Teaching Learning and Assessment Conference | Saturday 16th March 2013 Workshop Outlines

English David Didau Anatomy of an Outstanding Lesson Too many teachers are given meaningless feedback on why their teaching is 'good' but not 'outstanding'. If you've ever felt frustrated by hearing, "It just lacks a certain something" or "You need to sparkle more" or "The students could have been a bit more engaged" then this session is for you. We'll look at planning, preparation, delivery and how to deal with observers as well as exploring some ideas about teaching and learning which can be combined to outstanding effect to help your students make the rapid and sustained progress needed to ensure success. Rosie McColl Can Students Learn to be Effective Teachers? The Problem with Student Presentations. Group work, followed by feed-back; independent research, followed by student presentation. This familiar pattern has long been recognised as a key ingredient of effective teaching and learning, but speak the students and a problem emerges: according to the students at Berkhamsted School, learning is effective when they are given a topic to explore and present independently but they learn relatively little from listening to the findings of their friends. Some were prepared to accept the views of their peers - but only if validated by the teacher; others expressed the view that listening to student presentations was simply a waste of valuable lesson time. In this workshop, Rosie McColl will draw on her experience in the English classroom to explore ways in which we can encourage learners to become more effective teachers. David James The IB's Middle Years Programme: designing an English literature course with formative assessment at its core. This workshop introduces you to Wellington College's MYP English Literature course, which is offered as an alternative to GCSE and IGCSE. The MYP course allows schools to design their own courses, as well as their own methods of assessment; this has led to difficult decisions to be made about not only what text should be studied but also how they should be taught and assessed; furthermore, the department had to ask in what way the course they designed was better than GCSE. And things are changing, and this workshop will also look ahead to the new MYP which will be using innovative e-assessments in order to gain full Ofqual recognition. To what extent will these changes alter the MYP model which has proven so attractive to such a diverse range of schools across the world? History John Mitchell Signposting Progress Progress is central to the new OFSTED framework and for teachers to reach the promised land of ‘outstanding’ they have to demonstrate that their students have made progress. This workshop will focus upon how teachers can tweak their practice to ensure that all students can be seen to be making progress in their lessons. This is a practical workshop which will present strategies that teachers can take away and use immediately in their lessons. These strategies will cover marking, starters and plenaries and active lesson activities.

Adam O'Connor I am not a mind reader! Personalisation in History: A practice approach What is personalisation? What makes it different to differentiation? Is it achievable in class of 30 students? Are we expected to read the minds of all our students to achieve it? This workshop led by Adam O'Connor will hopefully answer these questions and provide teachers with a generic and practical guide on how to successfully implement personalisation in any classroom. Adam is passionate about sharing best practice and finding rational approaches to teaching & learning policies which raise standards without raising teacher workloads The workshop will cover various approaches to the key questions on personalisation and including the latest developments in ICT. Maths Chris Gibbard Outstanding lessons and raising achievement in Mathematics at Key Stage 4 How can we ensure good outcomes for Key Stage 4 learners in Mathematics and teach excellent lessons every lesson? In this session I will outline strategies for delivering outstanding lessons and, hence, improving outcomes at GCSE for students across the ability range. The session is appropriate for Mathematics teachers looking for elements that they can use in their day-to-day teaching to increase enthusiasm and a feeling of success among their students. I will look at the case studies of classes with which I have had a lot of success. Participants will be able to take away some of my tried and tested lesson ideas, activities and revision exercises for use their own classes. Andy Kemp Computer Algebra and the Curriculum In this workshop Andy Kemp will explore the history of the role of technology in the teaching of Mathematics. In addition he will investigate the potential future role of Computer Algebra Systems (CAS) in 'School Mathematics' by considering some examples of how this technology is already in use in other parts of the world. Science Jen Ellison Amazing AfL & Fabulous Feedback Workshop In this workshop we will be exploring different ways of using AfL as an assessment and feedback tool. You will experiment with different strategies before adapting them and applying to your own teaching. You will leave more confident with using AfL as a tool to assess progress during lessons and as a key part of feeding back to students. During the workshop we will explore a number of resources contained in an AFL box that we have been developing to go in every science classroom in school. However the resources will be of use to any subject. The learning journey will take us through the following stages:

I am not confident in using the AfL as an assessment and feedback tool.

I can state what AfL is.

I can describe some different AfL tools.

I can explain how to use AfL as a tool to assess progress during lessons and as a key part of feeding back to students.

I can experiment with different AfL strategies and adapt and apply them to my own teaching

Steve Redman Utilising the mobile device to teach Physics A practical exercise on the concept of 'impulse' is typically equipment-heavy and can end up being very teacher led. In this exercise, students film the kicking of a rugby ball using their iPhones (or similar) and the analysis of the resulting video is carried out using Quicktime. The result is an interactive experience which can inspire students to try similar exercises for themselves. ICT Zoe Ross Student-Centred Learning and Recognition with Badges As teachers we would like our students to be more independent, self-motivated and creative, but how do we do this? This workshop will share ideas around using badges to encourage those behaviours and skills we would like students to demonstrate more of. Zoe will discuss how she has used badges with her Year 7 students in ICT and share the work of others who are using student-centred badges in a variety of different settings. The ideas shared in the workshop will be readily transferable to all subjects and anyone interested in recognising student achievement in different ways would be very welcome to listen, and hopefully contribute! Mark Anderson Releasing potential – ideas on how you can make the best use technology to bring about improved learning outcomes for your learners. Given press coverage and reports such as the NESTA: Decoding Learning (the proof, promise and potential of digital education) report (December 2012), it’s as important as ever to make sure that we’re getting impact from any investment made in new technology. Mandinach and Cline (1994) identified four distinct phases of adoption of new technology in schools. First up is ‘survival’ where teachers find it difficult to define what they actually want to do with the technology but attempt to learn how to use it effectively to support pedagogy. The second phase ‘mastery’ is where teachers start to apply technology to more meaningful and real learning contexts where the use of technology is more transparent and teachers more natural in their use of it in the classroom. The third phase of ‘impact’ is where teachers can judge how effective the technology is being deployed in the classroom and any issues learners might have with coping in the classroom. The final phase is ‘innovation’. This is where teachers have achieved such mastery as to begin to experiment with ‘innovative’ new ways to use the technology. Recognising all of the elements in the above when looking at digital learning and pedagogy in modern education; my workshop will demonstrate that we don’t have to be confined within the constructs of Mandinach and Cline. You will see that if we work together, use technology ourselves and important frameworks such as SAMR to help and guide us in our use of technology in the classroom we can truly become the innovators in our classrooms. Dai Barnes ICT in Subjects: IT's actually happening Dai is currently delivering Year 7 and Year 8 ICT lessons by team-teaching with other subject specialists; there are no discrete ICT lessons. So far this year it has been the Geography, English, RE, Music and PE departments that he has taught with. Units of work are collaboratively planned to find innovative ways of accessing and delivering the ICT curriculum whilst enhancing, and where possible deepening, pupil learning in the partner subjects. This workshop will exhibit the results of this work, lessons learned and pleasant surprises, with a range of ICT activities designed to enhance the subject specialist learning. It will provide you with ideas for

activities that have been tested and evaluated in the classroom. Dai is using the evaluation of this way of teaching ICT as the action research project for his MA in Leading Innovation and Change. Geography David Rogers Inspirational Geography: aka Guerrilla up your subject Students at Priory School in Portsmouth have making trouble and making change. Hear about

their manifesto linked to languages and school diversity;

how Geography was mashed up with EAL to teach map work in 6 languages;

how simple enquiries such as 'Does Iceland Exist' improve GCSE results;

how students created a mobile device policy;

how we've used geocaching and the Olympics to interview Lord Coe, and

how students co-created and team-taught lessons with teachers. Leave with a range of simple yet highly effective tools for improving geography lessons; developing geography teams and enjoying learning. John Sayers Personalising Geography • A range of strategies for using solo taxonomy in geography • Using post it notes for various T&L in a geography classroom from questioning-photo analysis, peer learning strategies • Apple TV - iPad use in a geography classroom for statistic analysis, mapping, collaboration, animating, improving knowledge of spatial awareness. + the power of public critique using apps such as Board Can • Sensory learning in geography to aid empathy with the world around us. From • Questioning Strategies from planning - creation • Collaborative literacy leading to exhibition presentation of learning. Including the whole workshop creating and exhibiting their new geography to take back to school. • Developing cross curriculum thinking to Guerrilla adapt other departments to open up to working together driven by students;) • Student driven task development linked to blooms circles aim for students to self-manage what they do when and self-reflect, evaluate in 1:1 interactions with teacher + study buddy. • Revision reflection tasks in geography • Home learning strategies or PBL in geography depending on school strategies. Carmel Greene Letting go of the reins in Geography One of the elements I struggled with when I began teaching was encouraging independent learning. Because behaviour was an issue (and often the kids were very low ability) I tended towards a mentality of "getting through the lesson". This tended to mean I held onto the reigns very tightly and that came through in observations. It's only since that I've learnt to plan and deliver lessons in such a way that I actually facilitate independent learning (and reduce teacher talk). This session will look at the planning process, AfL and differentiation, and the learning curve in terms of discovering the things needed in lessons to make for a lesson where the opportunities for progress are greater. It will look at the importance of securing well-structured lessons (with transitions, AfL planned, differentiation by task) and delivering these by reducing teacher talk and developing questioning.

Primary Bill Lord Applying your vision to a school and moving it forwards whilst placing the pupil voice at its heart. In September 2012, Bill Lord became Head Teacher of Long Sutton Community Primary, a school with a forest in its grounds and an imminent OFSTED inspection. During this session he will reflect upon his first six months, after four years in advisory work, and how he and the team are seeking to place pupil voice at the centre of their school improvement. Whilst the session will explore some whole school development issues it will focus upon class room level approaches and strategies including the introduction of a new approach to ICT, development of Outdoor learning and in-school staff development. By the end of the session, you will have resources which you will be able to apply in your class and have taken part in an activity to share the wider expertise in the room. Nathan Lowe Challenge Based Learning - The Flitch Way How can we develop our youngest children to become independent and active learners? How can creativity and technology be embedded within the curriculum? How do we lay the foundations for our children to become lifelong learners? The workshop will explore how staff at The Flitch Green Academy have addressed these questions in creating a curriculum where children learn through real life ‘Experiences’ and ‘Challenge Time’. We will also explore how technology is used as a 'learning tool’ as part of the creative, innovative curriculum, along with focusing on the development of real life skills. Secondary John Keohane AST Elizabeth Murray AST Students from Wren Academy Student Voice and Building Learning Power - complementary drivers of outstanding performance. “At Wren, everyone is a leader and everyone is a learner.” OFSTED At Wren Academy our learning ethos is focused on creating a culture in classrooms - and in the school more widely - that systematically cultivates habits and attitudes that enable young people to face difficulty and uncertainty calmly, confidently and creatively. All lessons are founded on the key principles of Guy Claxton’s ‘Building Learning Power’ though ‘split screen’ lesson planning- a technique that ensures teachers focus on how learning habits will be cultivated as well as more traditional learning outcomes. Beyond lessons these same habits are cultivated through empowering students to lead, collaborate, reason, empathise, and be resourceful through a wide ranging, carefully coordinated approach to student voice. After an overview of Wren Academy’s Student Voice and BLP strategy provided by John and Elizabeth, students from the academy will discuss their roles, share their experiences, and take your questions. Tait Coles Punk Learning If you are expecting a session that will help you pass on Ofsted inspection or will assist you in designing and planning lessons that will continuously tick the boxes of a formal observation, then I’m afraid you will be sadly disappointed. Punk Learning enables young people to reconsider their place in their world, to look at things differently, to take risks, to be creative, to have ownership and to create. The workshop will look at how to launch and embed the Punk Learning manifesto that allows students to have “complete control” in their learning. “Undermine their pompous authority, reject their moral standards, make anarchy and disorder your trademarks. Cause as much chaos and disruption as possible but don’t let them take you alive.” Sid Vicious

James Michie 'Leashes not required' - In(ter)dependent Learning Inside and Outside the Secondary School Classroom Spoon-feeding and teach-to-the-test culture seem to pervade the secondary school classroom, as teachers strive to meet increasingly demanding targets. This workshop will demonstrate that such approaches are not necessary; that adopting a strategy that encourages independence, critical and creative thinking; and values the use of new technologies produces equally outstanding results. The workshop will share both the guiding principles on which such an approach is built and also give specific examples of what in(ter)dependent learning is like in practice. P.E. Alex Battison Creating a high performance environment for learners: mind-set and behaviour determines the outcome. Based on knowledge from highly successful international sporting environments, this workshop will investigate the steps required to create a highly productive, happy and learner led team; whether on the games field or in the classroom. Kristian Still Fast and Furious XV “Ask any racer, any real racer. It doesn't matter if you win by an inch or a mile; winning's winning.” - The Fast and the Furious (2001) The aim of the session is to share XV teaching and learning ideas that illuminate the learning in PE. Five tried and tested delivery ideas. Five you may wish to adapt or explore. Five ideas that demonstrate simple, impactful uses of learning technology or ICT (most fee, some carrying a small fee). XV useable PE ideas, tools or tech, one every three minutes. From old skool, sound pedagogy practice, to embracing the cheapest best technology has to offer our subject. Jo Lupton, Head of Lacrosse, Berkhamsted School Sports coaching ideas and techniques: Bringing out the best in a player How do you develop a raw sporting talent and transform it into a disciplined productive team member. How do you teach the basics of a sport and still keep interest and motivation? What makes an average player become a great one? This workshop will provide an interactive, practical, sports coaching demonstration discussing ideas and techniques for coaching students in skills and drills from beginner level at year 7, through intermediate year 10 to advanced/senior level. Based on the sport of women’s lacrosse but exploring the principles and ideas that are transferable to other team sports, for example rugby or netball. The format will be live demonstration with the participation of representative student year groups and will invite questions and discussion throughout. Languages Laura Knight Independence and excellence in MFL In this discussion-based, practical workshop, we will be getting to grips with a key issue close to the hearts of many modern linguists: how to develop our students into independent, motivated language learners. It is harder than ever for schools to create and nurture "proper linguists" in a context of national chopping-and-changing and public examinations which seem to favour memorisation over understanding. Through

consideration of questioning techniques, grammar teaching, creative work and ICT, we will bring together a selection of strategies to raise standards and expectations, and boost enjoyment and motivation. We will be using mobile devices and a selection of web-based tools alongside non-digital methods to explore classroom techniques and experiences. Sarah Capewell Using iPads for AfL for Latin literature. Details: Developing pupils' personal response to Latin literature can be difficult. Encouraging them to express this effectively in written answers even more so. In this session I will suggest methods that I have used to encourage them to express their analysis and evaluation orally and to reflect on their (and my!) answers to improve them further and give hands-on demonstrations so that you can try these yourselves. Karen Morris Literacy & Accelerated Success in Modern Foreign Languages at A Level With the new Ofsted framework calling for a higher profile for literacy across the curriculum, MFL is unusually well placed to enhance students' functional skills. This workshop will share reading activities designed to improve the speed and accuracy of students' processing not only for better accessing of the MFL curriculum at KS5 but also for their pan-curriculum experience. Techniques for scaffolding writing and accelerating vocabulary learning that have been used to good effect in the teaching of ab-initio Spanish and beyond will also be visited. Misc Eric Wareham 'How the TEEP Learning Cycle can contribute to an outstanding lesson' Eric will introduce The Teacher Effectiveness Programme (TEEP) which was set up in 2002 by the Gatsby Charity Foundation to develop a model of effective teaching and learning drawn from research and best practice. Since 2010 the SSAT have been custodians and the programme has grown steadily in terms of the numbers of staff trained and the variety of training models offered. Eric will introduce TEEP and in particular it's Learning Cycle (first worked on by Alastair Smith, Mark Lovatt and, the late, Derek Wise); how it can be linked to the perfect OFSTED lesson and how it has personally transformed his approach to teaching. The workshop will aim to provide practical ideas and examples for supporting the outstanding lesson, and how, interestingly, TEEP's learning cycle links to Jackie Beere's 7 steps to the 'perfect lesson'. The workshop will describe how TEEP can support: - increased engagement of pupils in their learning - improved behaviour - increased active learning Mark Moorhouse Slow Education: Why? And what might it look like? Andy Raymer, Geraldine Norman and Mark Moorhouse are the Headship Team of Matthew Moss High School. The school has been highlighted by the OECD and the UK’s Innovation Unit for its 21

st century learning

practices, especially its extensive use of Project-Based Learning. The school is aligned with Slow Education principles and commits significant amounts of curriculum time to learner-led enquiry. The workshop will propose, with eye-watering directness, the imperatives for schools to remodel their practice and then provide illustrations of how this has been enacted at Matthew Moss over recent years.

Dave Stacey Rebooting my teaching: Stealing ideas from primary schools and shaking up my secondary classroom Three years ago I nearly left teaching. I was increasingly disillusioned that my vision of what I wanted my classroom to be was being frustrated by the realities of life in a large secondary school. The large number of students I’d see every week. The looming exam syllabuses. The tyranny of the bell. Then I volunteered one of my free afternoon lessons each fortnight to go and help out in one of our feeder primary schools and my enthusiasm was reignited. Not, as I suspected it might be, with a burning desire to become a primary teacher, but rather to take what I had seen working so well there and try to make it work in the secondary school environment, where hourly bells and 300 students per week (rather than 30) posed a slightly different set of challenges. In this workshop I’ll share what I’ve been trying - both what’s worked and what hasn’t - and explore some of the ideas around the use of technology and ‘Project Based Learning’ that have helped me take my teaching a few steps closer to where I’d like it to be. Ian Yorston Why Online Courses will lead to happier teachers and more successful schools This workshop will look at the impact of OnLine Resources and Online Courses (notably Massive Open OnLine Courses or MOOCs) and discuss how schools can use these to best advantage. Schools really haven't changed much in 200 years. We still have lessons taught to classes by teachers in classrooms - chalk-and-talk, if you will, even if those lessons are now taught with Interactive White Boards. But technology is now taking us on a journey that will genuinely transform the learning experience. This workshop will ask what we have learned from the journey: from Banda copier to photocopier; from worksheet to spreadsheet; from snail mail to e-mail; from in-box to Dropbox; from GCE to VLE. The latest steps on this journey appear to be taking us from flipped classroom to no classroom; from rote learning to just-in-time learning. These steps can be seen as an opportunity or a threat. Either way, it's something we ought to talk about. Daisy Christodoulou Teaching Grammar – why it matters and how it works What’s the big picture? One of the most important skills we can teach our pupils is how to write clearly and fluently. This workshop shows you how to teach and assess good writing skills through a programme of sequenced grammar lessons. Who is this session for? Our grammar programme is used by English teachers at both primary and secondary. Our advice and resources on teaching writing and assessing writing are used by teachers of all subjects. The principles we outline and the lessons we share will be suitable for teachers of Key Stages 2, 3 and 4. What will we do? We’ll share some of the typical mistakes Key Stage 2, 3 and 4 pupils make, drawn from our own database and from Ofsted and exam board material. These examples are from a range of different subjects. We’ll explain how grammar can stop pupils making these mistakes. We’ll teach you a bit of one our grammar lessons to show you how we use them. Together, we’ll mark and moderate a sample of writing using our writing mark scheme. We’ll show you a feedback lesson based on that marked sample of writing. What will I get? We will give every person who attends our workshop a sample of our grammar resources to take away and use in your own classroom. If you sign up to our mailing list, we’ll send you electronic copies of the same.