Content: Strategies before Sanctions 2-3 School Visits Review 4-5 CPD Carousel Extravaganza 6-7 Student Voice 8 Young Chamber Enterprise 9 Enterprise Week Literacy AR 10 Staff News and 11 Announcements Something to try 12 Raising standards standards standards standards… Trinity Academy Trinity Academy Trinity Academy Trinity Academy ...creating opportunities opportunities opportunities opportunities SEASON 3 ISSUE 3 05/01/11 Review of 2010! Review of 2010! Review of 2010! Review of 2010!
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Content:
Strategies before Sanctions 2-3 School Visits Review 4-5 CPD Carousel Extravaganza 6-7 Student Voice 8 Young Chamber Enterprise 9 Enterprise Week
Literacy AR 10 Staff News and 11 Announcements Something to try 12
Raising standardsstandardsstandardsstandards…
Trinity AcademyTrinity AcademyTrinity AcademyTrinity Academy ...creating opportunitiesopportunitiesopportunitiesopportunities
SEASON 3 ISSUE 3
05/01/11
Review of 2010!Review of 2010!Review of 2010!Review of 2010!
2
Isolating the StudentIsolating the StudentIsolating the StudentIsolating the Student————Removing their AudienceRemoving their AudienceRemoving their AudienceRemoving their Audience
Strategy 1Strategy 1Strategy 1Strategy 1
Stop the trouble maker outside the door and away from the windows.
Shut the door and start the class warn everybody that they are to ignore the person when they come in on pain of various threats.
Go and collect the person.
Before they come in have a very positive word about how well they did on some former occasion and how good their work is and
what a nice person they are then direct them to their seat at the back (this removes opportunities for grandstanding).
Warn them that they are to get to their seat without talking or showing off on pain of some unspecified threat. Then keep them
busy.
Strategy 2Strategy 2Strategy 2Strategy 2
If tables can be moved or if there is a separate table in the room, it is usually a good idea to isolate a person by turning their table
and hence their face to the wall. I have in the past used this on several students in the same class.
I find threatening to phone their parents and making notes of bad behaviour which you threaten to use more effective than actually
making the call in many cases.
Strategy 3Strategy 3Strategy 3Strategy 3
Another is to stop them at the door and send them with work to a pre arranged other teacher who hold on to them will while you get
hold of the rest of the class. When they come back use any of the above.
Strategies Before SanctionsStrategies Before SanctionsStrategies Before SanctionsStrategies Before Sanctions A large number of staff utilise a variety of methods to encourage positive
behaviour and curb negative behaviour before resorting to the Academy’s
I have just produced a couple of posters. One is a number
plate which says 3 B4 ME, which means you must consult 3
other sources of information before asking me for the
answer, the other is the 4 B’s which works with the number
plate.
It stands for Brain, Book, Buddy, BossBrain, Book, Buddy, BossBrain, Book, Buddy, BossBrain, Book, Buddy, Boss. This means that they
must use their brain first then look in the book and then ask
a friend to try and find the answers before asking the boss,
(i.e. me!!)
Although this is not particularly behaviour, it does encourage
them to be more independent and therefore are less likely to
not be able to get on with work because they don’t know
what they are doing.
Rather than just sitting there waiting for help to be given,
they can be reminded of how to help themselves. this gives
them little excuse to be off task and know they know they
will be picked up for it.
The Charm OffensiveThe Charm OffensiveThe Charm OffensiveThe Charm Offensive
♦Speak to child first.
♦Ask the child if they think they need reseating.
♦Re-seat child to take them away from a potential problem
no choice.no choice.no choice.no choice.
♦Ask the child if they think they should have had a warning
yet.
♦Give warning and explain consequences of another.
♦Second warning; ask how many statements they think they
need to start them off. I like it when they give themselves I like it when they give themselves I like it when they give themselves I like it when they give themselves
the punishment.the punishment.the punishment.the punishment.
♦I always try at first to make not a joke but be quite casual
about what behaviour they are showing and what I expect
from an individual, often pupils are been disruptive
because they don’t understand the work so I may go
through it with them again.
♦A kind word is always better to give than a negative one, so A kind word is always better to give than a negative one, so A kind word is always better to give than a negative one, so A kind word is always better to give than a negative one, so
I would also say how well they are doing before I would also say how well they are doing before I would also say how well they are doing before I would also say how well they are doing before
launching into how much more they could do!launching into how much more they could do!launching into how much more they could do!launching into how much more they could do!
I have two columns, one for those who have behaved well and those who have not, all pupils start off in the behaved well column
and I move their names between the columns when necessary. I allow pupils to work their way back into the behaved well column
(but I do not let them off any statements they get).
Strategy 2Strategy 2Strategy 2Strategy 2
Next to my ‘Warnings’ space on the board I have a ‘merits’ space so students can see there is a chance of a reward as well as students can see there is a chance of a reward as well as students can see there is a chance of a reward as well as students can see there is a chance of a reward as well as
consequenceconsequenceconsequenceconsequence. This is a great visual tool that not only highlights negative behaviour but allows the ‘good’ students to be recognised
as well, all without making a fuss or raising your voice.
Strategy 3Strategy 3Strategy 3Strategy 3
Points systemPoints systemPoints systemPoints system – students are allocated points for early arrival, participation in lessons, good behaviour etc. These points are then
recorded by each student in the back of their books. Once a week the points are calculated and a desirable prize is awarded.
Sticker chart Sticker chart Sticker chart Sticker chart – for weaker sets this works well. Design a poster with a prize at the top (roads to a treasure). At the end of each lesson
those students who have behaved well receive a sticker to help them get one step closer to the prize. This is a visual, measurable
way for the students to see that their good behaviour has not gone unnoticed.
Strategy 4Strategy 4Strategy 4Strategy 4
PraisePraisePraisePraise———— Praise those who are working well – write their names on the board. Praise the appropriate noise level ‘This is a perfect
noise level everyone, well done!’
PolitenessPolitenessPolitenessPoliteness———— Greet those that are a particular issue at the start of the lesson with a nice to see you, even if it’s not true!
Give an informal warning with a positive reinforcement eg. ‘Todd, please stop shouting out or I’ll have to give you a warning. I am
very interested in what you have to say but just put your hand up’.
If given the chance speak to all pupils in a lesson, make them feel like they are important.
RoutinesRoutinesRoutinesRoutines————Stick to routines, keep the same high expectations, if nothing changes then it’s easier to avoid warnings.
Use a traffic light system to let them know they are getting closer to a formal warning.
Staying CalmStaying CalmStaying CalmStaying Calm
I don’t shout. I stay calm. If the teacher is out of control then it is
much easier for the pupils to be.
Hands up Hands up Hands up Hands up – If I raise my hands I expect absolute silence whoever is
not silent gets their name on the board. The student with their
name on the board at the end of the lesson gets a detention. I have
never had to give a detention for this yet. The students are given
the opportunity throughout the lesson to prove that their name
should not be on the board. This makes them strive to get their
names off the board the whole lesson and makes it a pleasure to
teach them.
Use the least invasive form of interventionUse the least invasive form of interventionUse the least invasive form of interventionUse the least invasive form of intervention
Give a ‘knowing’ look or glance.
Quick verbal reminder to the whole group about what they should
be doing not what they shouldn’t be doing.
Quick verbal reminder to the whole group but highlighting the
behaviour of one individual without naming him/her – so all get the
message but him/her in particular get it.
Try to correct individuals quickly and privately.
Thanks to Nigel
Westhead who put these terrific strategies together and of course to
Tourism Department and, in particular, the ways in
which the vocational element is delivered. It was a
fantastic day. I came away inspired by the staff
there, rich in ideas for things I can do with my
students and also slightly, no, VERY envious of
their on-site travel agency which allows students
to gain actual work experience and also provides
an excellent facility for assessment of the students’
customer service skills, product knowledge, ICT
ability and many other core skills for the courses.”
Becky CarterBecky CarterBecky CarterBecky Carter
“For the out of school visit I was lucky enough to
attend Griffin Primary School in Hull. The focus of my
visit was to look at the science provision across the
school in particular in year 6 with a focus on the
transition into key stage three. I observed many
Science lessons including lessons about factors
affecting growth of garlic plant, transport of liquids
through the xylem of celery, magnetism, electricity
and hovercrafts. I saw that learners in key stage two
learn about science using a mixture of “hands on”
practical activities and a focus on thinking and
investigating skills. I was able to find out the skills
which are developed in year 5 and 6 and this will now
be useful for my own teaching. I also found out how
to make a simple hovercraft from every day items, and
this is an idea I will definitely be using in future!!”
Andy WinkleyAndy WinkleyAndy WinkleyAndy Winkley
5
Middle Management CourseMiddle Management CourseMiddle Management CourseMiddle Management Course While staff were visiting their schools, a small number of teaching staff stayed behind to attend a course
on developing middle management skills. The course proved to be very informative and it revealed a few
things about staffs’ personalities that we may not have been previously aware of!
“As a teacher with no middle management experience, I found this
course to be a real insight into the academic world outside the
classroom. Everything was new to me and challenging. I found
aspects of the course to be intriguing, particularly the psychological
assessment of my personality. It also has given me the confidence
to want to go on pursue more positions of responsibility and I look
forward to the next session.”
Maria HavlinMaria HavlinMaria HavlinMaria Havlin
“I found the course really insightful and enjoyable. We were able to
develop ideas as a group through practical tasks and we developed
our understanding of what a good school is. Through the course I
generated a deeper understanding of leadership from an academic
perspective as well as a pastoral perspective. Finally, I was able to
analyse data from an underachieving class - identifying strategies to
improve attainment. This proved very useful and hearing thought
from the other groups provided me with intervention ideas I could
use in my own practise.”
Sarah PriceSarah PriceSarah PriceSarah Price
“The training gave me an opportunity
to reflect upon my own middle
management practice. The day was
also very informative and combined
discussion based and practical
activities to develop my middle
management skills. I now intend to put
this knowledge to good use in the BITE
department!
In addition the day gave opportunities
to discuss middle management with
colleagues from Trinity Academy and
the other schools within the ESF. This
was really beneficial as I rarely get the
time to do this with colleagues since
our profession is so hectic!”
Chris Chris Chris Chris
PottsPottsPottsPotts
“I found it very useful, especially as I’ve not had any middle management
training before. The last session on numbers crunching was very helpful –
I had felt all at sea to begin with but afterwards I actually felt like I knew
what I was doing and presented my table’s discussions in front of every-
one else, which was nerve-wracking but at least proved I knew what I was
talking about! The rest of the sessions were also insightful and interest-
ing. I look forward to being able to be part of another session later in the
The afternoon of Friday 12th November saw a slightly different CPD experience for teaching staff!
Instead of the usual Lecture Theatre based presentation, staff were given a choice of six different
workshops aimed at sharing good practice in specific elements of the now legendary “Teaching
Diamond!” As you couldn’t get to all six workshops, here’s a taste of what they all had to share:
Constructing Effective Learning Objectives
(Shaun McArthur)
Advice and guidance on how to put together
Learning Objectives that actually mean something
in a lesson and can help you to measure and
assess the learning that takes place in your
lessons.
Socratic Questioning for A*/A Students
(Andy Ramsden)
Specifically aimed at pushing our Gifted and Talented cohort
Andy explained in a practical way how to improve your
questioning techniques to deepen the thinking that our
students have to do, which hopefully will improve their
learning!
Teaching BTEC Lessons within the Diamond Structure
(Becky Carter)
A hugely useful session aimed at proving that BTEC or
coursework lessons can still be taught within the
Diamond structure successfully, including self or peer
assessment, assessment criteria and an extremely
useful PowerPoint slide template that ticks lots of
Ofsted boxes!
7
Interactive Methods of Promoting Independent Learning
(Lee Clark)
A timely reminder on how to use SAM Learning both
within the classroom and as a homework that you don’t
have to mark! Also what the students can get out of it and
how they can use it to make progression in their learning.
We will be ending our subscription for SAM Learning in
January, so if you are a fan make sure you let us know
and we can look at extending our subscription.
Assessment for Learning (Mark Aveyard)
(NB. AfL has now become ASL – Assessment to
Support Learning)
A practical session aimed at ensuring staff know
what AfL/ASL is and how it can be included in any
lesson in a simple and practical manner – including
those all encompassing Mini-Whiteboards!
Active Plenaries that Assess Progress in Learning
(Chris Potts)
Just one of the imaginative methods of assessing
student progress in plenaries is shown opposite! Many
more were demonstrated in this session to illustrate
how easy it can be to show both observers and
students of the learning progress made in a lesson.
Hugely accessible and very useful were comments
coming through from this workshop.
Don’t forget all the PowerPoint presentations can be accessed fully in Q Drive through All Staff and Don’t forget all the PowerPoint presentations can be accessed fully in Q Drive through All Staff and Don’t forget all the PowerPoint presentations can be accessed fully in Q Drive through All Staff and Don’t forget all the PowerPoint presentations can be accessed fully in Q Drive through All Staff and
the CPD folder. Many thanks to all the presenters the CPD folder. Many thanks to all the presenters the CPD folder. Many thanks to all the presenters the CPD folder. Many thanks to all the presenters –––– you were fantastic!!you were fantastic!!you were fantastic!!you were fantastic!!
Mark Aveyard
8
Charity, Environment, Healthy Living,
Enterprise, and Events.
‘Snow is falling, all around me….’ Shakin’ Stevens’ all time
Christmas classic is indeed very apt when we reflect on the last
half term at Trinity. A half term in which the wintry weather had
put the whole country near stand still, Student Voice has suffered a
similar fate, with only 2 of the 5 year groups, Y7 and Y8, managing
to meet over the period.
The ethos of Student Voice here at Trinity is forever positive, a
platform from which positive reform can be discussed and ideas
shared amongst a cohesive team sharing a similar philosophy of
how their education should be provided, by us, their teachers. The
student representatives of this year’s voice cohort have a
refreshing diversity, not only the stereotypical ‘geeky’ students as
the cliché would have it, but none other than everyone’s favourite
Y8 student Jack Beal amongst them – and who says Student Voice
is dull?
Mr Beal, alongside the other Y7 and Y8 representatives of Student
Voice, clearly have a passion to do well, and a vision for what they
believe to be the very best for Trinity Academy and its students.
Most surprisingly of all has been the lack of the usual questions,
‘Why do we need uniform?’, ‘Why can’t we dye our hair?’, ‘Why cant
girls wear make up?’ Instead, the students have focused on
addressing real issues relating directly to their day to day academy
lives, and are in the early stages of brain storming their ideas for
reform.
The opinions of the Y7 reps were interesting as they reflected on
their first term at the Academy, and the transition through the key
stages. They found resounding positives in the school
environment, the accessibility of ICT facilities, variety of food
options in the canteen, and finally, the variety of extra curricular
clubs. The Y8 reps shared similar opinions in their responses, as
well as highlighting the Academy uniform, school cleanliness, and
‘fair’ pastoral system as current Academy strengths.
Of course there is always a flip side to such positives,
yet it was refreshing to hear such mature and valid
responses from the students when discussing possible
ways of improving the academy. The students
identified the length of the school day, lack of break
time activities, volume of homework, need for lockers,
inability to research the internet due to restrictions, the
value of pm tutor time, and the inequality of how
teachers use the behaviour policy as areas where
possible change could be made.
If the 2 meetings I have had with the students are
anything to go by, the future looks very bright for
Student Voice and it’s representatives. Over the next
half term, all year groups will have met, and ideas will
have been drawn up upon how to implement positive
change for the Academy in the 5 areas of charity,
environment, healthy living, enterprise, and events.
Watch this space!Watch this space!Watch this space!Watch this space!
Article by Dave Stuart
9
Enterprise How Enterprising Are You?
Enterprise WeekEnterprise Week
15th to 19th November 2010
A Review Enterprise Week was as fun packed as ever
this year with pupils competing in
challenges set by local businesses to win
some great prizes, we also had break time
activities, Enterprise Diaries and The Business
Game, here are two students’ accounts of the
week:
Enterprise week was great! There was a treasure hunt,
egg smash, the cube and knot a chance at break time.
We had to use skills such as team work, leadership,
communication and problem solving. The treasure hunt
on Monday the 15th November was good. We had to work
out the answers to the questions and find the room
numbers. When you got there you found out a letter. When
you had found all of the letters you went back to the room
where you started, you had to unscrambled the letters and
make a word to win a prize. Egg smash was on Tuesday
16th, you covered an egg in material and dropped it on the
floor and see if it smashed. The cube was on Wednesday
17th, we had to look at a design and then look away and
build it, also you could try and walk in the marked lines on
the floor without looking. There were lots more things to
do too, like Knot a Chance. We had to work in teams to
untie two knots without letting go of the rope it was fun!
My favourite was the knot a chance. I liked it a lot.
In BITE we had to do a competition where we had to come
up with an idea for an event to help raise money for
Doncaster Rovers. We had 3 lessons to complete the task
and we had to plan our whole event and design posters
and tickets and write a letter to a celebrity to ask them to
come and be at our event.
I liked Enterprise Week and I would like to take part in it
again next year.
Charlotte WalesCharlotte WalesCharlotte WalesCharlotte Wales
7 Linley7 Linley7 Linley7 Linley
Last week at Trinity Academy was Enterprise Week and 30 Year 9
students took part in the ESF Business Game and I was lucky enough
to be one of them. We had to apply for our place this year and Miss
Pashley selected the best 30 people who applied.
We were put into three teams of 10 and I was chosen to be Managing
Director of my team the Trinity Tycoons. We went up to Kings Acad-
emy the Thursday before Enterprise week for the launch of the Busi-
ness Game and we were told we had to design a product to meet one
of four briefs, a product for the elderly, a product for parents with
young children, a product to aid a health lifestyle or a product to help
the environment.
My team decided to design a product to help parents with young
children and we designed the Thermo-Dummy. This is a dummy that
changes colour depending on the baby’s temperature. We were really
excited about our idea and spent the week researching it and ringing
businesses up to see if they thought it would be a good idea and
trying to find out how much it would cost to make.
At the end of the week we went back to Kings for the final! We had to
present our idea in front of the three judges and all of the rest of the
teams, I was so nervous, as Managing Director I had to speak first for
our team.
We presented our idea well and Miss Oates our team mentor said we
had a good chance of going through to the next round, Judges
Questions. We got selected as one of the top four teams and the
judges questions were really hard but Sophie answered most of them
really well. Now all we could do was sit and wait, the winner would
be announced that the end of the day.
We didn’t win….but we came second which was great because we
won £500 to split between our team and we decided to donate 10%
of what we won to Ryan’s fund. We all had a great time and it was a
really fun week, we had a few fall outs but it has made
All students in the above groups have taken at least one All students in the above groups have taken at least one All students in the above groups have taken at least one All students in the above groups have taken at least one
AR quizAR quizAR quizAR quiz————100% participation . Way to go!100% participation . Way to go!100% participation . Way to go!100% participation . Way to go!
Who will top 2011?Who will top 2011?Who will top 2011?Who will top 2011?
1665 books 1665 books 1665 books 1665 books read since read since read since read since
September which equalsSeptember which equalsSeptember which equalsSeptember which equals 39,880,350 39,880,350 39,880,350 39,880,350
wordswordswordswords....
23232323rd rd rd rd November was the busiest quiz day November was the busiest quiz day November was the busiest quiz day November was the busiest quiz day
The top books in terms of issues are the junior versions of Dracula Dracula Dracula Dracula and The The The The
War of the Worlds War of the Worlds War of the Worlds War of the Worlds but Jeff Kinney’s Diary of a Wimpy Kid Diary of a Wimpy Kid Diary of a Wimpy Kid Diary of a Wimpy Kid remains a
Hopefully you have had a restful and relaxing holiday and are ready for 2011 at Trinity Academy!
There are a number of events of note coming up in the first half-term; Maths Week (w/c 31st Jan.),
ESF Olympics (Fri. 4th Feb.), Bugsy Malone (w/c 7th Feb.) and in the final week before half term Year
10 Work Experience.
Staff Departures and Arrivals
Staff Departures and Arrivals
Staff Departures and Arrivals
Staff Departures and Arrivals A sad farewell to Dominic Bourn who has left to take up a
position in Africa. We wish him and his family well in their
new life! Also Meryl Watkins (Drama) has left to return to
Nottingham. Joining us this term are: David Harries – Head of Science/Physics Rebecca Ellis – Teacher of Drama Sarah Jones – GTP in MFL Sharon Farrow – GTP in Maths Laura Mulligan – GTP in Technology
Changes in StaffingChanges in StaffingChanges in StaffingChanges in Staffing Congratulations to Sarah Price who has been
appointed as TLL for Year 10 to replace Kim Piercey who has opted to go part-time from January. Sarah’s Tutor Group will
