'The Era of the Subject'

My thanks to Anthony Wilson for this information:

Notes of a meeting between subject association representatives and Nick Gibb (Schools Minister) on Wednesday 1st December 2010 (2.00 – 3.10 p.m.)

Meeting Present:

•Nick Gibb MP (Schools Secretary)
•John Steers (Chair CfSA, General Secretary NSEAD)
•Richard Green (Chief Executive of D&T Association)
•Annette Smith (Chief Executive of ASE)
•Rob Staples (ASPE representative, primary Headteacher)
•David Jones (CfSA liaison officer)
•DfE Representative
•DfE Representative
•DfE Representative


During the meeting the subject association representatives addressed each of the points for focus and the following sums up the discussion:

•The forthcoming primary and secondary curriculum review (a single review) will be carried out by academics.
•There is a need for course textbooks to support the curriculum in each subject. The texts should present pupils with ‘core subject knowledge’ – children need ‘fundamentals’.
•These should not be produced by government (or the awarding bodies) and therefore this is an opportunity for SAs.
•The curriculum should support sequential learning – the question was posed ‘when is it best for pupils to learn e.g. long division or the periodic table? ‘Why does B & Q need to run classes to show people how to use a saw?’
•Focus should be on the most appropriate time during the schooling process to introduce particular knowledge.
•The process of consultation leading to the review of the curriculum has already begun. The first draft for consultation will be ready by September 2011, with the final version in schools by September 2012 so that first teaching can begin in 2012.
•The review will take into account international evidence and will adopt a 'seek and search' approach.
•The Government is awaiting the Wolf Report before considering how technical, practical and vocational approaches to education will sit alongside the traditional/academic. It is considered important not to offer pupils choices too early in their education that close off possible routes that can be taken later.
•CPD for teachers will focus on pedagogy both within schools and outside schools with the intention of deepening subject knowledge (sabbaticals were mentioned by NG – he also said ‘Haven’t you heard? There’s no money.’).
•Real interest was shown in chartered teacher status as a means of recognising CPD specifically in terms of professional development and classroom impact for both primary and secondary teachers.
•Industry links may be encouraged. GCSEs and A level examinations should be constructed in a way that doesn’t narrow the curriculum. NG was at pains to stress that pupils should learn a body of knowledge and that a terminal examination should test their ability to recall that knowledge. Recently, there has been too much expectation that examination papers will include questions in ‘specific’ areas.
•ITT will be delivered by ‘University Training College’ (UTCs)working as clusters. The training schools will take the lead acting as a catalyst in raising the quality of teaching expertise.
•It makes sense for subject associations to be involved in the work with the proposed “Specialist Leaders of education’ (SLE) and to be engaged in the sharing of good practice in their curriculum area.

Nick Gibbs final comment was: ‘This is the era of the subject