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KS3 IMPACT!
ENERGISING THE STRATEGYENERGISING THE STRATEGY::
PROMOTING A WHOLE-SCHOOL PROMOTING A WHOLE-SCHOOL IMPACTIMPACT
Geoff Barton April 18, 2023
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KS3 IMPACT!
Achieving whole-school impact
Motivating gifted & talented students
Re-energising literacy & numeracy
Assessment for Learning *
Customising the behaviour strand* Mystery interlude
TODAY:
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KS3 IMPACT!
THE APPROACH:
√ √
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KS3 IMPACT!
Download at www.geoffbarton.co.uk
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KS3 IMPACT!
TAKING STOCK OF THE STRATEGY
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KS3 IMPACT!
CPD
PEDAGOGY
BEHAVIOUR
COHESION RATHER THAN FRAGMENTATION
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KS3 IMPACT!
& allowances
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KS3 IMPACT!
BACK TO STRATEGY BASICS
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KS3 IMPACT!
1. An inclusive education system within a culture of high expectations
2. The centrality of literacy and numeracy across the curriculum
3. The infusion of learning skills across the curriculum
4. The promotion of assessment for learning
5. Expanding the teacher’s range of teaching strategies and techniques
1. no child left behind
2. reinforcing the basics
3. enriching the learning experience
4. making every child special
5. making learning an enjoyable experience
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KS3 IMPACT!
•Focus and structure the teaching•Actively engage the pupils in the learning process•Use assessment for learning•Have high expectations•Strive for well-paced teaching•Create a settled and purposeful atmosphere
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KS3 IMPACT!
• gains in the Year 9 test results were modest;• catch-up arrangements have been dogged by the logistical problems of finding timetable space and staff;• dissemination in departments has been slow in schools without consultancy support;• the greatest impact has been in Year 7, with less impact in Years 8 and 9;•reinforces fragmentation.
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KS3 IMPACT!
Nearly 40% of pupils make a loss and no progress in the year following transfer,
related to a decline in motivation“Year 7 adds so little value that actually missing the year would not disadvantage
some children” (Prof John West-Burnham)Pupils characterise work in Years 7 and 8 as
‘repetitive, unchallenging and lacking in purpose’
Why do we need it?
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KS3 IMPACT!
From To
Departmental strategies Whole-school strategy Departmental development School improvement
National launch Local consolidation / embedding
Directed training Selected training and support
Change of emphasis …
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KS3 IMPACT!
5 short-cuts to success
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KS3 IMPACT!1 Key players
Strategy managerWorking party
Headteacher
Governors
Teaching assistants
Subject leaders
Students!
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KS3 IMPACT!1 Key players
Strategy manager
•Coordinating, auditing, planning and monitoring processes (depts and whole school)
•It is possible that as the Strategy develops into a whole-school strategy, including the behaviour and attendance strand, schools will review the role and allocate responsibilities to other members of the senior leadership team.
NOW!NOW!
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KS3 IMPACT!1 Key players
Strategy manager FUTURE!FUTURE!
Customising to the school’s context
School improvement plan
Focus on evaluating impact
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KS3 IMPACT!2 Customise it
ruthlessly
Half-term by half-term plan
How will you judge IMPACT?
Subject & whole-school priorities
Enrol key players
Drip-feed good news
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KS3 IMPACT!3 Emphasising whole
school reponsibilities
•to contribute to whole-school initiatives;
•to strengthen lesson design and planning, especially for the middle part of the lesson;
•to establish within the subject the relevant elements of a whole-school intervention programme to support pupils who are working below expectations;
•to secure constructive behaviour in all lessons;
•to audit, monitor and plan to improve learning
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KS3 IMPACT!4 Focus relentlessly
on T&L
“Schools are places where the pupils go to watch the teachers working” (John West-Burnham)
“For many years, attendance at school has been required (for children and for teachers) while learning at school
has been optional.” (Stoll, Fink & East)
KS3 IMPACT!
‘Standards are raised ONLY by changes which are put into direct effect by teachers
and pupils in classrooms’
Black and Wiliam,
‘Inside the Black Box’
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KS3 IMPACT!5 Be realistic
•Go for critical mass
•Small successes
•But make them public to build a momentum
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Making an impact through School Improvement Planning
& Evaluation
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KS3 IMPACT!1: Central, working document
2: Attach who, when, costs,
success criteria, and make them smart
3: Less is more - eg focus on 3 key areas for classroom impact (questions, explanation, starters)
4: Keep it in the public domain; part of PM; website
5: Have Dept-by-Dept targets
6: Evaluate progress publicly each half-term
SIP
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Using feedback and questionnaires to drive school improvement
“We should measure what we value, not value what we measure” John MacBeath
Staff …
Since September …
1 (low/poor) 2 3 4 (high/good)
1 How would you rate the performance of our computer
system?
2 2
18 32
56 46
24 20
2 How helpful has the ICT Support Team been?
2 3
6 12
37 38
55 47
3 How well have we managed cover?
0 2
30 13
45 50
25 35
4 How would you rate student behaviour?
2 3
11 9
78 78
9 10
5 How visible has the leadership team been?
7 12
29 23
46 43
18 22
6 How would you rate Geoff Barton’s leadership?
0 5 15
66 46
29 39
7 Has a member of the leadership team visited your tutor group?
86 79
14 21
8 Has a member of the leadership team visited one of your lessons?
59 64
41 36
9 Are expectations on uniform clear?
91 87
9 13
10 Are our expectations about behaviour clear?
93 92
7 8
11 Do you find Monday staff briefings useful?
97 94
3 6
12 Do you find the Barton Bulletin useful?
96
4
13 Do you find the weekly bulletin useful?
98 2
14 Do you feel well informed about things that are happening i n school?
98 79
2 21
15 Do you agree about doing mock exams in classrooms next year?
76 24
Yes No
TUTOR GROUP: Do all students have coats off?
q Yes q No
q Yes q No
q Yes q No
q Yes q No
q Yes q No
Are students wearing proper school sweatshirt/polo shirt?
q Yes q No
q Yes q No
q Yes q No
q Yes q No
q Yes q No
Are all students wearing shoes (ie no trainers except with doctors’ notes)?
q Yes q No
q Yes q No
q Yes q No
q Yes q No
q Yes q No
Is jewellery acceptable (ie no facial piercings, no bracelets, only thin metal necklaces)?
q Yes q No
q Yes q No
q Yes q No
q Yes q No
q Yes q No
Is the tutor …
Talking to students? Signing planners? Taking the register? Doing admin? Other?
1 Do you enjoy being at school?
2 Do you feel proud of being at this school?
3 Do you think behaviour here is good?
4 Are our expectations about behaviour clear?
5 Are our expectations about uniform clear?
6 Do you feel you are treated with respect?
7 Do we give enough praise and encouragement?
Never Rarely Mostly Always 13 25 53 9
Never Rarely Mostly Always 10 18 67 5
Yes No 69 31
Yes No 86 14
Yes No 78 22
Yes No 65 35
Yes No 49 51
Yes No 74 26
Student …
Book sampling…
Name Year / Set
Teacher Cover clean Y N
Homework evident
Y N
Homework marked
Y N
Presentation G F P
Types of writing General comments
Kate Elsom HISTORY
9
WD
Y
Y
Y
G
• Thinking • Notes • Extended
Clearly sequenced, challenging, high-level; exemplary feedback –
positive, precise, personal
Thomas Robotham HISTORY
9
WD
Y
Y
Y
G
• Thinking • Notes • Extended
V different ability of student – but same strong
expectations; tangible progress in student’s
work; supportive, positive marking
Chesney Ward? GEOGRAPHY
9
YE
Y
Y
Y
G
• Notes • Exercises
Good positive feedback; evidence of regular
marking; good range of writing
Scott Simpson GEOGRAPHY
9
HS
Y
Y
Not
consistently
G
• Notes • Exercises • Some extended
work
Clear and well-used overall; good to note some
extend worrk; marking appears to end in late Sept
1 What grade did you get in English? ®English Literature? ®
2 Think of all the subjects you studied last year. Circle one of the numbers below to show where you would place English in a rank order of the subjects you studied
1 (high) 2 3 4 5 6 7 8 9 10 (low) 3 Without naming teachers, please name ONE thing you liked most about English lessons 4 Without naming teachers, please name ONE thing you liked least about them 5 Looking back, how did you feel about your usual group for English for …
(a) getting on with other people? (liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)
(b) learning effectively?
(liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)
Of all the ways the teacher gets you to learn about things which do you enjoy the most?
• Activities – not writing, nothing intimidating. More discussion, needs to be variety (maths now = all from books)
• Biology = copy from board – don’t even read it • VA Ki in French to analyse own learning • If teachers drone on = some of us don’t have the attention span • Unfairness about time given to complete coursework ie some = meet deadlines. Others = 3 months
late so have extra 3 months to work on it • Too many tests in short space of time • Would help if dif ferent subject teachers could talk to each other so we do not get all coursework
assignments at the same time. Of all the ways the teacher gets you to learn about things, which do you enjoy least?
• Vague questions that you don’t know what it means • I think we should be setted for English because it could be more challenging too long on one piece
of work would be helpful, disruptive people were in difficult group • Humanities – go round and round in circles because don’t have specialist teachers. Spend time
trying to manage behaviour
Student perception interviews Year 9 4 girls 4 boys Sets: 1 4 2 3 1 3 2 Rank order: 8 7 3 3 9 3 10 3 What do you like about MFL lessons? What activities do you enjoy? Why?
• Fun, li ke ICT interactive whiteboard, playing games, practical and group work What activities do you not enjoy? Why? What do you find difficult? What would help?
• Tests – some are useful and some are not • Practical lessons are good • Don’t li ke teachers constantly talking in French. I get behind and de-motivated • Don’t li ke having to speak in front of the class – feel under pressure and worried • Panic when asked to speak and don’t know how
How do you learn best? What helps you learn in other lessons?
• Objectives are sometimes set – but doesn’t make any diff erence • I li ke to have some group work and some formal writing • Reinforcing the talking with writing rather than just talking and then moving on and talking
some more • Group work • Games • When behaviour is good. Behaviour is good in languages
How do you feel during MFL lessons? What makes you feel this way?
- Bored – 1 student - Interested – 1 student - Enjoy – 1 student - Tired – 1 student - Don’t know – 4 students
Consensus from interviews - languages is “ok” but not a subject which students would wish to choose to take further. Group consensus that about 30% of the lessons are enjoyable. Most students preferred languages in the Middle School – more practical, games, etc
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KS3 IMPACT!
•What evaluation have you done?
•What could you do next?
Talking Point
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KS3 IMPACT!
G&T
•Identifying G&T students
•A whole-school approach
•Strategies that work
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KS3 IMPACT!Identifying / Diagnosing
Gifted & Talented students
Entitlement v Elitism
T:
•Art
•Music
•Sport
G:
•Other subjects
?
DfES
5-10% of students
Grow your own definition
teachers students
Which of these should we use to define students who are gifted and
talented?
NC tests (eg KS2, KS3)
Diagnostic tests (Midyis, CATs)
Classroom observation
Teacher recommendation
Checklists of general ingredients
Peer / parental recommendation
So how can we spot our gifted and talented
students?What are the key signals?
Conformist
•Diligent•Adult-friendly •Smart presentation•Socially adept•Leadership qualities•Mustn’t grumble•Enjoys problem-solving•Sense of humour
Non-Conformist
•Non-completer•Avoids extension tedium•Uncommunicative, surly, challenging, unnerving•Scruffy presentation•detached, even disruptive•Loner or rebel•Scornful •Dark humour
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KS3 IMPACT!
1. How do you know what you are especially good at?2. Is everyone able to show their best and be proud of it?3. Do some people pretend they are not clever at
something?4. What sort of things make you think hardest?Of all the
ways the teacher gets you to learn about things which do you enjoy the most?
5. Of all the ways the teacher gets you to learn about things, which do you enjoy least?
6. Do you find it easy to get on with the tasks you’ve been set?
7. Do you have targets which really challenge you?
Ask the students
Of all the ways the teacher gets you to learn about things which do you enjoy the most?
•Activities – not writing, nothing intimidating. More discussion, needs to be variety (maths now = all from books)•Biology = copy from board – don’t even read it•VAKi in French to analyse own learning•If teachers drone on = some of us don’t have the attention span•Unfairness about time given to complete coursework ie some = meet deadlines. Others = 3 months late so have extra 3 months to work on it•Too many tests in short space of time•Would help if different subject teachers could talk to each other so we do not get all coursework assignments at the same time.
Of all the ways the teacher gets you to learn about things, which do you enjoy least?
•Vague questions that you don’t know what it means•I think we should be setted for English because it could be more challenging too long on one piece of work would be helpful, disruptive people were in difficult group•Humanities – go round and round in circles because don’t have specialist teachers. Spend time trying to manage behaviour
NOT•More of the same
•Extra handouts
•FOFO projects
BUT
•Experimentation
•Metacognition
•Modelled learning
•Open questions
•Detours and tangents
•Humour
•Wonder
•Creativity
•Resilience
•‘Flow’ thinking
So what could you do next?
Do things Create the climate for things to happen
History
A gifted or talented student may: Work with a high degree of independenceUse a variety of sources to obtain informationQuestion the validity of sources/ideasUtilise specialised vocabularyhigh level of empathyperceptive level of questioningtransfer previous knowledgelink topics with other subjectsbe able to group philosophical concepts
In delivery the teacher may: allow students to select their own sources of informationpromote paired workrole-playallow them to produce materials for other students’ use (e.g. a wordsearch, audio tape, video etc.)interview ‘experts’ (eg other members of the department) in order to gain informationpromote different methods of recording informationpromote higher order skills by asking open questions, e.g. Henry VIII – a good or bad influence on the religion of the country? Limit the time they have available for a task
Hammer out your school’s definition of G&T, giving a broad view of ability, downplaying innateness, emphasising inclusiveness, emotional literacy, resilience. Involve staff in this process
1
Keep it simple: 3 (or less) things that some people will try to do in their lessons. Build a critical mass. Roll the project out sequentially using allies
3
Do whole-school stuff (masterclasses, conferences, thinking skills workshops, trips).
But expect in-lesson impact too, and know how you will evaluate it
4
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KS3 IMPACT!
G&T
•Identifying G&T students
•A whole-school approach
•Strategies that work
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KS3 IMPACT!
•What have been the successes in your own school?
•What do you need to do next?
Talking Point
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KS3 IMPACT!
Making an impact through Whole-school literacy
Churchdown parish magazine:
‘would the congregation please note that the
bowl at the back of the church labelled ‘for the sick” is for monetary
donations only’
LITERACY FOR LEARNING
LITERACY FOR LEARNING
The literacy context ...
•A 1997 survey showed that of 12 European countries, only Poland and Ireland had lower levels of adult literacy
•1-in-16 adults cannot identify a concert venue on a poster that contains name of band, price, date, time and venue
•7 million UK adults cannot locate the page reference for plumbers in the Yellow Pages
BBC NEWS ONLINE:
More than half of British motorists cannot interpret road signs properly, according to a survey by the Royal Automobile Club.
The survey of 500 motorists - conducted to mark the 70th anniversary of the publication of the Highway Code - highlighted just how many people are still grappling with it.
According to the survey, three in five motorists thought a "be aware of cattle" warning sign indicated …
an area infected with foot-and-mouth disease.
Common mistakes
•No motor vehicles - Beware of fast motorbikes
•Wild fowl - Puddles in the road
•Riding school close by - "Marlborough country" advert
LITERACY FOR LEARNING
•“Every teacher in English is a teacher of English” (George Sampson, 1922)
•Build it into lesson observation sheets and performance management
•It’s a process, not expertise - eg writing and spelling
LITERACY FOR LEARNING
1: Get literacy appearing everywhere
2: Call it learning, rather than literacy
3: Build in evaluation
4: Get it in the school improvement plan
5: Think big; start
small
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KS3 IMPACT!
•What have been the successes in your own school?
•What do you need to do next?
Talking Point
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KS3 IMPACT!
ENERGISING THE STRATEGYENERGISING THE STRATEGY::
PROMOTING A WHOLE-SCHOOL PROMOTING A WHOLE-SCHOOL IMPACTIMPACT
Geoff Barton April 18, 2023
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KS3 IMPACT!
Achieving whole-school impact
Motivating gifted & talented students
Re-energising literacy & SPELLING!
Assessment for Learning *
Customising the behaviour strand* Mystery interlude
LATE ADDITION:
Kick-start learning
Don’t aim for false links with main lesson content
Do aim for coherence across starters
Avoid writing
Emphasise collaboration & problem-solving
Avoid the temptation to extend the activity
No Blue Peter badges
www.geoffbarton.co.uk
Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
www.geoffbarton.co.uk
Homophones
Sound of Music Kylie Beethoven
their there they’re
too two to
pray prey
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Homophones
Freeze Stand
advice advise
practice practise
effect affect
It’s its
Hard
www.geoffbarton.co.uk
Activity
I’ll say some sentences containing homophones. You tell me whether it’s list A or list B.
Make up sentences – eg “The pilot of the aircraft was really rather plain”)
A – stand up B – under tableplain Planeweak Weeksteal Steelmain Manerows Rowsfare Fairbreak Brakesew Sodue Jewwhether whether
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So …
What have you done?
What are you going to do?
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KS3 IMPACT!
ASSESSMENT FOR LEARNING•Making a classroom impact
•Evaluating constantly
•integrates assessment with teaching and learning; •involves sharing learning goals with pupils; •helps pupils to be aware of the standards they are aiming for; •involves pupils in peer- and self-assessment; •requires constructive feedback to pupils to help them recognise their next steps and how to take them; •involves both teachers and pupils in reviewing and reflecting on assessment information and data
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•There is a marking-across-the-curriculum issue …
•But there’s a deeper issue about assessment too
•And the tyranny of questions
•We need to get better at assessing in different ways & stop seeing it as only our domain
…which is what this presentation is about
Some opening principles:
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The limitation of questions
Dylan Wiliam (King’s College):
•UK versus Japanese teachers
•Marks can have a negative impact
•Demotivation of UK students
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Research from Israel:33% of students given marks only – made no progress33% given mark and comment – no progress33% given comment only …
… increased their performance by 30%
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•Quality of questioning•Quality of feedback•Sharing criteria with learners•Using peer and self-assessment
4 key ingredients in good assessment
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FORMATIVE
V
SUMMATIVE
ASSESSMENT
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Learning
Formative assessment: “How am I doing?”
Summative assessment:
How have I done?
teacher - peer - parent - buddy - mentor
verbal - tick-list - general comment - written feedback
Alternatives to Questions
? ? ??? ?
?
?
? ?
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Bloom’s taxonomy of questioning
Evaluation
Synthesis
Analysis
Application
Comprehension
KnowledgeDescribe / identify / who,
when, where?
Translate / predict / why?
Demonstrate / solve / try in a new context
Explain / infer / analyse
Design / create / compose
Assess / compare & contrast / judge
Tasks
Mr Rees has been teaching about witchcraft in 17th century England. How could he assess whether students have understood the topic?
Mrs Miles has just finished teaching an ecology lesson. How could she assess whether students can synthesise the main points?
Ms Hunting has just explained the coming term’s design project. How could she assess students’ ability to evaluate their own work?
7 tips for effective questioning …
1. Plan questions in scheme of work
2. Use Bloom’s taxonomy to move to higher-level skills
3. Share key questions at the start of the lesson - point the way ahead
4. Balance asking and telling
5. Ask open questions
6. Make questions collaborative
7. Give thinking time
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Re-thinking Assessment
Self-assessment by students
Presentations in small groups
Re-present in different format
Group feedback
Ticklists
Re-teaching a lesson
30-second 1:1
Feedback from other groupsLearning buddy
DEPENDENCE
INDEPENDENCE
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NEXT STEPS
Get feedback from students on their attitudes to marking - what helps
them & what doesn’t
Get clear in your own mind formative -v- summative assessment
Get one team testing new homework-setting patterns
Display marking criteria in all classrooms
Use sampling to evaluate marking
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KS3 IMPACT!
ASSESSMENT FOR LEARNING•Making a classroom impact
•Evaluating constantly
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KS3 IMPACT!
•What have been the successes in your own school?
•What do you need to do next?
Talking Point
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KS3 IMPACT!
Making an impact through
Behaviour & Attendance Strand
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KS3 IMPACT!
Evidence suggests that where schools have successfully addressed issues of
ethos and organisation, as well as strengths and weaknesses in teaching and learning, improved standards of
behaviour and attendance are the inevitable consequence.
Why?
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KS3 IMPACT!
1: Dismiss cynicism (eg audit)
2: Avoid one-offs
3: Develop a house-style and model it
4: Use key players, who may not be SMT
5: Train everyone in this, and keep returning to it
6: Must be based on observation, not diktat
7: Identify hot-spots and monitor them
8: Tackle causes, not just symptoms
Behaviour & Attendance
Research says …
King Edward VI School
Bury St Edmunds
What we know from research into behaviour management …
Reactive approaches to difficult behaviour can and do make matters worse.
Schools make a difference: pupils’ behaviour does NOT simply mirror behaviour at home.
There are higher rates of difficulty and exclusion in schools with lower confidence in their ability to handle the problem.
Proactive schools have better behaviour – early intervention and preventative measures.
Schools that form tight communities do better – spectrum of adult roles, engaging students personally and getting them involved. These schools have a more diffuse teacher role, with frequent contact between staff and students in contexts other than the classroom.
Collaborative approaches lead to better behaviour – rather than individual teachers isolated.
Schools that promote self-discipline and active involvement do better.
Teachers engage in 1000 interactions or more a day. It is closest to being an air traffic controller. Teachers therefore react and make quick decisions. If they do not have a way of coping with the busyness they can experience tiredness and stress.
The action teachers take in response to a ‘discipline problem’ has no consistent relationship with their managerial success in the classroom. However, what teachers do before misbehaviour occurs is shown to be crucial.
In well-disciplined schools, teachers handle all or most of the routine discipline problems themselves. Indeed, the over-use of hierarchical referrals is a characteristic of high excluding schools.
One of the most worrying assumptions is that if mild punishment does not prove effective, then we should try more severe punishment.
In other words, one is led into a false escalation, rather like the postcard notice: “The beatings will continue until morale improves”.
Chris Watkins, Institute of Education
In general we aim to:1. Set out our expectations clearly2. Model the behaviour and language we expect from students
In responding to challenging behaviour, we3. Give students choices, rather than box them into a corner4. Avoid public confrontation where necessary by being prepared to defer issues to the end of a lesson
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KS3 IMPACT!Our ‘House’ Style …
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KS3 IMPACT!
•What have been the successes in your own school?
•What do you need to do next?
Talking Point
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KS3 IMPACT!
Go for small-scale gains: “Less is more”
You’re in controlCustomise the strategy to your own school’s context
See it as driving whole-school improvement, not just KS3Plan, implement, evaluate … always focusing on
IMPACT
FINAL THOUGHTS:
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KS3 IMPACT!
ENERGISING THE STRATEGYENERGISING THE STRATEGY::
PROMOTING A WHOLE-SCHOOL PROMOTING A WHOLE-SCHOOL IMPACTIMPACT
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