Leading the Geography Department

1. Leading the Geography Department GA Secondary Education Section Committee SESC 2005

2. ‘Managers do things right – leaders do the right thing’ Are you doing the right thing? SESC 2005

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

4. How well are you doing(and how do you know)? • How good is the personal development 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? • How good are leadership and management?

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

6. 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

7. 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 email help, yahoo group, tutorials and revision sessions. SESC 2005

8. Raising Achievement at KS3 Case Study – Stokesley School, North Yorkshire Background • 11-18 school • Approx. 220 students in each KS3 Year Group The Geography Department • 5 full time and 1 part time staff Issues • A changing team • Desire to improve KS3 results The vehicle • Assessment for Learning SESC 2005

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

10. 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.” “I need to improve the detail that I put in my answers.” “Add extra information on the question.” “Compare effectively by looking for similarities and differences.” “Improve my listening skills” SESC 2005

11. Key Stage 3 Results SESC 2005

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

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

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

15. Plenary Defining effective subject leadership SESC 2005