KS 3 IMPACT GEOFF BARTON CREATING CLASSROOM IMPACT

KS 3 IMPACT! GEOFF BARTON: CREATING CLASSROOM IMPACT Monday, October 18, 2021

KS 3 IMPACT! Making an impact through: 1. Whole-school literacy 2. School improvement planning 3. Behaviour strand 4. Workforce reform 5. Assessment for Learning

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

The Big Shift

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 • Pupils characterise work in Years 7 and 8 as ‘repetitive, unchallenging and lacking in purpose’ • “Year 7 adds so little value that actually missing the year would not disadvantage some children” (Prof John West-Burnham)

KS 3 IMPACT! It’s an L&T thing “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’

1 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 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

2 KS 3 IMPACT! Making an impact through school improvement planning

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

3 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.

What we know from research into behaviour management … King Edward VI School Bury St Edmunds The action Thereteachers are higher take rates inisresponse of One of. Inthe well-disciplined most worrying schools, assumptions teachers that handle if mild all or to a ‘discipline difficulty problem’ and exclusion has noinwe should try Proactive schools have punishment most of does the not routine provediscipline effective, problems then consistent schools relationship with their better behaviour –confidence early more severe themselves. punishment. Indeed, thelower over-use of hierarchical managerial success abilityand intothe handle classroom. the intervention referrals isin a their characteristic of high excluding In other words, one iswhat led into ameasures. falsedoescalation, However, problem. teachers before rather preventative schools. like the postcard notice: “The beatings will until misbehaviour occurs is shown tocontinue be morale improves”. crucial. Chris Watkins, Institute of Education

Towards a 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

4 KS 3 IMPACT!

5 KS 3 IMPACT! Assessment for Learning

FORMATIVE V SUMMATIVE ASSESSMENT

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%

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

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

KS 3 IMPACT! GEOFF BARTON: CREATING CLASSROOM IMPACT