‘Ensuring successful subject leadership in geography and history (EYFS to Year 6)’, David Weatherly Education

CPD For Me

Yet again, another engaging, inspiring and informative CPD event delivered by David Weatherly, with input from Sheena Wright too, yesterday.  Six and a half hours is a long time to sit at a screen and listen/watch, but David’s informal and chatty approach ensures that all are attentive and absorbed.

Today’s training was a repeat of one that I attended earlier this year.  However, before I deliver training to others, I wished to have a little refresher about certain aspects of subject leadership, pose a couple of questions to David and guarantee that I was up-to-date with any subsequent developments.

David began by explaining that a Subject Leader is a leader of learning, who is both strategic and operational.  Throughout the day, he discussed the five strategic priorities for a Subject Leader at length, with particular attention given to geography and history.  These included:

  • Establishing a clear vision, purpose, values and aims for your subject from EYFS to Year 6 and ensuring that these are understood, embraced and modelled by colleagues.
  • Ensuring that subject provision is inclusive, progressive and cohesive, enabling all pupils to know and understand more, remember more and do more, and showing this in clear and concise documentation – curriculum ‘intent’.
  • Fostering pupils’ learning as young geographers and historians through a pedagogy of enquiry rooted in constructivism – curriculum ‘implementation’.
  • Assessing pupil outcomes against end points of learning in an inclusive and manageable way, judging the progress that pupils are making in terms of knowing and understanding more, remembering more and being able to do more – curriculum ‘impact’.
  • Gathering first-hand evidence to monitor and subsequently evaluate subject provision, identifying strengths and weaknesses and ensuring that pupils are achieving highly in line with the school’s intentions for the subject.  Using this evidence, Subject Leaders should draw up a long-term development plan and short-term action plan, which identify and prioritise what is required to further improve the effectiveness of subject provision – schools as ‘self-improving institutions‘.

Several quotes and feedback from Ofsted, HMI and key individuals within the fields of geography and history were shared with us at various points, in addition to the content from enquiries that David has writtenexemplars of pupils’ work and photographs of children working as young geographers and historians.

Half way through the day, David handed over to Sheena Wright, an expert in Early Years.  Sheena looked at geography and history in the EYFS.  She referred to the statutory framework at this level, the seven areas of learning and development, the educational programme for Understanding the World (UtW), the three characteristics of effective teaching and learning, the new Early Learning Goals (ELGs) for Understanding the World (UtW), considerations for Geography and History Subject Leaders, progression from nursery to Reception and suggestions as to how to support this.

David built in some time at the end of the training for individuals to ask any further questions that they had and enable him to address comments that had been added to the chat feed.  I think many educational professionals left feeling more confident about their role and responsibilities and what their next steps should be.

Many thanks, David, for inviting me along to this very valuable session.  I am looking forward to the next one in mid-November too.

 

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