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The more I work with heads of department & reflect on my own time as HoD, the more I think creating a ‘subject culture’ to foster intrinsic motivation, enjoyment for the subject etc is one of the most important parts of the job.
This is really obvious in pastoral work with character curriculum, shared language, assemblies, line-ups, year group competitions, celebration of student achievement, rewards, house system etc.
But also important for a HoD:
1. Place your subject vision/ ethos within wider vision/ ethos of the school. Share the construction of this vision/ ethos with teachers & then talk about it regularly to pupils. Why is your subject important? Why’s it special at your school?
1. Place your subject vision/ ethos within wider vision/ ethos of the school. Share the construction of this vision/ ethos with teachers & then talk about it regularly to pupils. Why is your subject important? Why’s it special at your school?
2. Shared language in subject at certain times of year. E.g. when teaching a certain topic we need a concerted effort to reference future A-level study or promote an upcoming enrichment opportunity etc.
3. Pragmatic pedagogies used across department that show the intrinsic value within the subject & don’t distract from this. A concerted effort to show the subject is valuable & interesting in its own right & doesn’t need ‘jazzing’ up - can easily be undermined by one teacher.
4. Whole-school subject competitions that raise the profile of the subject & share success. Essay writing competitions, hosting a Maths challenge, public speaking around an issue.
5. Joined up approach to recognising success across classes. ‘We’ve looked at all the paragraphs from the recent decolonisation lessons & pupil X has excelled this week in Mr Y’s class - let’s have a look why’ - starts subject conversations between classes & across year groups.
6. Joined up approach to rewards. ‘This week it’s important that we recognise pupil success & award house points for pupils achieving *this* because it’s so challenging &/or is something we want to encourage pupils to do more’.
7. Enrichment that is inclusive & motivates. IME this means building on content known & skills mastered in lessons rather than encountered for the first time in enrichment. Otherwise can become inaccessible rather than enriching. New interesting stuff built on the familiar.
8. Planned & systematic approach to other subjects. Cross-curricular links can be terrible when done badly but referring to Animal Farm when studying the Russian Revolution, for example, make perfect sense & means pupils ‘see’ your subject all around them.
9. Ensure teachers only talk about your subject in lessons to emphasise importance. Talking about the Arsenal in History sends the message it’s more interesting than the content of my lesson. Model the alternative of taking an interest in students’ lives outside the lesson.
10. Create a culture where everyone participating in lessons is normal & celebrated. Decide this is the goal as a department & share ways to enhance participation for upcoming lessons. Do this in department time for other behaviours you want to see from students.
I’ve written about my early attempts at enhancing whole-school classroom culture at the West London Free School here: …https://justonethingafteranotherblog.wordpress.com/2020/06/08/changing-classroom-culture/">https://justonethingafteranotherblog.wordpress.com/2020/06/0...
And a little bit more about my time as head of department here: …https://justonethingafteranotherblog.wordpress.com/2019/12/26/what-makes-a-good-head-of-department/">https://justonethingafteranotherblog.wordpress.com/2019/12/2...
