ABSTRACT
Subject co-ordinators often appear to face a daunting task in monitoring their subject throughout a school. In some schools this may require work across four key stages, with a broad knowledge of the content requirement this entails and an expectation that co-ordinators will keep up to date with all developments in their particular subject. In many primary and special schools with a small number of staff, teachers will carry responsibility for several subjects, thus multiplying the difficulties of maintaining a monitoring brief. To add to this seemingly impossible venture, the majority of subject co-ordinators, while being aware of the advantages of classroom observation or co-operative teaching as part of the monitoring process, have little or no non-contact time within which to manoeuvre.
