Zoom log in time: 9:15am

Course start time: 9:30am

Course finish time: 12:30pm

Becoming a subject leader for the first time (or being asked to change your leadership to a different subject area) can be daunting, but being given responsibility for a specific subject area can also be an exciting and fulfilling challenge. Rest assured, whether you are just about to start out on your journey as a subject leader, or you are changing subject area for the first time, there are some key fundamentals that, if you can get them right, you’ll have no problems at all.

This course is aimed at teachers who are just beginning on a journey on subject leadership. This might be your first area of leadership, or perhaps an area that you haven’t led before. Either way, we will be exploring the fundamentals of subject leadership that can be applied to any subject area.

During the session, we will consider:

•       Developing a sensible approach towards action planning

•       Considering the importance of monitoring including, teaching and learning, books and pupil voice

•       Being constructive with the feedback that you deliver

•       Reviewing your subject effectively throughout a school year

•       Collecting and utilising assessment and data effectively

•       Evaluating your subject area and formulating position statements

•       (We’ll also consider how you can approach developing subject knowledge for both you and your staff and what this might look like in terms of further CPD)

If you can develop an approach with regard to these fundamental aspects of subject leadership, you’ll be successful in any area of responsibility that you take on.

Standards for Teachers’ Professional Development Statement

This course is underpinned by rigorous scholarship and supported by continual development and support. It meets the DfE’s Standards for Teachers’ Professional Development in the following ways:

•       This professional development course has a focus on improving and evaluating pupil outcomes;

•       It is underpinned by robust evidence and expertise, and is clear on intended outcomes and objectives;

•       There is an expectation of collaboration and there will be expert challenge;

•       The course is part of a CPD programme designed to equip staff with the knowledge and skills required to effectively implement within their school, and sustain improvements over time.