Core & Foundation Subjects Leads: Writing & RE - Sarah Bullen & Lucy Waywell 01/02

The Role of Subject Leader

To provide professional leadership and management for the subject to secure high-quality teaching, ensure planning meets requirements of curriculum, effective use of resources and improved standards of learning and achievement for all pupils

Elements of Subject Leadership

Intent

Having an oversight of curriculum coverage and ensuring curriculum meets national requirements

Ensuring colleagues are aware of expectations

Action planning

Ensure appropriate resources are in place

To deliver a rich and challenging curriculum

Implementation

Ensuring that teaching within the subject is strong and promotes key knowledge and progression

Leading professional development (coaching and mentoring)

Overseeing assessment

Financial and human resources

Promoting the subject

Impact

Monitoring the effectiveness of teaching and the impact on learning and standards

Evaluating and summarising all aspects of the subject for the next steps of improvement

Subject Leader Staffing at Nicol Mere

Core

• Writing - Sarah Bullen

• Maths - Stephanie Swift / Suzanne Leach

• Reading - Emma Hunter

• Science - Emma Hunter

Foundation Subjects

• RE - Lucy Waywell

• Computing - Suzanne Leach / Rebecca Parkinson

• History - Joanne Roberts

• Geography - Helen Killick

• MFL - Elaine Rostron

• Music - Rebecca Waters

• Art - Amanda Stevenson

• DT - Jenna Smith

• PSHE (Keeping Ourselves Safe) - Jess Rutter / Jo Roberts

• PE - Jess Rutter

Additional Responsibilities

• Mental Health and Wellbeing - Sarah Bullen

• SMSC - Sarah Bullen

• Equality to ensure inclusive curriculum - Maxine Greaves

• British Values - Charlotte Wiswell

• Lead / monitors behaviour files - Charlotte Wiswell / Rebecca Parkinson

• Lead / monitor assemblies - Lucy Waywell

• Parental Partnership - Laura Wallace

• PE monitor - Elaine Rostron

• Charities / fundraising - Jess Rutter / Laura Wallace

• TA monitoring / observation files - Jess Rutter / Jenna Smith

How do subject leaders ensure all staff have good subject knowledge?

• Knowledge Organisers

• Delivery of CPD sessions

• Revised whole school planning to ensure content is fully covered and learning is sequenced so it is progressive within year groups and across year groups

• Constant support when needed - support new colleagues (coaching and mentoring)

• Available to teach or team teach lessons if needed

• Invite guest speakers / specialists (e.g. lead moderators / local vicar)

Example Knowledge Organiser

National Curriculum

• All subjects split into year groups / phases

• Key objectives

• As a school, Nicol Mere looks at how to put this into progressive skills and knowledge

English

• National Curriculum-devised

• Split into Reading and Writing

Writing - Four Main Areas

1. Transcription (Spelling)

2. Handwriting

3. Composition

4. Vocabulary, Punctuation, Grammar

Choose Appropriate SPAG for Genre and Text

Expanded noun phrases - 'the crisp, glacial air'

Modal verbs and adverbs of possibility - 'we ought to sit down before the conductor returns!'

Affirming Judgements

External moderation for Y2 and Y6

Internal moderation

Local authority cluster moderation

What resources are currently used in English?

• Class set of books (newly ordered) as a stimulus for writing

• Dictaphones for SEN/lower attaining pupils to record their ideas and play back (memory)

• Cursive handwriting displayed in every classroom, some children with individual copy on desk

• Word banks - vocabulary discovered through reading whole class texts

• Thesauruses finding improved vocabulary (synonyms)

• Dictionaries for finding word meaning independently

• Working walls / Learning walls (SPAG)

• Video / audio clips alongside written texts to encourage pupils to use senses, e.g. What sounds could be heard as the Polar Express train arrived?

• Bring props into the classroom, e.g. fake snow

What technology is used in English?

• Teachers use Interactive Whiteboard daily for modelling writing, delivering SPAG lessons, presenting quality writing examples, playing video clips for stimulus

• Dictaphones - recording ideas

• Chromebooks are used in some classes for lower attaining pupils who struggle to access higher level vocabulary in a thesaurus

• Computing suite of Chromebooks for researching, e.g. Y5 start their 'Author Study' on Michael Murpurgo - Who is he? Famous books? etc.

• Computing suite or Chromebooks to type up a story / extract written to finish the writing process

RE

RE Curriculum Statement written by Subject Leader

'At Nicol Mere School, the teaching and learning of RE has a significant role in the development of our children's spiritual, moral, social and cultural development. We believe it is vital that all our children develop a good understanding of a variety of religious traditions and cultures to equip them with the knowledge and skills needed to engage with religious issues and worldwide views in Modern Britain'

How did we design our RE Curriculum at Nicol Mere?

Starting point for RE is the locally agreed syllabus

All other LA controlled schools use the Wigan Agreed Syllabus

Teach and learn a range of faiths, including those of a non-believer, to really build the British Values of Mutual Respect and Tolerance within pupils

Tolerant and respectful of all beliefs and teaching children this, no matter their own beliefs

What does the Subject Leader do next from Long-Term Plan?

As SL, go through modules to see where any common religious themes were to check it was definitely progressive (does it need refining?)

Which units linked together?

• E.g. Theme of 'Special People' weaves into most units, but specific modules in Reception, Y1 (Christianity), Y2 (Who is an inspiring person?), Y3 (Religious Leaders), Y6 (Who has made a difference because of their beliefs?)

SL knows what coverage is where at different points in the year

Knowledge of faiths is progressive within modules and across modules / year groups

Plan needs to be constantly changed due to progressive learning

Reorder objectives to make sure lessons are sequenced well - in medium-term planning

Suggested teaching and learning - teachers know what they should be teaching

Spiritual, Moral, Social and Cultural development embedded throughout

Example

Progression of Islam Knowledge

Reception / Y1 - children begin to build an awareness of other faiths existing and we should respect all people regardless of race and religion

Y2 - start to build an understanding of the life of a Muslim and the basic concepts within Islam - traditional dress, practices (pray 5 times a day / go to Mosque / names of Allah / what is forbidden)

Y5 - develop a deeper understanding of beliefs and practices, learn names of 5 pillars of Islam and how they really impact on the life of a believer. Make comparisons to their own commitments in life and appreciate the duties in another religion

The knowledge taught is so progressive

Skills are practiced and built upon

Different faiths are weaved into different modules

E.g. Islam coverage

Y3 - 'What Makes Some Books Sacred?' looks at the Qur'an as well as other holy books

Y4 - 'Creation Stories' - Islamic, Jewish and Christian creation stories as well as non-religious views

Y6 - 'How Are Faith Communities Represented in the UK?'

Resources currently used in RE

Every year as part of Action Plan for RE, Nicol Mere have an audit for resources and ask teachers if there are any particular resources they feel they need to support teaching and learning

Part of the school budget goes to resources for RE

Types of Resources

Islam

• Holy Qur'an (stored on high shelving)

• Prayer mats

• Male Topi hat

• Female Hijab

• Lots of child-friendly information books, e.g. 'I Am A Muslim'

Christianity

• Children's Bibles (stored on high shelving)

• Wooden crosses / crucifixes

• Nativity equipment

• Child-friendly information books and story books, e.g. 'Jonah and the Whale'

• Prayer beads

Judaism

• Sedar plate (Passover)

• Y1 / Y5 unit - replica Torah scroll with velvet covering, Kippah, Tallit prayer shawl, photographs of Tefillin (box with strap containing Shema prayer), replica mezuzahs (case for door post of Jewish homes, inside is parchment paper containing verses from Torah), dreidel, replica menorah (6 branch), Hannukiah (8 branch)

Role as RE Subject Leader

• Write action plan for Autumn

• Monitor the subject across the year

• Review action plan in Summer