KS3 IMPACT!

1. KS3 IMPACT! ENERGISING THE STRATEGY: PROMOTING A WHOLE-SCHOOL IMPACT Geoff Barton August 29, 2014

2. KS3 IMPACT! TODAY: • Achieving whole-school impact • Motivating gifted & talented students • Re-energising literacy & numeracy • Assessment for Learning * • Customising the behaviour strand * Mystery interlude

3. KS3 IMPACT! THE APPROACH: √ √

4. KS3 IMPACT! Download at www.geoffbarton.co.uk

5. KS3 IMPACT! TAKING STOCK OF THE STRATEGY

6. KS3 IMPACT!

7. KS3 IMPACT! COHESION RATHER THAN FRAGMENTATION PEDAGOGY CPD BEHAVIOUR

8. KS3 IMPACT! & allowances

9. KS3 IMPACT! BACK TO STRATEGY BASICS

10. KS3 IMPACT! 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 no child left behind reinforcing the basics enriching the learning experience making every child special making learning an enjoyable experience

11.  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

12. The Big Shift

13.  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.

14. Why do we need it? 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’

15. Change of emphasis … KS3 IMPACT! From To Departmental strategies Whole-school strategy Departmental development School improvement National launch Local consolidation / embedding Directed training Selected training and support

16. KS3 IMPACT! 5 short-cuts to success

17. 1 KS3 IMPACT! Key players Strategy manager Working party Headteacher Governors Teaching assistants Subject leaders Students!

18. 1 KS3 IMPACT! Key players NOW! 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.

19. 1 KS3 IMPACT! Key players FUTURE! Strategy manager Customising to the school’s context School improvement plan Focus on evaluating impact

20. 2 Customise it ruthlessly KS3 IMPACT! Half-term by half-term plan How will you judge IMPACT? Subject & whole-school priorities Enrol key players Drip-feed good news

21. 3 KS3 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

22. KS3 IMPACT! 4 KS3 IMPACT! Focus relentlessly on T&L ‘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’ “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)

23. 5 KS3 IMPACT! Be realistic • Go for critical mass • Small successes • But make them public to build a momentum

24. KS3 IMPACT! Making an impact through School Improvement Planning & Evaluation

25. SIP 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

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

27. Staff …

28. Yes No

30. Student …

31. Book sampling…

35. KS3 IMPACT!  Talking Point  • What evaluation have you done? • What could you do next?

36. KS3 IMPACT! G&T • Identifying G&T students • A whole-school approach • Strategies that work

37. KS3 IMPACT! Identifying / Diagnosing Gifted & Talented students Entitlement v Elitism

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

39. 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

40. 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

41. KS3 IMPACT! Ask the students 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?

42. 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.

43. 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

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

45. 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

46. So what could you do next? Create the climate for things to happen Do things History A gifted or talented student may:  Work with a high degree of independence  Use a variety of sources to obtain information  Question the validity of sources/ideas  Utilise specialised vocabulary  high level of empathy  perceptive level of questioning  transfer previous knowledge  link topics with other subjects  be able to group philosophical concepts In delivery the teacher may:  allow students to select their own sources of information  promote paired work  role-play  allow 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 information  promote different methods of recording information  promote 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

47. 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

48. 2 The G&T coordinator should coordinate, not DO everything. S/he should also be a key evaluater

49. 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

50. 4 Do whole-school stuff (masterclasses, conferences, thinking skills workshops, trips). But expect in-lesson impact too, and know how you will evaluate it