The low stakes quizzes demonstrated, for example, that specific pupils were taking longer to understand the geography of the cattle trade. They use this knowledge to plan effective and engaging lessons. However, it somewhat leaves to chance the progress of pupils with lower prior attainment, smaller vocabularies and less knowledge in their long-term memories. Is there anything you disagree with? Find him on Twitter @LeeDonaghy. How can you extend your knowledge and understanding in this area? More recently, however, there has been a growing recognition that a teacher’s subject knowledge is vitally important. If you want to teach English, but have an insufficient level of subject knowledge in your degree to gain entry to the PGCE Secondary English with QTS (11-16), then our subject knowledge enhancement course could be for you. But this very diversity can also seem dauntingly confusing, especially given the breadth of degree subjects with which English teachers now enter the profession. Experts from some of the world’s best-performing education systems emphasised the importance of teachers having mastery of their subject, even at primary level. What have we missed? Although this is neither subject knowledge nor pedagogical knowledge it does support teachers to make better choices about what they teach, when, and in what order, and what strategies and techniques they use to do so. Free support for your senior leadership team, tailored to your school's needs. If you're using Internet Explorer, you should know that our website works best on Chrome, Edge or Firefox. Context: In term two of his training year, a history trainee had made good progress in establishing high expectations and clear routines (secure in TS1). Sign up your pupils or host a placement today. Lacking this granular detail, the trainee was delivering lessons with generalised learning objectives, such as (in a unit on the development of the West in 19th century USA) ‘[e]xplain why the cattle industry changed after the Civil War’. The Role of Subject Knowledge in the Effective Teaching of Primary Science For example, one has to know what good progress looks like in a subject area and what is being assessed to promote good outcomes and make productive use of assessment. Working at a more granular level of detail enabled him to sequence the content pupils were exposed to within these activities and ensure his planning considered what pupils would be thinking about at every stage of the lesson. Good pedagogy isn’t necessarily generic, as the nature of the content of a subject has much bearing on how that content is taught. Train to teach, earn a salary and help pupils reach their potential. Early Career Framework training to help your NQTs thrive. Instead of focusing on the depth and breadth of subject knowledge, we need to think more in terms of teachers knowing what is expected in a subject. These pages were written for the Subject Centre by Dr David Stevens of the School of Education, University of Durham. (Coe et al., 2014) found that a teacher’s subject knowledge, and their understanding of how pupils handle this subject, has the strongest evidence of impact on student outcomes. Effective teachers have good subject knowledge. Oxon : Routledge. i.e. Hire teachers who can inspire your pupils - all rigorously selected and trained. As a result, it was difficult for him to show he was accurately assessing pupils’ learning (TS6) and supporting them to achieve good progress (TS2). Subject Knowledge and the Teacher 1 – Introduction Seed guide 1: Working with Secondary Schools: a Guide to Higher Education English Report 12: English at A level – A Guide for lecturers in Higher Education Knowing more Such an approach is satisfactory for higher prior attaining pupils with larger vocabularies and more knowledge in their long-term memories. Does that As teachers of subjects (and I’m including primary teachers in this), trainees need to develop an understanding of vital subject content, how to sequence it over time, and what misconceptions pupils are likely to develop and how to overcome them. Our work together dug deeper into the specific items of knowledge that pupils needed to answer a broad causation question about the development of the cattle industry. Experience STEM teaching on our award-winning programme. Allied to this, we designed, practised and delivered assessment routines based around the Teach Like a Champion technique ‘Show Me’. He began to specify the precise knowledge he wanted pupils to gain and designed activities to focus on this. This involves posing questions to all pupils at the same time and receiving their answers simultaneously (in this case using a programme on the pupils’ school-provided tablet computers). He was able to more precisely assess the extent to which this was successful and take action to address misconceptions or difficulties for specific pupils or groups of pupils. What we teach (the subject content) is as important as how we teach (pedagogy). For middle or senior leaders. These strengths need not just be related to your academic qualifications but may derive from diverse interests, walks of life or other professional and personal experience – and in this English teachers reflect and model the nature of the English classroom and what pupils themselves bring to it. The purpose of these pages is to emphasize the positive, whilst acknowledging and, hopefully, clarifying the elusiveness of the subject. It makes sense that those who educate specifically in the teaching of a subject must also have well developed subject knowledge. At some point in the future, I intend to write about the other part of claim above relating to unpicking misunderstandings and analysing students’ thinking in English but that’s a whole other job.