New PDF release: Coordinating the Curriculum in the Smaller Primary School

By Mick Waters

In particular designed for busy lecturers who've accountability for co-ordinating a topic sector inside of their fundamental tuition. each one quantity within the sequence conforms to a concise type, whereas supplying a wealth of assistance, case stories and photocopiable fabric that lecturers can use instantly. topic they're referred to as directly to co-ordinate, those books supply suggestions and examples to take on the activity. There are specific volumes devoted to facing OFSTED, developing entire tuition coverage and the calls for of co-ordinating numerous matters inside of a small institution. the complete set of sixteen volumes is on the market for ?185.

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G. to increase opportunities for subject leaders to spend time in other classes sharing expertise. 25 COORDINATING THE CURRICULUM IN THE SMALLER PRIMARY SCHOOL Changes in staffing Managing a change in staffing often starts with thinking about the appointment. This is when a decision about the job specification needs to be made. Should a post be advertised asking for: a particular subject specialist? a teacher who favours a particular teaching style? or a specific personality such as a completer of work to complement a staff who are expert at beginning initiatives?

8 To audit the subject when this is required, especially when first taking the responsibility. 9 To maintain a resources schedule. 10 To monitor the use of resources and suggest ideas for resource development. 11 To devise a development programme which is consistent with the development plan and make contributions to it as appropriate but which may be for personnel development only. 12 To be active in INSET to develop subject knowledge and management skills. Review This description should be reviewed at the time of appraisal.

Targets and the development plan should carry a high status amongst all who were participants in the audit process. The format used in Mel’s school is included to show how the audit developed into the school’s development plan. There were many strengths recognised on which to build and many areas of need identified. These needs were prioritised and formed the basis of a three year development plan. This development plan was to drive the re-shaping of the school—it had to be ambitious and demanding and yet be realistic.

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