Workshop session 1 choices
Here’s what you can choose for session 1 (11.40 – 12.25)
Planning: Debbie Light
Planning for learning that stretches all of our students
In this session, we will look at what we can learn from different educational researchers about how to help all students have a better chance of developing their learning as opposed to engaging in superficial performance. We will consider the barriers different students face when engaging with new and challenging material; we will explore how our planning can help students to overcome these learning barriers without reducing the level of challenge.
Changing Practice: Pete Jones
Climbing the Mountain
This workshop will discuss how you can promote change within your school through making your vision more than something which sits on your letterheads.The workshop will be a mix of conceptual thinking about the purpose and importance of vision as well as some concrete examples of things our school has done to move our reality closer to our vision. A useful workshop for leaders and aspiring leaders.
Feedback: Debs Ferrer
Pupil-centred feedback in order to promote independence, resilience and progression.
This session will look and reflect on the vital aspect of feedback to all aspects of teaching and learning. We will be looking at case studies and systems which ensure teachers are able to provide effective feedback in order to promote pupil independence. In addition to this there will be a chance to discuss and reflect on current feedback trends and school systems. This will be centred around the theme of promoting ongoing sustained effective feedback, target setting and pupil progression. There will also be opportunities to look at examples of teacher marking, pupil peer and self-assessment and consider how this can be structured more effectively to ensure students actively take part in the learning process and also support staff well-being and workload.
Leadership: Gaz Needle
Head teacher? Me? No chance!
This session is perfect for everyone who has no intention of being a head teacher. As a teacher, I love telling stories and in this workshop I will share how I became a head teacher and the real highs and lows of the job. 18 months ago, I could not have seen myself being a head teacher, but unusual events altered this. I now have a new role, a team to lead and a real school to show that #PrimaryRocks. Why would you want to be a headteacher? What was the interview like? How do you cope with the pressure? What do head teachers do all day apart from drinking tea and dunking chocolate hobnobs? My aim is that you will leave thinking about your leadership capacity and, who knows, perhaps you will be a head in 18 months!
Literacy: Richard Hull
Get Your Students Talking – Oracy Across The Curriculum
Oracy is the foundation of literacy – and sometimes it can be difficult to get our students talking effectively! This session will support delegates in helping students to find their voice and present themselves in a variety of situations both in school and in their lives beyond as well as suggested activities and procedures to help develop a whole school approach.
Challenge & Differentiation: Sian Cumming
Cultivate Independent Thinking: Grow Independent Learners
Independence is a sizeable topic within education. What is independent learning? What are the benefits? How do we promote it? What skills do we need to embed in our students? What does this look like in the classroom? This session aims to address these questions and consider how we can cultivate students’ independent thinking skills so that they truly become independent learners.
Progress & Assessment: Dawn Cox
Improving results: It’s time to ditch using marks, levels & grades
Research suggests that using marks on student work isn’t best practice, so why do we carry on doing it? This session will briefly look at the evidence and case studies on why we should stop using marks with students. Dawn will suggest alternatives that can easily be implemented in the classroom. She will also look at systems that teachers can use whilst still feeding the whole school data monster.
Teacher Development: Candida Javaid and Kassim Javaid
The educational investigator
In this session, Kassim and Candida Javaid will talk about ways to improve our understanding of educational research through an explicit discussion of what education can learn from medical research approaches. We will look at how ideas are evaluated by researchers, classroom practitioners and school leadership, and where possible conflicts of interests lie. Our workshop will be an active dialogue where you can expect terminology, such as equipoise, the FINER questions and PICO explained comprehensively. You will leave our workshop with a solid overview over key research approaches and more confident at distinguishing good research from snakeoil.
5th Anniversary: Chris Curtis
A year of writing dangerously – how we might have got things wrong when teaching writing
We got all students in KS3 to write for a lesson each week for a whole year. This session is based on that research and shares the findings of what works and what doesn’t work in the classroom. What if KS3 really has been the ‘wasted years’ for writing?
This session will cover strategies and methods on how to improve:
Workshop session 2 choices
Here’s what you can choose for session 2 (12.35 – 13.20)
Planning: Anshi Singh
Curriculum planning and Blended Learning
In this session, Anshi will be keeping it straight and simple by sharing her knowledge and experience on Project Based Learning / Blended Learning / Employer Engagement. Not a session to be missed!
Changing Practice: Emma Shepherd
Creating Family Friendly Schools
Increase teacher retention, attract more applicants to your job advertisements and improve student outcomes by adopting family friendly approaches in your school. In this session, Emma will share the research behind, and benefits of building a family friendly school culture, as well as providing the space for you to discuss case studies where innovative and solutions-focused practices have improved staff wellbeing and impacted positively on student outcomes.
Feedback: David Fawcett
Less input, more output
After numerous years of making a mess out of feedback, David explains the changes he has made to his teaching in regards to feedback. Gone are the numerous comments, the hours of marking books and the annoyance that nobody actually read a word you wrote. Things are simpler, less time consuming and have a much greater output from students.
Leadership: Kev Bartle
The Chaos of Coalition: Trust, Vulnerability and Interdependence in Schools
Drawing primarily from the work of Megan Tschannen-Moran, this session will explore the theoretical and empirical research regarding trust in schools. Keven will identify how the five facets of trust – benevolence, honesty, openness, reliability and competence – have been addressed in the research literature. In doing so, the hope is that participants will gain an insight into how trust, which arises from “vulnerability through interdependence”, undergirds all other strategies for school improvement and effectiveness.
Literacy: Matt Pinkett
The Magic of Allusion
In this workshop Matt Pinkett argues that making students aware of commonly alluded to stories is an essential part of raising literacy standards. Attendees will be encouraged to think about which key literary, cultural, and biblical allusions students need to be aware of and how a whole school-approach to allusion might be needed to ensure students glean the deepest meaning from fiction and non-fiction texts.
Challenge & Differentiation: Damian Benney
Ensuring your classroom is both inclusive and suitably challenging for each and every learner. Sounds daunting? It needn’t be.
Challenge and inclusion are not mutually exclusive; no matter the range of attainment in the classroom. This workshop will look at how we can include all learners in the lesson but still have the appropriate level of challenge. Many of the strategies included in the workshop have been picked up from colleagues across the country and many have been learnt the hard way in an 18 year teaching career. The workshop will also look at how making some small and subtle adjustments to your teaching can negate the need for more visible differentiation further down the line.
Progress & Assessment: Rebecca Foster
Stop weighing the pig!
Are you regularly applying grades to students’ work? Are you struggling to ‘accurately’ grade students’ work (whatever that means)? Are you weighing the pig when you should be fattening it up?
In this session Rebecca will share her department’s approach to assessment which sees a move away from regular summative assessments towards diagnostic marking and regular whole class feedback. She’s an English teacher so expect her to extend the analogy…
Teacher Development: Debbie Inglis
The 3 Secrets To Being Your Most Resilient Self
Resilience is a key part of surviving and flourishing in teaching, as well as life in general. This workshop will clarify the 3 key ingredients that make us resilient, the thinking and behaviour characteristics for each one, and what happens when you over-do them! We’ll look at some real life examples, and you’ll have an opportunity to assess your current resilience levels. Finally, you’ll leave with an action plan to help you become your most resilient self. This workshop is suitable for anyone wanting to become more resilient regardless of their role.
5th Anniversary: Lisa Jane Ashes and Sam Bainbridge
Literacy: Ideas for Enhancing Literacy
No matter what subject you teach, you will enjoy this workshop. Filled with tried and tested ideas for enhancing your approach to embedding literacy in the classroom.
Workshop session 3 choices
Here’s what you can choose for session 3 (14.20 – 15.05)
Planning: Ben Newmark
Planning for great explanations
Teacher explanation is a fundamentally important part of practice. Unfortunately, the demonisation of ‘sages on stages’ has meant it is often neglected by both ITT and CPD. In this session I will be giving pointers on how to plan and prepare for clear, crisp and memorable explanations. I will, of course, be teaching unashamedly from the front.
Changing Practice: Stephen Lockyer
Shattering the glass ceiling of your teaching imagination
It can be all to easy to fall into the comfortable, the accepted and conventional in schools; to deride the narrow curriculum and he constraints put upon you. In this talk, I’ll outline how I decided to become over ambitious in my ideas, and then build them backwards into fruition. I will talk about how a wildly expensive learning space transformation came about at a quarter of the cost, how it is possible to rejuvenate and deepen theme weeks, how to stay on top of projects when you are definitely a starter and not a finisher, and lots more besides.
Feedback: Tim Clarke and Francesca Prett
Developing Effective Primary Feedback
How can we maximise the impact of feedback on our pupils’ learning in primary schools whilst minimising the time teachers spend?
In this session, Tim and Fran will explore:
• background research their school have explored
• analysis of key recommendations from the DfE Workload Group
• thoughts from a Hampshire Marking Project group
• their current Feedback policy with examples of it’s use
While they certainly don’t claim to have all the answers, or the perfect system, they hope some of their ideas will be useful for other primary colleagues.
Leadership: Amanda Parry
Leading your vision
This session will analyse the importance of vision in leadership and how being able to successfully articulate your ‘why’ to multiple audiences is the foundation of every successful leader. It will also model how to develop a scaffold for your vision to enable delegates to effectively communicate their vision.
Literacy: Fiona Ritson
Language for Learning
All teachers are teachers of literacy! For students to succeed, literacy in schools needs to ensure it takes students beyond the ability to read and write, students need to become competent in specific areas of learning. So how does a school achieve this on a whole school level? This workshop will give you some reasons as to why literacy needs to be embedded into every day school life, alongside some possible strategies/initiatives that you can take back to your own school. Suitable for class teachers and middle leaders of both primary and secondary.
Challenge & Differentiation: Mark Enser
How can we create a culture of high expectations in our schools and classrooms without leaving pupils behind?
In this session we will consider the question of what excellence would look like in your subject and context before considering the steps we can take to make sure that we increase the level of challenge whilst supporting everyone to meet it.
We will look at a range of tried and tested strategies that can be employed both inside and outside of the classroom that have been effective at increasing aspiration; and all without increasing workload.
Progress & Assessment: Phil Stock
The Elements of Expectation and Assessment for Purpose at KS3
This session will outline our school’s approach to KS3 curriculum and assessment. It will explain how we have learnt from our past mistakes to try to create an assessment framework that respects the make up of individual subjects, uses the curriculum as the progression model and reduces the marking burden. It will explore how we are building highly specific formative assessments to support learning, and how we are improving our summative assessments to provide more valid and reliable inferences about attainment.
Teacher Development: Shaun Allison and Andy Tharby
Growing a culture of great teaching
This session will examine how we have developed a ‘tight but loose’ evidence informed approach to teaching at Durrington. ‘Tight’ in terms of growing a shared understanding of what effective teaching looks like, using the research evidence and wisdom of great teachers. ‘Loose’ in terms of providing a variety of CPD opportunities for teachers, to allow them to implement this in way that fits their subject and context.
5th Anniversay: Jennifer Ludgate
A bumpy road: how to embed evidence based practice to your classroom and beyond
We all love the idea of helpful and thoughtful CPD session and a Saturday well spent at a conference (a Saturday!). But sometimes, it can be hard to know when to pause, consider and review what we have learnt before implementing it in our classroom. This is particularly important when it comes to evidence-based strategies and techniques. In this session, we will discuss some of the most common strategies and ideas implemented in classrooms but also how we can successfully spread these across a department or a school. But more importantly, we will engage with how these strategies could be implemented in the first place and the bumps in the road.
Workshop session 4 choices
Here’s what you can choose for session 4 (15.15 – 16.00)
Planning: Athena Pitsillis
Linearity in English
How have we prepared for linearity at GCSE English? What lessons have we learnt and how can we improve going forward? This session will share a number of strategies employed to improve outcomes in the light of linearity at GCSE. It will touch upon curriculum planning, timetabling and teaching structures as well as research into spacing, interleaving and mixed attainment teaching. Feel free to bring curriculum plans for your subject as a basis for discussion and development.
Changing Practice: Michael Slavinsky and Owen Carter
Knowing your impact: ways to reliably and realistically evaluate interventions
Interventions are rife in schools. From resilience workshops to Maths and English boosters and externally provided programmes, teachers put huge amounts of time, money and energy towards interventions to improve pupil outcomes. But how much confidence can we have in the impact these interventions are actually having?
The answer is probably ‘not very much’: just 1 of 31 schools we surveyed said that they were confident in how they approached impact evaluation. Education funders like the Paul Hamlyn Foundation say that only 30% of the evidence provided by organisations they support is ‘good’.
So how to solve this problem? This workshop focuses on the tools teachers can use to assess the impact of the programmes they run, and what they can do with that information. It will introduce an online impact evaluation tool developed by education charity The Brilliant Club, and explore the takeaways for use in your context – with a focus on practical and time-efficient ways to evaluate impact.
Feedback: Chris Hildrew and Sue Strachan
Whole School Marking, Assessment and Feedback: one size doesn’t fit all
How can a whole-school approach to marking, assessment and feedback balance effectiveness with workload? accuracy with efficiency? flexibility with consistency? I don’t have all the answers…yet. But asking the questions is a good place to start.
Leadership: Chris Moyse
Raising the bar
What can we learn from organisations out of education about effective practice in developing people?
How can we more effectively develop ‘peak performance’ in teachers?
How can we ensure that our new teachers make a flying start?
Literacy: Jack Phillips
This session will focus on how Jack is attempting to increase the vocabulary of his students. He will be sharing analysis of what’s working, what has worked, and what hasn’t worked. Be prepared to join the movement.
Challenge & Differentiation: David Rogers
Come to hear stories of cross phase collaboration that have taught me that secondary schools need to raise the bar. In addition, how using online tools and a flexible approach to what lessons are can aid differentiation.
Progress & Assessment: Nick Wells
Gummy Assessment vs Real Assessment
The way we implement assessment in schools can end up in all kinds of oppositions. Oppositions between curriculum and assessment; between short term performance and long term learning; between assessment and deliberate practice; between teacher effectiveness and work-life-balance-insanity can all arise. Like sea mariners in days gone by, we create ill-defined, terrifying monsters out of different aspects of our practice. This workshop will pose a number of questions, exploring how one school has attempted to navigate the gaps between the Scylla and Charybdis of assessment, curriculum, practice and pedagogy.
Teacher Development: Daniel Muijs
Developing metacognition – how can we support teacher understanding and implementation?
Self-regulated learning and metacognition have received a lot of interest in recent years, being, for example, among the most downloaded sections of the EEF toolkit. Yet research, not just in England, but internationally, shows that implementation in schools is often poor. In this workshop we will look at why this is the case, and how we can better support teachers to develop pupils’ metacognitive skills, building on an international evidence review.
5th Anniversary: Helene Galdin-O’Shea
Love the ones you’re with (even when you’re frustrated with your SMT/staff)!
Working in schools can be frustrating places. In our busy jobs, we often feel powerless to change things. We may even feel that our voices are not being heard. I will argue however that they are ways in which school improvement can happen from the ground up, that it should be sought, embraced and nourished. In these times of troublesome recruitment and, perhaps even more troubling, troublesome retention, schools need to recognise that channelling constructive feedback, valuing professional voice and fostering both ‘mavericks’ and collaboration, no matter where in the hierarchical structures, is essential. Agency and autonomy must have their place. What we need are systems.. In this workshop, I will cover some of the ways in which this can happen.