Supporting pedagogy: Subject and curriculum knowledge

Secondary: Key Resources

1. Supporting subject progression

Key Stage 3 Frameworks

The curriculum at Key Stage 3 builds on the previous key stage. It is characterised by an increase in abstract ideas and conceptual demand across subjects. The national Frameworks set out teaching objectives that recognise what has already been taught, the network of subject concepts and the order in which they should be taught to secure rapid progress.

Modern foreign languages Framework (Ref: 0082/2003G)
Design and technology Framework (Ref: 0971-2004G)

Progression maps are a curriculum planning tool to support teachers in improving the progress of underachieving pupils in Years 7 to 11. Progression maps describe the pathways of progression in reading, writing and mathematics, identify the critical next learning steps for pupils, and offer ideas, advice and examples for teaching.

2. Supporting subject and curriculum knowledge

English

Key resources include:
Increasing progress in English (Ref: 0025-2005CDG) - available to order via DCSF Publications (Tel: 0845 60 222 60)

Mathematics

Key resources include:

Mathematics: developing dialogue and reasoning (Ref: 00243-2006CDO-EN)
This CD-ROM provides a suite of three modules to support teachers' continuing professional development (CPD). It focuses on developing pedagogy to promote questioning and dialogue, pupils working collaboratively and geometrical reasoning. It can ordered from DCSF Publications, quoting the reference number above.

Science

To be successful in learning science at Key Stages 3 and 4 pupils need to:

  • understand key concepts and models that represent them, including particle, energy, force, cell and interdependence, and use these to explain natural phenomena including events and processes;
  • Understand 'How science works' by applying both deductive and inductive reasoning when devising and carrying out investigations and considering evidence;
  • have a well-developed set of skills including manipulative and data handling.

Key resources include:
Enhancing teaching and learning in secondary science (Ref: 0349-2006DVD-EN)
This DVD-ROM contains the majority of science support materials that have been developed in the Strategy and includes support for teaching concepts, using models and analogies, writing explanations and conducting scientific enquiry.

Strengthening teaching and learning in science through using different pedagogies (Ref: 0703-2004G)
This pack contains a leadership guide and five self-study guides covering group talk, questioning, using models, teaching contemporary ideas and improving the climate for learning.

ICT competence

Key resources include:

Strengthening pedagogy with ICT (Ref: 0266-2006PCK-EN)
This pack contains an interactive DVD-ROM and a management guide. There is a clear focus on pedagogy and how ICT can contribute to and strengthen existing good practice in classrooms. It therefore also draws on the Pedagogy and practice: teaching and learning in secondary schools pack (Ref: 0423-2004G). The focus of the DVD-ROM is to bring together, in a mutually supportive way, the dual professional development imperatives to embed ICT across the curriculum and to strengthen pedagogy.

ICT across the curriculum (ICTAC) pack (Ref: 0171-2004G)
The ICT across the curriculum (ICTAC) pack is a comprehensive set of materials designed to promote the use of ICT across all secondary subjects in schools. It builds on the work of the Secondary National Strategy ICT strand and the ICT capability that pupils are bringing to their subject lessons from their ICT lessons. It also considers the value that ICT can add to teaching and learning in subjects and whole-school models of implementation. The pack includes structured lessons with supporting resources and video material.

3. Supporting Assessment for Learning (AfL)

For pupils to make progress in a subject they need to have a clear understanding of what they are aiming for and what the standards mean. They will need to know what characterises a grade A or C at GCSE and what a level 6 looks like at Key Stage 3. They can be helped to reach these standards through clear objective-led teaching that requires them to understand and use success criteria by receiving clear feedback from teachers and being involved in peer assessment and self-assessment.

Assessment for Learning whole-school training materials (Ref: 0043-2004)
These whole-school training materials contain notes for trainers, handouts and a supporting DVD. They also contain a series of subject booklets, for example AFL in English.

4. Supporting the development of literacy, numeracy and ICT skills in subjects

Pupils need to command good literacy and numeracy to be successful at Key Stages 3 and 4.

Literacy and learning (Ref: 0651-2004G)
This series of subject booklets, for example Literacy and learning in mathematics, is supported by guidance for senior teachers on a DVD. Each booklet itself contains a CD-ROM which includes self-study booklets. These booklets can be used by individual teachers or as a whole-school approach. They address how each subject can contribute to and benefit from the explicit teaching of literacy skills required for the subject.

Literacy in science (Ref: 0561/2002)
This publication provides guidance on writing in science, particularly as it relates to practical work.

ICT across the curriculum (Ref: 0171-2004G)
This pack includes subject booklets and subject-specific CD-ROMs containing example lessons, video case studies and other support materials. The guidance is designed to illustrate how ICT can enhance the subject, rather than teaching ICT skills. It shows how subject teachers can draw on pupils' competences.

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  • Secondary: Key Resources