSE Subject Content https://www.gov.uk/government/collections/gcse-history-content

GCSE AS and A Level Subject Content

https://www.gov.uk/government/collections/gcse-as-and-a-level-historycontent

Subject Associations and GroupsName URLExpert Subject Advisory Groups (ESAG)

http://expertsubjectgroups.co.uk/

The Historical Association https://www.history.org.uk

Awarding organisationsOrganisation URLAssessment and Qualifications Alliance (AQA)

http://www.aqa.org.uk/

Oxford, Cambridge and RSA (OCR)

http://www.ocr.org.uk/

Pearson Qualifications (Edexcel) https://qualifications.pearson.com/en/home.html

Welsh Joint Examination Council (WJEC)

http://www.wjec.co.uk/

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http://www.wjec.co.uk/

https://qualifications.pearson.com/en/home.html

http://www.ocr.org.uk/

http://www.aqa.org.uk/

https://www.history.org.uk/

http://expertsubjectgroups.co.uk/



https://www.gov.uk/government/collections/gcse-history-content

https://www.gov.uk/government/collections/gcse-history-content




section fiveSKDD activities

The SKDD activities, below, are designed to support student teachers in their self-directed subject knowledge development. The structured activities are mandatory and linked to SKDD sessions (with subject tutors), with recommended activities for personalised learning. The recommended activities should be discussed in weekly meetings (student teachers and mentors) and used to personalise training and encourage deeper reflection on content and pedagogical knowledge.

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Activity 1 Microteaching and Sharing PracticeDuring the introductory SKDD week, in September, you will plan and deliver a 10-minute lesson with your peers. The topic and teaching style for the session will be agreed in advance with your subject tutor, and you will have time to prepare before delivering. As part of the preparation you should read the following chapter on teaching styles:

Carpenter, C and Bryan, H. 5.3 Teaching Styles. In S. Capel, M. Leask and S. Younie (2016). Learning to teach in the Secondary School: a companion to school experience (seventh edition). Abingdon, UK: Routledge. pp 368-384.

As part of your planning, you should produce an appropriate learning resource (e.g. visual aid, worksheet, etc.). ICT (i.e. a computer and project) will not be available for the microteach session. As a follow up to this activity, you will share what you have learnt with teachers in your Home School placement, in a Mentor Meeting with your ITT Mentor, a Subject Department Meeting or by producing a resource to summarise a range of teaching styles and how they might apply in your subject (e.g. Mosston’s Spectrum).

Session Focus:Teaching Style:Session Outline

Resources

Self-evaluation (including tutor & peer feedback)

Areas for development (targets and actions)

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Activity 2 Level 2 Specification AuditIdentify a relevant Level 2 (e.g. GCSE, BTEC, etc.) qualification taught in your Home School that you will be solo or team teaching. Read the content knowledge section in the specification document, auditing your knowledge and identifying key areas of strength. Next, identify areas for development in knowledge and/or skills that you will be required to teach; and set targets for how you will address them.

Examination paper/UnitAwarding Organisation

Qualification

Areas of strength(highlight ‘new’ knowledge for teaching)

How/where were they developed?(e.g. on your degree, personal study, etc.)

Areas for development(highlight when achieved)

Key action point(to be developed in the Weekly Meeting Record)

Date completed:Mentor comment

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Activity 3 Level 2 Examination Paper AuditConsider the most recent examination (e.g. GCSE, BTEC, etc.) for the Level 2 specification used in the specification audit.

Read last years Past Paper materials on the awarding organisation (AO). Discuss with the ITT Mentor and identify key areas for development. Sit the paper, or appropriate elements (linked to individual needs), in exam conditions. Read the Mark Scheme provided by the AO. Read the Examiners Report for the specification. Mark and discuss your results with your ITT Mentor.

Examination paper/UnitAwarding Organisation

Qualification

Areas of strength(highlight ‘new’ knowledge for teaching)

How/where were they developed?(e.g. on your degree, personal study, etc.)

Areas for development(highlight when achieved)

Key action point(to be developed in the Weekly Meeting Record)

Date completed:Mentor comment

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Activity 4 Evaluating and Adapting Learning Resources Student teachers should spend time selecting, evaluating and adapting a range of current resources that are used at their Home School, as part of their units and schemes of work, or obtained from external sources (e.g. free or paid online teacher resources). As part of your development, select a resource (e.g. homework, worksheet, etc.) to critically review and adapt for one of your lessons taking into consideration standard S5 (Differentiation).

Description of resource3 (including the source, age range and expected outcomes)

Critique of the original resource (including the benefits and limitations)

Summary of adaptions (including differentiation of learning and links to assessment)

Evaluation of the adapted resource4 (considering the impact on learning)

Activity 5 Transition (key stage 2 to 3)3 Include a rough sketch, screenshot, photo or scanned image. 4 Ibid.

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Read the statutory requirements for key stage 2, including formal assessment arrangements and how your subject is taught in this phase of education. Discuss the Year 6/7 transition arrangements in your Home School, for pupils from local ‘feeder’ primaries, with the Head of Department / Subject Lead. Consider the questions below:

What does the department know about the primary curriculum experiences of their current Y7 students? (curriculum content, teaching and learning activities)

How do teachers gain insights about these curriculum experiences? What helps or hinders this process?

Does the school/department have assessment data about their students’ performance in the subject at the end of Key Stage 2? Why/ why not? Do they find this data useful? Why / why not?

How is the subject taught in key stage 2? What are the similarities and difference to key stage 3?

Write a reflection, below, about how effectively you have catered for Year 7 learners; based on your knowledge about prior learning and/or attainment in key stage 2. What are the emerging issues and actions you may wish to take?

Reflection (including how your perspective has been renewed)

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Implications for future practice

Activity 6 Transition (key stage 4 to post 16)Set up a focus group with a group of year 11 students in your subject, and discuss their aspirations for their education and career following GCSEs. Then discuss the findings with your ITT Mentor and/or the Head of Department. Consider the questions below:

What are the key differences between key stage 4 and post 16? (These may include: the physical, social and cognitive development of teenagers, curriculum content, teaching and learning activities, etc.)

How does the key stage 4 curriculum and the teachers prepare students for the transition to post 16? What helps or hinders this process?

How is the subject taught post 16? What are the similarities and differences to key stage 4?

Write a reflection below about your readiness to support transition from key stage 4 to post 16. This may be based on your knowledge about the curriculum, student aspirations and development. What are the emerging issues and actions you may wish to take?

Reflection (including how your perspective has been renewed)


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Activity 7 Sharing Personal Subject Knowledge DevelopmentDuring the SKDD sessions in the February training block, you will deliver a 5-minute presentation to your peers on an aspect of subject knowledge for teaching that you have developed in Phase 1 or 2

Rationale (Why did you develop the subject knowledge for teaching?) (Preparation before)

Process (How did you develop the subject knowledge for teaching?) (Preparation before)

Reflection (What are the implications for your future subject knowledge development including peer feedback?) Following the session

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Activity 8 Learning Outside The Classroom (LOTC)The ‘classroom’ can be described as the ‘normal’ environment for learning in your subject in timetabled lesson. What are the alternative environments when your subject can be taught to develop and enrich children’s knowledge and understanding?

Write a reflection, below, on an experience of learning outside of the classroom in your subject. This could include activities that you have supported or planned in school, or as part of your university-based SKDD. What are the emerging issues and actions you may wish to take?

Reflection (including the practical aspects of planning, risk assessment, communication, etc. and how your perspective has been renewed as a result of the activity)


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Recommended activitiesThe activities below may be used by student teachers, in discussion with their ITT Mentor, Personal/Liaison Tutor and/or Subject Tutor to personalise subject knowledge for teaching. Any relevant documentation produced should be printed and stored in the relevant section of the QTS Training and Development File and/or Placement Experience File; and recorded in your LJMU ITT Tracker audit page for the appropriate standard.

1. Engage with your subject association (see www.subjectassociations.org.uk).

2. Undertake a formal risk assessment, including the hazards, risks and controls, for a relevant activity in your subject. Store it in your Placement Experience File.

3. Review a relevant Level 3 qualification and examination material, and set targets for subject knowledge development. Record targets and actions in your Weekly Meeting Record(s).

4. Review and critique an off-the-shelf learning resource with your ITT Mentor. Record in a lesson plan and evaluation.

5. Design an original learning resource for one of the classes you teach. Record in a lesson plan and evaluation, and store it in your Placement Experience File.

6. Develop an understanding as to why teachers have decided to deliver the curriculum. Is there a rationale underpinning their choices?

7. Find out why GCSE teaching begins in either Year 9 or Year 10.

8. Discover how cross-curricular links are fostered across humanities.

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http://www.subjectassociations.org.uk/


section sixReferences and

Bibliography

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ReferencesBanks, F. Leach, J. and Moon, R. (2005). Extract from new understandings of teachers' pedagogic knowledge, The Curriculum Journal, 16(3), pp.331-340, DOI: 10.1080/09585170500256446

DFE (2011). Teachers’ Standards. London: Department for Education. Available at http://www.education.gov.uk/publications

Bibliography The list below provides a wide range of sources of relevant subject knowledge, which may support you in consolidating existing and developing new knowledge; as well as supporting lesson planning and preparation, and resource design.

Bircher, R. (2016) Edexcel GCSE (9-1) History The American West c. 1835-1588, London: Pearson

Blair, G. (2016) Edexcel GCSE (9-1) History Early Elizabethan England c.1558-1588, London: Pearson

D, Brown. (2016) Edexcel A Level History, Paper 3, Germany, 1871-1990: United, Divided and Re-united: Student Book London: Pearson

Gershon, M. (2014). Teach Now! History. London: Routledge

Haydn, T. Stephen, A. Arthur, J and Hunt, M. (2015). Learning to Teach History in the Secondary School. London: Routledge

Hodge, S (2010). Resources for Teaching History 11-14. London: Routledge

Kitson, A., Husbands, C. and Steward, S. (2011). Teaching and Learning History 11-18: Understanding the past. England: Open University

N, Christie., B, Christie. and A, Kidson. (2016) Edexcel A Level History, Paper 3, Britain: Losing and Gaining an Empre, 1763-1914: Student Book, London: Pearson

R, Rees (2016) Edexcel A Level History, Paper 3, Poverty, Public Health and The State in Britain: Student Book, London: Pearson

Smith, N. (2010). History Teacher’s Handbook. London: Continuum

Stark, H. and Thorne, S. (2016) Edexcel GCSE (9-1) History Medicine Through Time, c.1250, London: Pearson

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http://www.education.gov.uk/publications

Developed by Paul Keenan (2020)Department of Teacher EducationSchool of EducationLiverpool John Moores UniversityIM Marsh Campus,Barkhill Road, Liverpool, L17 6BD

Email: [email protected]

Keenan, Paul, 05/07/19,


Insert the name(s) of the subject leader / author

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itt-placement.comitt-placement.com/.../SKDD-Journal-2020-History.docx · Web viewYear of Study Subject Tutor Liaison Tutor Definitions From S ubject “A branch of knowledge studied