Leading the Geography Department GA Secondary Education Section Committee SESC 2005

Managers do things right – leaders do the right thing Are you doing the right thing? SESC 2005

The leadership context Rising expectations on subject leaders Rising expectations on subject leaders A change in focus from maintenance (management) to improvement (leadership) A change in focus from maintenance (management) to improvement (leadership) A move towards self-evaluation from September 2005 A move towards self-evaluation from September 2005

How well are you doing (and how do you know)? How good is the personal development of learners? How good is the personal development of learners? How well does the curriculum meet the needs and interests of learners? How well does the curriculum meet the needs and interests of learners? What is the quality of teaching and of assessment for learning? What is the quality of teaching and of assessment for learning? How good are leadership and management? How good are leadership and management?

Evaluate Key Stage 3 schemes of work Evaluate Key Stage 3 schemes of work Agree targets for raising pupils attainment Agree targets for raising pupils attainment Interpret pupil attainment data Interpret pupil attainment data Analyse pupil attainment data Analyse pupil attainment data Feedback to colleagues on observations Feedback to colleagues on observations Ensure that school policies are applied in the department Ensure that school policies are applied in the department Observe teaching across the department Observe teaching across the department Meet with parents to discuss pupil issues Meet with parents to discuss pupil issues Set agenda for department meetings Set agenda for department meetings Report to Governors on standards in the department Report to Governors on standards in the department Minute department meetings Minute department meetings Ensure that internal examinations are set and marked Ensure that internal examinations are set and marked Allocate books and stationery to teachers Allocate books and stationery to teachers Monitor spending of departmental funding Monitor spending of departmental funding Purchase new resources and equipment Purchase new resources and equipment Maintain department equipment Maintain department equipment Maintenance or improvement? Leadership Management

SESC 2005 Raising the profile and increasing take-up Case Study: Kirk Hallam Community Technology College 2000 – 30 geographers 38% A*-C, 20% A*-A 2004 – 77 geographers 77% A*-C, 48% A*-A Geography offered in two option blocks against all other non-core subjects Geography the most popular option since 2000

SESC 2005 Increasing take-up Remodel the Key Stage 3 curriculum Develop a range of learning strategies Identify GCSE potential in KS3 Make learning relevant & incorporate topical issues Develop Geography activities through Humanities club. Promote active citizenship through national and international campaigns. Develop an exciting Key Stage 4 curriculum and residential fieldwork Provide support at Key Stage 4 through help, yahoo group, tutorials and revision sessions.

Raising Achievement at KS3 Background school school Approx. 220 students in each KS3 Year Group Approx. 220 students in each KS3 Year Group The Geography Department 5 full time and 1 part time staff 5 full time and 1 part time staffIssues A changing team A changing team Desire to improve KS3 results Desire to improve KS3 results The vehicle Assessment for Learning Assessment for Learning Case Study – Stokesley School, North Yorkshire SESC 2005

How did we develop Assessment for Learning? Assessment for Learning in everyday lessons Assessment for Learning in everyday lessons The formative use of summative assessments The formative use of summative assessments Self and peer assessment/ comment only marking Self and peer assessment/ comment only marking Questioning Questioning SESC 2005

What do the students say? Q: What do you need to do to improve in Geography? Use words such as because and therefore to increase explanation. Compare effectively by looking for similarities and differences. I need to improve the detail that I put in my answers. Add extra information on the question. Improve my listening skills SESC 2005

Key Stage 3 Results SESC 2005

What made the process successful? Short term and long term strategies Short term and long term strategies A changing agenda for Dept. meetings A changing agenda for Dept. meetings Taking part in wider school initiatives Taking part in wider school initiatives Reducing workload Reducing workload An integral part of CPD An integral part of CPD Involving students Involving students SESC 2005

Strategic leadership tools (I) Self-review tool for Achievements, So- Sos and Challenges Self-review tool for Achievements, So- Sos and Challenges Key themes of raising attainment, subject profile/take-up, professional and team development Key themes of raising attainment, subject profile/take-up, professional and team development

Strategic leadership tools (II) Prioritising tool Prioritising tool Estimate do- ability Estimate do- ability Consider impact on attainment Consider impact on attainment Use chart to discuss future priorities Use chart to discuss future priorities

Plenary Defining effective subject leadership SESC 2005