Time: 9:30am - 12:00pm
This webinar will NOT be recorded.
Fees
Member - £99
Non-Member - £149
Facilitator - Craig Batley
Description
This webinar addresses some of the expectations of all subject leaders in the current climate. It has specifically been written to focus on the demands of science and foundation subject leadership and the key aspect of monitoring.
There is also some consideration of what subject leaders might be asking and expecting of colleagues, especially in assessment. All the above has implications for senior leaders’ approach and expectations across a school in the way that subject leaders and teachers operate daily.
There are references to some of the messages in Ofsted subject documentation and reports, and consideration of the potential implications for subject leaders and teachers. This includes the increasing emphasis that has been given to developing pupils’ disciplinary, as well as substantive knowledge.
There is also consideration of what schools might focus on when considering greater depth, the importance of retrieval practice in all subjects, and the issue of how the judgement of subject leaders is quality assured.
Aims
- To think about how and why subject leaders monitor their subjects
- To consider and reflect on what subject leaders should focus on in their monitoring
- To consider how subject leaders might record their monitoring
- To think about how to capture relevant information
- To understand the main expectations of Ofsted as to the impact of subject leaders and how this links with monitoring
- To reflect on some of the features of strong subject leader monitoring
- To consider how subject monitoring can be made cyclical
- To think about how progression maps connect with monitoring
- To reflect on the characteristics of Greater Depth learning and how subject leaders might approach this through monitoring
- To analyse what subject leaders should ask pupils in monitoring work
Audience
Senior Leaders and Subject Leaders.
Facilitator
Craig Batley
Craig has over 30 years' experience in schools throughout the Yorkshire region.
His expertise is derived from 18 successful years in role as a senior leader, headteacher and local leader. He has worked in a variety of schools and has led a school from serious weaknesses to good. Craig has worked as a consultant for 8 years and during this time has also worked for a local authority.