Siobhan shared in the Humanities Faculty some ideas that she brought away from a course led by Tom Sherrington in November 2018.
- Think about your core philosophy what you need to be doing in the classroom and in your curriculum: what goes into this, your content and the detail.
- Find where subjects overlap – Science and Geography as an example – there are links and combine together to work, use a common language and similar examples.
- Knowledge organisers – can be really useful but not to be over-reliant on their use – students need to use them. It is useful to know what other faculties are doing over the year. Good for non-specialists and are a good summary for parents.
- Defend your curriculum – what to leave in and what to leave out – can you defend what you spend your time on.
- Assessment and curriculum – whole curriculum what we value and assessed curriculum what needs to be assessed.
- What do we want them to know, and why do we want them to know it
- Reading is crucial in all subjects – a chapter, an article from your subject making it relevant and to read about the subject. Link to literacy and could be set as a homework.
- Teacher reading is important too, keep up-to-date on your subject
- Awe and wonder – teachers should be showing their passion for their subject.
- If someone asks a student why they are doing a task, it shouldn’t be ‘because the teacher said so’ they need to see the big picture of why the question is important to their studies. E.g. ‘so we can figure out the consequences of the Black Death’
- Getting the most out of homework –practising skills, structured research, building on what they know, to gain benefit from the time spent at home.
- Timelines– are very useful for example linking different subjects together e.g. Music and Science and History.
- Probing questions – don’t just take a yes or no – push students to give more all the time.
- Practice is not a dirty word – rote learning can be useful
- Live modelling – constantly showing them examples – students like seeing examples of answers. Plot the steps to answer the questions
- Common misconceptions – How do you get rid of them? How do you teach the students?