KS 3 IMPACT ENERGISING THE STRATEGY PROMOTING A

KS 3 IMPACT! ENERGISING THE STRATEGY: PROMOTING A WHOLE-SCHOOL IMPACT Geoff Barton 10 January 2022

KS 3 IMPACT! TODAY: Achieving whole-school impact Motivating gifted & talented students Re-energising literacy & numeracy Assessment for Learning * Customising the behaviour strand * Mystery interlude

KS 3 IMPACT! THE APPROACH: √ √

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KS 3 IMPACT! TAKING STOCK OF THE STRATEGY

KS 3 IMPACT!

KS 3 IMPACT! COHESION RATHER THAN FRAGMENTATION PEDAGOGY CPD BEHAVIOUR

KS 3 IMPACT! & allowances

KS 3 IMPACT! BACK TO STRATEGY BASICS

KS 3 IMPACT! 1. 2. 3. 4. 5. An inclusive education system within a culture of high expectations The centrality of literacy and numeracy across the curriculum The infusion of learning skills across the curriculum The promotion of assessment for learning 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

KS 3 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

The Big Shift

KS 3 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.

Why do we need it? KS 3 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’

KS 3 IMPACT! Change of emphasis … From To Departmental strategies Departmental development Whole-school strategy School improvement National launch Local consolidation / embedding Directed training Selected training and support

KS 3 IMPACT! 5 short-cuts to success

1 KS 3 IMPACT! Key players Strategy manager Working party Headteacher Governors Teaching assistants Subject leaders Students!

1 KS 3 IMPACT! Key players Strategy manager NOW! • 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.

1 KS 3 IMPACT! Key players Strategy manager FUTURE! Customising to the school’s context School improvement plan Focus on evaluating impact

2 Customise it ruthlessly KS 3 IMPACT! Half-term by half-term plan How will you judge IMPACT? Subject & whole-school priorities Enrol key players Drip-feed good news

3 KS 3 IMPACT! 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

4 KS 3 IMPACT! Focus relentlessly on T&L “Schools are places where the pupils go to watch the ‘Standards areworking” raised ONLY by changes teachers (John West-Burnham) which are put into direct effect by teachers “For many years, attendance at school has been required andandpupils in classrooms’ (for children for teachers) while learning at school has been optional. ” (Stoll, Fink & East) Black and Wiliam, ‘Inside the Black Box’

5 KS 3 IMPACT! Be realistic • Go for critical mass • Small successes • But make them public to build a momentum

KS 3 IMPACT! Making an impact through School Improvement Planning & Evaluation

SIP KS 3 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

Using feedback and questionnaires to drive school improvement “We should measure what we value, not value what we measure” John Mac. Beath

Staff …

Yes No

Student …

Book sampling…

KS 3 IMPACT! Talking Point • What evaluation have you done? • What could you do next?

KS 3 IMPACT! G&T • Identifying G&T students • A whole-school approach • Strategies that work

Identifying / Diagnosing KS 3 IMPACT! Gifted & Talented students Entitlement v Elitism

? T: G: • Art • Other subjects • Music Grow your own definition • Sport Df. ES 5 -10% of students teachers students

Which of these should we use to define students who are gifted and talented? NC tests (eg KS 2, KS 3) 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 Non-Conformist • Diligent • Adult-friendly • Smart presentation • Socially adept • Leadership qualities • Mustn’t grumble • Enjoys problem-solving • Sense of humour • Non-completer • Avoids extension tedium • Uncommunicative, surly, challenging, unnerving • Scruffy presentation • detached, even disruptive • Loner or rebel • Scornful • Dark humour

KS 3 IMPACT! Ask the students 1. 2. 3. 4. 5. 6. 7. How do you know what you are especially good at? Is everyone able to show their best and be proud of it? Do some people pretend they are not clever at something? 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? Of all the ways the teacher gets you to learn about things, which do you enjoy least? Do you find it easy to get on with the tasks you’ve been set? Do you have targets which really challenge you?

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

So what should we be aiming to provide for G&T students? And what NOT provide?

NOT BUT • More of the same • Experimentation • Extra handouts • Metacognition • FOFO projects • 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 In delivery the teacher may: A gifted or talented student may: allow students to select their own sources of information Work with a high degree of independence promote paired work Use a variety of sources to obtain information role-play Question the validity of sources/ideas allow them to produce materials for other students’ use (e. g. Utilise specialised vocabulary a wordsearch, audio tape, video etc. ) high level of empathy interview ‘experts’ (eg other members of the department) in perceptive level of questioning order to gain information transfer previous knowledge promote different methods of recording information link topics with other subjects promote higher order skills by asking open questions, e. g. be able to group philosophical concepts Henry VIII – a good or bad influence on the religion of the country? Limit the time they have available for a task

1 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

2 The G&T coordinator should coordinate, not DO everything. S/he should also be a key evaluater

3 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

4 Do whole-school stuff (masterclasses, conferences, thinking skills workshops, trips). But expect in-lesson impact too, and know how you will evaluate it

5 Involve students and parents and experts. Give control. Do less!

KS 3 IMPACT! G&T • Identifying G&T students • A whole-school approach • Strategies that work

KS 3 IMPACT! Talking Point • What have been the successes in your own school? • What do you need to do next?

KS 3 IMPACT! Making an impact through Whole-school literacy

LITERACY FOR LEARNING Language oddities

LITERACY FOR LEARNING DOGS MUST BE CARRIED ON THE ESCALATOR

LITERACY FOR LEARNING Please don't smoke and live a more healthy life PSE Poster

LITERACY FOR LEARNING Sign at Suffolk hospital: Criminals operate in this area

LITERACY FOR LEARNING ICI FIBRES

LITERACY FOR LEARNING 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 Why crosscurricular literacy?

LITERACY FOR LEARNING The literacy context. . . • A 1997 survey showed that of 12 European countries, only Poland 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 70 th 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-andmouth 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 5 quick ways to maintain the momentum at your school …

LITERACY FOR LEARNING 1: Get literacy appearing everywhere 5: Think big; start small 4: Get it in the school improvement plan 3: Build in evaluation 2: Call it learning, rather than literacy

KS 3 IMPACT! Talking Point • What have been the successes in your own school? • What do you need to do next?

KS 3 IMPACT! ENERGISING THE STRATEGY: PROMOTING A WHOLE-SCHOOL IMPACT Geoff Barton 10 January 2022

KS 3 IMPACT! LATE ADDITION: Achieving whole-school impact Motivating gifted & talented students Re-energising literacy & SPELLING! Assessment for Learning * Customising the behaviour strand * Mystery interlude

LITERACY IMPACT! 17

� Don’t aim for false links with main lesson content � No Blue Peter badges � Do aim for coherence across starters �Kick-start learning � Avoid writing � Avoid the temptation to extend the activity � Emphasise collaboration & problem-solving

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Homophones Sound of Music Kylie Beethoven their there they’re too two to pray prey www. geoffbarton. co. uk

Hard Homophones Freeze Stand advice advise practice practise effect affect It’s its 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 plain weak steal main rows fare break sew due whether B – under table Plane Week Steel Mane Rows Fair Brake So Jew www. geoffbarton. co. uk whether

LITERACY IMPACT! So … What have you done? What are you going to do?

KS 3 IMPACT! ASSESSMENT FOR LEARNING • Making a classroom impact • Evaluating constantly

What it’s about … • 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

Some opening principles: • 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

The limitation of questions Dylan Wiliam (King’s College): • UK versus Japanese teachers • Marks can have a negative impact • Demotivation of UK students

Research from Israel: 33% of students given marks only – made no progress 33% given mark and comment – no progress 33% given comment only … … increased their performance by 30%

4 key ingredients in good assessment • Quality of questioning • Quality of feedback • Sharing criteria with learners • Using peer and self-assessment

FORMATIVE V SUMMATIVE ASSESSMENT

Summative assessment: Formative assessment: “How am I doing? ” How have I done? Learning teacher - peer - parent - buddy - mentor verbal - tick-list - general comment - written feedback

? ? ? Alternatives to Questions

Bloom’s taxonomy of questioning Evaluation Tasks Assess / compare & contrast / judge Synthesis Design / create / compose Analysis Explain / infer / analyse Application Demonstrate / solve / try in a new context Comprehension Knowledge Translate / predict / why? Describe / identify / who, when, where?

Mr Rees has been teaching about witchcraft in 17 th 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 higherlevel 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

DEPENDENCE Self-assessment by students Re-teaching a lesson Group feedback Re-thinking Assessment Re-present in different format Ticklists 30 -second 1: 1 Presentations in small groups INDEPENDENCE Learning buddy Feedback from other groups

NEXT STEPS Get feedback from students on their attitudes to marking - what helps them & what doesn’t Display marking criteria in all classrooms Get one team testing new homeworksetting patterns Use sampling to evaluate marking Get clear in your own mind formative -v- summative assessment

KS 3 IMPACT! ASSESSMENT FOR LEARNING • Making a classroom impact • Evaluating constantly

KS 3 IMPACT! Talking Point • What have been the successes in your own school? • What do you need to do next?

KS 3 IMPACT! Making an impact through Behaviour & Attendance Strand

Why? KS 3 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.

Behaviour & Attendance KS 3 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 Research says …

What we know from research into behaviour management … King Edward VI School Bury St Edmunds Proactive schools have There are tight higher rates of do Schools that form communities The action teachers take in response Inofwell-disciplined schools, teachers handle allmild or better behaviour – early One Reactive the approaches most worrying to difficult assumptions is that if difficulty and exclusion in Schools make a difference: better –routine spectrum of adult roles, to a ‘discipline problem’ has no most of the discipline problems Teachers engage inmake 1000 interactions a try intervention and punishment behaviour can does and not do prove effective, matters thenor wemore should schools with lower confidence pupils’ behaviour does NOT engaging students personally and Collaborative approaches consistent relationship with their themselves. Indeed, the over-use of hierarchical day. It is closest to being an air traffic preventative measures. more worse. severe punishment. Schools that promote self-discipline and in their ability to handle the simply mirror behaviour at home. getting them involved. These schools lead to better behaviour – managerial success in the classroom. referrals is Teachers a problem. characteristic of high excluding controller. therefore react and make active involvement do better. have a more diffuse teacher role, with rather than In other words, one is led into anot false escalation, However, what teachers do before schools. quick decisions. If they doindividual have a way of rather frequent contact between staff andcontinue until teachers isolated. like the postcard notice: “The beatings will misbehaviour occurs isthey shown be coping with the busyness cantoexperience students in contexts other than the morale improves”. crucial. tiredness and stress. classroom. Chris Watkins, Institute of Education

Our ‘House’ Style … KS 3 IMPACT! In general we aim to: 1. Set our expectations clearly 2. Model the behaviour and language we expect from students In responding to challenging behaviour, we 3. Give students choices, rather than box them into a corner 4. Avoid public confrontation where necessary by being prepared to defer issues to the end of a lesson

KS 3 IMPACT! Talking Point • What have been the successes in your own school? • What do you need to do next?

FINAL THOUGHTS: KS 3 IMPACT! Go for small-scale gains: “Less is more” See it as driving whole-school improvement, not just KS 3 Plan, implement, You’re evaluate … always focusing on in control IMPACT Customise the strategy to your own school’s context

KS 3 IMPACT! ENERGISING THE STRATEGY: PROMOTING A WHOLE-SCHOOL IMPACT www. geoffbarton. co. uk

KS 3 IMPACT!