Subject Knowledge Development Journal

for initial teacher training in

Geography

at Liverpool John Moores University

Name

Year of Study

Subject Tutor

Liaison Tutor

Definitions[footnoteRef:1] [1: From https://en.oxforddictionaries.com ]

S

ubject

“A branch of knowledge studied or taught in a school, college, or university.”

K

nowledge

“Facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject.”

“The sum of what is known.”

“True, justified belief; certain understanding, as opposed to opinion.”

“Awareness or familiarity gained by experience of a fact or situation.”

D

evelopment

“The process of developing or being developed[footnoteRef:2].” [2: Develop (def.) “Grow or cause to grow and become more mature, advanced, or elaborate.”]

“A specified state of growth or advancement.”

“An event constituting a new stage in a changing situation.”

Table of Contents

Section 1 Principles for SKD

Section 2 Guidelines for SKD Journaling

Section 3 Subject Fundamentals

Section 4 Curricular Frameworks

Section 5 SKD Activities

Section 6 References and Bibliography

Version 1.3Secondary ITE ProgrammesLiverpool John Moores University

Page 28 of 28

Section one

Principles for Subject Knowledge Development

Teachers must… “Demonstrate good subject and curriculum knowledge… have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings.” (DFE, 2011)

Teachers’ Standards, and in particular S3, require that student teachers demonstrate a high level of subject knowledge and pedagogy. Subject knowledge is an essential component of effective teaching, alongside effective pedagogical / didactic skills, and contextual knowledge of learners, schools and policy.

Subject knowledge is complex and student teachers develop it in five key ways:

· Student teachers’ prior knowledge (degree and industrial experience);

· Pre-course subject knowledge enhancement, including self-directed activity and SKE courses in shortage subjects set as a condition of entry;

· In-course subject knowledge development/enhancement and ‘auditing’ in university;

· School-based mentoring and teaching practice, whilst on placement, alongside a subject specialist teacher;

· Student teachers’ personal responsibility to undertake self-directed object knowledge development to expand and deepen knowledge and skill (outside of university and placement).

Professional Teacher Knowledge

Banks, Leach and Moon (2005) introduced graphic model (Figure 1) to support the development of reflection in Initial Teacher Education (ITE). Describing teacher professional knowledge as: subject knowledge, pertaining to disciplinary content knowledge, school knowledge, pertaining to localised policy and practice (including curriculum, behaviour, etc.), and institutional culture (i.e. what it means to be a teacher in a specific context). Furthermore pedagogical knowledge, pertaining to methods for learning, teaching, and assessment. These are not separate areas, or spheres, of teacher knowledge, but interrelated aspects of teacher knowledge that converge to develop a ‘personal subject construct’ (PSC); which could be defined as the individual teacher’s vision for teaching and learning their subject, as influenced by their knowledge of their subject, the school context and pedagogical approaches.

Figure 1

Section two

Guidelines for Subject Knowledge Development Journaling

SKD Journaling is an ongoing process, and disposition of reflection and self-evaluation, focusing on and prioritising your subject knowledge developed during your initial teacher education and beyond. Curricula change periodically and knowledge within subjects can evolve over time, with emphasis and priorities being influenced by policy, society and technology.

Student teachers and mentors should regularly review subject knowledge development and identify priority areas for development of subject knowledge for teaching. The subject ‘fundamentals’, in section three, provide a broad framework for discussion around subject knowledge, and aim to provide flexible and inclusive categories that cover much of the knowledge that you will need to teach your subject.

Subject knowledge should be discussed with your subject-specialist, school-based ITT Mentor, in weekly meetings, as part of the wider dialogue around your training and development. Appropriate areas for development will include:

· Gaps in your subject knowledge for content that is new to you;

· Content that you have not studied for some time and need to refresh your knowledge;

· Content that you are going to be teaching in the next Phase of your training;

· Areas of strength, where you need to break down your high-level/expert knowledge into component parts to introduce it to learners for the first time;

· Challenging your preconceptions and assumptions about what pupils know/understand and motivations within your subject;

· Identifying and exploring misconceptions and complex concepts/principles;

(Subject knowledgeHigh-level subject knowledge: deep knowledge in a narrower range of content. Can lead to assumptions about learners’ knowledge and engagement, and need to be broken down into ‘component’ parts (concepts, principles, etc.).Low-level subject knowledge: broad range of content knowledge across the range of the subject.)

Figure 2 Pyramid model of subject knowledge

During your training, reflect on your developing subject knowledge for teaching and make notes of where you have done so, setting targets for linked to short, medium and long term planning for the lessons that are timetabled to teaching. When you are making notes in relation to the subject ‘fundamentals’ (section three), it is helpful to include:

· The date of the entry (and subsequent updates);

· The specific aspect(s) of content knowledge that you focused on within the ‘fundamental’;

· The class(es) that you developed the knowledge for and/or why you targeted this for development;

· Indicate how you went about developing the knowledge;

· Note the strategies/approaches you adopted (i.e. pedagogy/didactics) and the impact they had on pupils’ learning;

· Your next steps and targets for further development;

The SKD Journal is your notebook, recording what subject knowledge you have developed and how you have gone about it. Notes can include any additional and relevant information, including concept maps (Figure 3) photographs or scanned images of examples of your own or pupils’ work (Figure 4).

Figure 3 Example concept map from Geography

Figure 4 Example image from Art and Design

Section three

Subject Fundamentals

The areas below describe broad, ‘umbrella’ areas of conceptual and procedural knowledge fundamental to the subject. You will identify specific content knowledge and skills for each category, and write a narrative of your subject knowledge development during your initial teacher education, setting targets appropriate to the stage of your training and needs (see section two, above). Specific lists of content knowledge can be found in the relevant curricular frameworks (see section four, below).

Fundamental 1: Location and Place

An understanding of regions across the world’s countries where spatial awareness and contrasting environmental understanding is key. Expectations of the National Curriculum state case study focus on African countries, Asian regions (including China and India) and the Middle East.

Notes on my development of subject knowledge for teaching:

Fundamental 2: Geographical skills and fieldwork

Geographical skills is a fundamental concept, which includes knowledge of geographical tools such as maps, atlases and field equipment. Interpreting these tools through enquiry, multiple data collection and presentation techniques. Understanding of the role of (GIS) Geographical Information Systems in the local and global community is an expectation within

Notes on my development of subject knowledge for teaching:

Fundamental 3: Global hazards and risks

Aspects of global risks and human and physical hazards which may link to processes. Some of the case studies could include; tectonically active environments, crime, hurricane regions, extreme weather and health.

Notes on my development of subject knowledge for teaching:

Fundamental 4: Landforms and processes

Study of the features of physical landforms, timescales and processes from a variety of environments and regions. This should be both a local and global focus. Examples may include; mountain regions, coastal landscapes, tectonics, hydrology, glacial environments and rocks.

Notes on my development of subject knowledge for teaching:

Fundamental 5: People and development

Establishing an awareness of a range of populations across the world. This could involve studying the demographics of the nation, economic activities and contrasting human features of the urban environments

Notes on my development of subject knowledge for teaching:

Fundamental 6: Resource management

A focus on the key features and processes of resource management on both local and global scales. Consideration of key issues within water, energy, waste and pollution with awareness of sustainable solutions in these areas.

Notes on my development of subject knowledge for teaching:

section four

Curricular Frameworks

Content knowledge taught in subjects changes over time, through curriculum development and as new knowledge is generated in the field. An effective teacher must be able to manage change and have a mindset that enables them to develop and construct their subject knowledge. This is an important disposition for the resilient and effective teacher.

This section identifies the current curricular frameworks for your subject, and other supporting information and guidance. These provide the specific content knowledge that is taught in schools. Use the subject ‘fundamentals’ (section three, above) to aid your reflection regarding related ideas and activity in your subject.

Curricular Frameworks

Document

URL

National Curriculum Programme of Study for key stages 1 to 3

https://www.gov.uk/government/collections/national-curriculum

GCSE Subject Content

https://www.gov.uk/government/collections/gcse-subject-content

GCSE AS and A Level Subject Content

https://www.gov.uk/government/collections/gce-as-and-a-level-subject-content

Subject Associations and Groups

Name

URL

Expert Subject Advisory Groups (ESAG)

http://expertsubjectgroups.co.uk/

Geographical Association

http://www.geography.org.uk/

Royal Geographical Society

http://rgs.org/

Awarding organisations

Organisation

URL

Assessment and Qualifications Alliance (AQA)

http://www.aqa.org.uk/

Oxford, Cambridge and RSA (OCR)

http://www.ocr.org.uk/

Pearson Qualifications (Edexcel)

https://qualifications.pearson.com/en/home.html

Welsh Joint Examination Council (WJEC)

http://www.wjec.co.uk/

·

section five

SKD activities

The SKD activities, below, are designed to support student teachers in their self-directed subject knowledge development. The structured activities are mandatory and linked to SKD sessions (with subject tutors), with recommended activities for personalised learning. The recommended activities should be discussed in weekly meetings (student teachers and mentors) and used to personalise training and encourage deeper reflection on content and pedagogical knowledge.

Activity 1 Microteaching and, or Creation of teaching + learning resource

During the introductory SKD week, in September, you will plan and deliver a 7-10-minute lesson for your peers (full briefing to be provided within the week) and, or create a teaching and learning resource.

The topic and teaching style for the microteach session will be agreed in advance with your subject tutor, and you will have time to prepare before delivering. As part of the preparation you should read the following chapter on teaching styles:

Carpenter, C and Bryan, H. 5.3 Teaching Styles. In S. Capel, M. Leask and S. Younie (2016). Learning to teach in the Secondary School: a companion to school experience (seventh edition). Abingdon, UK: Routledge. pp 368-384.

As part of your planning for the microteach, you should produce an appropriate learning resource (e.g. visual aid, worksheet, etc.)

Your subject tutor may ask you to create a teaching and learning resource ONLY which you will share and explain to your peers. If you do not have an opportunity for microteaching in September, you will have this opportunity later in the course.

Session Focus:

Teaching Style:

Session Outline

Resources

Self-evaluation (including tutor & peer feedback)

Areas for development (targets and actions)

Activity 2 Level 2 Specification Audit

Identify a relevant Level 2 (e.g. GCSE, BTEC, etc.) qualification taught in your Home School that you will be solo or team teaching. Read the content knowledge section in the specification document, auditing your knowledge and identifying key areas of strength. Next, identify areas for development in knowledge and/or skills that you will be required to teach; and set targets for how you will address them.

Examination paper/Unit

Awarding Organisation

Qualification

Areas of strength

(highlight ‘new’ knowledge for teaching)

How/where were they developed?

(e.g. on your degree, personal study, etc.)

Areas for development

(highlight when achieved)

Key action point

(to be developed in the Weekly Meeting Record)

Date completed:

Mentor comment

Activity 3 Level 2 Examination Paper Audit

Consider the most recent examination (e.g. GCSE, BTEC, etc.) for the Level 2 specification used in the specification audit.

· Read last years Past Paper materials on the awarding organisation (AO).

· Discuss with the ITT Mentor and identify key areas for development.

· Sit the paper, or appropriate elements (linked to individual needs), in exam conditions.

· Read the Mark Scheme provided by the AO.

· Read the Examiners Report for the specification.

· Mark and discuss your results with your ITT Mentor.

Examination paper/Unit

Awarding Organisation

Qualification

Areas of strength

(highlight ‘new’ knowledge for teaching)

How/where were they developed?

(e.g. on your degree, personal study, etc.)

Areas for development

(highlight when achieved)

Key action point

(to be developed in the Weekly Meeting Record)

Date completed:

Mentor comment

Activity 4 Evaluating and Adapting Learning Resources

Student teachers should spend time selecting, evaluating and adapting a range of current resources that are used at their Home School, as part of their units and schemes of work, or obtained from external sources (e.g. free or paid online teacher resources). As part of your development, select a resource (e.g. homework, worksheet, etc.) to critically review and adapt for one of your lessons taking into consideration standard S5 (Differentiation).

Description of resource[footnoteRef:3] (including the source, age range and expected outcomes) [3: Include a rough sketch, screenshot, photo or scanned image. ]

Critique of the original resource (including the benefits and limitations)

Summary of adaptions (including differentiation of learning and links to assessment)

Evaluation of the adapted resource[footnoteRef:4] (considering the impact on learning) [4: Ibid.]

Activity 5 Transition (key stage 2 to 3)

Read the statutory requirements for key stage 2, including formal assessment arrangements and how your subject is taught in this phase of education. Discuss the Year 6/7 transition arrangements in your Home School, for pupils from local ‘feeder’ primaries, with the Head of Department / Subject Lead. Consider the questions below:

· What does the department know about the primary curriculum experiences of their current Y7 students? (curriculum content, teaching and learning activities)

· How do teachers gain insights about these curriculum experiences? What helps or hinders this process?

· Does the school/department have assessment data about their students’ performance in the subject at the end of Key Stage 2? Why/ why not? Do they find this data useful? Why / why not?

· How is the subject taught in key stage 2? What are the similarities and difference to key stage 3?

Write a reflection, below, about how effectively you have catered for Year 7 learners; based on your knowledge about prior learning and/or attainment in key stage 2. What are the emerging issues and actions you may wish to take?

Reflection (including how your perspective has been renewed)

Implications for future practice

Activity 6 Transition (key stage 4 to post 16)

Set up a focus group with a group of year 11 students in your subject, and discuss their aspirations for their education and career following GCSEs. Then discuss the findings with your ITT Mentor and/or the Head of Department. Consider the questions below:

· What are the key differences between key stage 4 and post 16? (These may include: the physical, social and cognitive development of teenagers, curriculum content, teaching and learning activities, etc.)

· How does the key stage 4 curriculum and the teachers prepare students for the transition to post 16? What helps or hinders this process?

· How is the subject taught post 16? What are the similarities and differences to key stage 4?

Write a reflection below about your readiness to support transition from key stage 4 to post 16. This may be based on your knowledge about the curriculum, student aspirations and development. What are the emerging issues and actions you may wish to take?

Reflection (including how your perspective has been renewed)

Implications for future practice

Activity 7 Sharing Personal Subject Knowledge Development

During the SKD sessions in the February training block, you will deliver a 5-minute presentation to your peers on an aspect of subject knowledge for teaching that you have developed in Phase 1 or 2

Rationale (Why did you develop the subject knowledge for teaching?) (Preparation before)

Process (How did you develop the subject knowledge for teaching?) (Preparation before)

Reflection (What are the implications for your future subject knowledge development including peer feedback?) Following the session

Activity 8 Learning Outside The Classroom (LOTC)

The ‘classroom’ can be described as the ‘normal’ environment for learning in your subject in timetabled lesson. What are the alternative environments when your subject can be taught to develop and enrich children’s knowledge and understanding?

Write a reflection, below, on an experience of learning outside of the classroom in your subject. This could include activities that you have supported or planned in school, or as part of your university-based SKD. What are the emerging issues and actions you may wish to take?

Reflection (including the practical aspects of planning, risk assessment, communication, etc. and how your perspective has been renewed as a result of the activity)

Implications for future practice

Recommended activities

The activities below may be used by student teachers, in discussion with their ITT Mentor, Personal/Liaison Tutor and/or Subject Tutor to personalise subject knowledge for teaching. Any relevant documentation produced should be printed and stored in the relevant section of the QTS Training and Development File and/or Placement Experience File; and recorded in your LJMU ITT Tracker audit page for the appropriate standard.

1. Engage with your subject association (see www.subjectassociations.org.uk).

2. Undertake a formal risk assessment, including the hazards, risks and controls, for a relevant activity in your subject. Store it in your Placement Experience File.

3. Review a relevant Level 3 qualification and examination material, and set targets for subject knowledge development. Record targets and actions in your Weekly Meeting Record(s).

4. Review and critique an off-the-shelf learning resource with your ITT Mentor. Record in a lesson plan and evaluation.

5. Design an original learning resource for one of the classes you teach. Record in a lesson plan and evaluation, and store it in your Placement Experience File.

6. Complete the key stage 3 subject audit for all 3 humanities subjects.

7. Complete reading around the teaching of combined humanities.

8. Engage with GIS software, including gogle earth, digimaps for schools arch GIS, local government statistics sites and census material.

section six

References and Bibliography

References

Banks, F. Leach, J. and Moon, R. (2005). Extract from new understandings of teachers' pedagogic knowledge, The Curriculum Journal, 16(3), pp.331-340, DOI: 10.1080/09585170500256446

DFE (2011). Teachers’ Standards. London: Department for Education. Available at http://www.education.gov.uk/publications

Bibliography

The list below provides a wide range of sources of relevant subject knowledge, which may support you in consolidating existing and developing new knowledge; as well as supporting lesson planning and preparation, and resource design.

Balderstone, D. (2006). Secondary geography handbook. London: Geographical Association.

Bayliss, T and Griffiths, A (2016) AQA Geography A Level and AS: Physical Geography Student Book, London: Oxford

Best, B. and Padget, S. (2014). Secondary starters and plenaries in geography. London: Bloomsbury Education

Brooks, C. (2010). Studying PGCE Geography at M Level. London: Routledge

Collins, L and Bayliss, T (2016) AQA Geography A Level and AS: Human Geography Student Book, London: Oxford

Harris, H. (2016) Essential Maths Skills for AS/A Level Geography, London: Hodder

Kitchen, R and Payne, D. (2016) GCSE Geography for AQA Student Book, London: Hodder

Lambert, D and Balderstone, D. (2010). Learning to teach geography in the secondary school. London: Routledge

Lambert, D. and Morgan, J. (2010). Teaching Geography 11-18. England: Open University Press

Lenon, B. and Cleves, P. (2001). Fieldwork Techniques and projects in geography. London: Collins

Raw, M. and Barker, D (2016) A Level Geography Secondary Education, London: Hodder

Rawding, C. (2013). Effective innovation in the secondary geography curriculum. Abingdon: Routledge

Warren, S. (2016) Geographical Skills and Fieldwork for AQA GCSE, London: Hodder

Whittaker, I and Abbiss, P (2016) AQA A- Level Geography Fourth Edition, London: Hodder

Developed by Helen Gadsby(2020)

Department of Teacher Education

School of Education

Liverpool John Moores University

IM Marsh Campus,

Barkhill Road, Liverpool, L17 6BD

Email: H.D.Gadsby@ljmu.ac.uk