Primary Team session Welcome back 1 Herts for

Primary Team session. Welcome back! 1 © Herts for Learning

This afternoon 1. 45 pm – 2. 00 pm Hf. L things on the horizon - Tracy 2. 00 pm – 2. 45 pm Summer visit – with a focus on talking to pupils / looking at their work – Jeremy and Tracy 2. 45 pm – 3. 00 pm Tea 3. 00 pm – 3. 55 pm Early Years update – Mireille 3. 55 pm – 4. 00 pm Wrap up and close 2 © Herts for Learning

So you are aware… • • • Customer survey - going out next Tuesday Summer Success programme for Maths Selling Your subject / Executive HTs programme Assessment Conference Webinars on specific subjects 3 © Herts for Learning

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Summer Success maths programme • Live Leadership workshop webinars for Subject Leaders at 1: 30 -3: 15 pm on Wednesday 28 th April and Wednesday 7 th July • The individual year group workshop webinars for classroom teachers will take place at 1: 30 -3: 15 pm on: • Year 1: Tuesday 11 th May • Year 2: Wednesday 12 th May • Year 3: Thursday 13 th May • Year 4: Thursday 20 th May • Year 5: Tuesday 18 th May • Year 6: Wednesday 19 th May • Transition and curriculum adaptation support materials 5 © Herts for Learning

Cost All schools £ 450* (Small Schools 10% discount) Hertfordshire County Council is offering a £ 200 subsidy to every Hertfordshire Primary school on all of the above prices which will be applied at the time of invoicing. Direct your schools to contact David Cook for further information 6 © Herts for Learning

Selling your subject This subject leader training and development programme explores: • how to plan out the curriculum • a subject leader’s role within a deep dive • how to gather evidence effectively • how to develop effective questioning as part of monitoring • how to develop colleagues’ expertise • how to enable all groups of learners to progress through the curriculum Register on the training hub - MAN/21/180/P 7 © Herts for Learning

Executive leadership programme 2021 -22 This joint programme delivered by Herts for Learning/ University of Hertfordshire aims to: • strengthen headteacher’s leadership within their own school • explore the role of an executive leader and the challenges of leading more than one school • learn from the experiences of existing executive leaders. The fifth round of the programme will open for registration soon. 8 © Herts for Learning

Assessment Conference • 15 th September • Key note speakers: - Peter Hyman - Bill Lucas - Priya Lakhani - Julian Grenier - Debate hosted by Anne Mroz Booking opening soon… 9 © Herts for Learning

Webinars for subjects • In response to demand fro support with developing subject knowledge • Building on all the deep dives that we have all carried out • Tying in nicely with the Ofsted focus on subjects – noting the Ofsted blog released yesterday where history teaching in outstanding schools was discussed • Using input from external experts in each subject (e. g. Historical Association) • Utilising case studies shared by Herts schools to share best practice • Inputs from the assessment and Early Years teams 10 © Herts for Learning

Exploring the extent to which pupils are learning the curriculum - through talking to pupils and looking at their books 11 © Herts for Learning

Aims • To connect our previous thinking relating to curriculum intent to our work to explore the implementation of the curriculum • To apply what we have already learnt about the principles of a strong curriculum in the context of (i) discussions with pupils about their work, and (ii) looking at pupils’ work 12 © Herts for Learning

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The curriculum – a few years on… Carefully chosen content Knowledge Skills Clear/ambitious endpoints Well-sequenced content Milestones/midpoints set out The curriculum is the progress model Progress is ‘knowing more and remembering more’ 19 © Herts for Learning Prior learning should be secure Teaching (including tasks set) should not overload the working memory

Learning about the effectiveness of the curriculum by talking to pupils about their learning (combined with looking at their work) • ‘Looking at books in isolation cannot and will not reliably tell you how well pupils or students engage, participate and remember the taught curriculum. ’ • ‘When faced with a mountain of pupil books it is unreasonable to expect anyone to make a meaningful critique if pupils aren't present and able to describe, articulate, retrieve and connect their learning. ’ Alex Bedford (An evidence-informed guide to help quality assure the curriculum) 2021 20 © Herts for Learning

Pupil Book Study – an evidence-informed guide to help quality assure the curriculum Created and written by Alex Bedford (2021) – Unity Research School 21 © Herts for Learning

Seven lenses to look through to explore strengths and limitations • Content • The teaching sequence • Vocabulary • Explanation and modelling • Tasks • Questioning and retrieval • Feedback 22 © Herts for Learning

1. Describe what you see in books 2. Establish what is helping 3. Establish what is hindering 23 © Herts for Learning

Content Hindering • The work in pupils’ books does not match the planned curriculum content • The work in pupils’ books loosely matches the planned curriculum • The work in pupils’ books matches the planned curriculum and a number of connections are evident • The work in pupils’ books matches the planned curriculum and is built around the principles of spaced practice and interleaving Helping 24 © Herts for Learning

Teaching sequence Hindering • Lessons are isolated events • Lessons are presented in an ordered way but few connections are made between each one • Questions support the teaching sequence and are used at the beginning and end of lessons to activate retrieval practice • The sequence of learning has questions that are cumulative. It clearly exemplifies retrieval practice and elaboration Helping 25 © Herts for Learning

Tasks Hindering • Tasks are poorly designed with little relevance to the intended learning • Tasks rely on completion rather than acquiring and developing understanding • Tasks are well-designed and help children acquire knowledge with some retention • Pupils explain their understanding with depth and knowledge as tasks are thoughtfully designed to introduce new content and connect to previous learning Helping 26 © Herts for Learning

Explanation and modelling Hindering • Explanations contain too much information • Teachers’ explanations can be engaging but lack structure, vocabulary and content to develop long-lasting retention • Cognitive load is reduced as teachers’ explanations are well-structured and complex ideas broken down • Teachers’ explanations are very clear, precise and modelled through a range of techniques including worked and partial examples. Helping 27 © Herts for Learning

Questioning and retrieval Hindering • Pupils find it hard to explain what they know • Pupils need significant prompts and support to remember the curriculum content they have been taught • Pupils have an emerging confidence to talk about their learning and with few prompts and reminders can explain the main features of what they have been taught • Pupils thrive on telling you what they have learnt and are accurate and articulate with their vocabulary and knowledge Helping 28 © Herts for Learning

Feedback and response Hindering • High expectations and improvement is missing in the books • Pupils mention that teachers give feedback, but there seem to be inconsistencies in how the feedback is used • Feedback supports pupils to make improvements and to recognise their strengths • Teachers’ subject knowledge is strong and as a result, precise and succinct written or verbal feedback enables pupils to make quick and decisive improvements or recognise success Helping 29 © Herts for Learning

Tier 1, 2 and 3 vocabulary Tier 1: words routinely used in daily life … boy, happy, see Tier 2: words, often with more than one meaning, used in conversation and literature … arrange, maintain, focus Tier 3: subject specific … trigonometry, algebraic, carnivore 30 © Herts for Learning

For thousands of years the island of Mauritius was a paradise. It was spat out of the ocean floor by an underwater volcano 8 million years ago. With warm sun, plentiful food and no predators to speak of, the isolated island became a haven for a variety of unusual species, including reptiles and flightless birds… This discovery is helping to rehabilitate the image of this much-ridiculed bird. The very fact that the dodo was still alive and well on Mauritius 4, 000 years after a drought that claimed the lives of thousands of animals is an indication of the bird’s ability to survive. The remains are also helping scientists to find out more about the anatomy of the dodo, for example that it was a much slimmer bird than any pictures suggest. 31 © Herts for Learning

Vocabulary Hindering • There is sporadic and unplanned use of tier 2 or tier 3 vocabulary • Tier 2 and tier 3 words are taught but their introduction lacks sequence or development • Specific tier 2/tier 3 words are taught and used to support understanding within the subject study • Tier 2 and tier 3 vocabulary introduced systematically and with depth Helping 32 © Herts for Learning

Activity - vocabulary • In your breakout group, consider the following points: - Using the previous slide as an example, generate another sequence/other sequences of statements which reflect the range of hindering to helping practice/findings. - What have you seen/been told about in school which matches any of the hindering to helping phrases? - What would you plan to look for/at/ask to see/do to help you understand where the school/teacher was on the vocabulary ‘continuum’? - (How might you explore the extent to which pupils have been taught, and learnt vocabulary? ) 33 © Herts for Learning

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Pupil Book Study – an evidence-informed guide to help quality assure the curriculum Created and written by Alex Bedford (2021) – Unity Research School 35 © Herts for Learning

Have a great term! Keep in touch! 36 © Herts for Learning

Herts for Learning (Hf. L) is a provider of products and services to schools and educational settings within and outside Hertfordshire. We believe that every young person, through access to a great education, should be able to realise their potential, regardless of where they live or their circumstances. We focus on supporting the schools we work with to achieve successful long-term outcomes for their children. Learn more about us at hertsforlearning. co. uk 37 © Herts for Learning

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