SUPER CCT Network Event 15/11/18

Event Title: Challenging our Thinking: Challenging our Pupils

This event took place at the Donald McIntyre Building, Faculty of Education, University of Cambridge 5pm – 7pm (Tea/Coffee available from 4.45pm). The event was free. Thanks to all presenters and participants!

Presenters’ slides, resources posted below.

Timetable

4.45pm: Tea/Coffee available – Room  GS4, Donald McIntyre Building

5pm: Welcome

5.10 – 5.55: Journal Clubs (choice of 3 – see below)

5.55 – 6.15: Tea/Coffee/Networking Break

6.15 – 7pm: School Workshops (choice of 3 or 4 – see below)

Journal Clubs & School Workshops

Journal Clubs

1. Ros McLellan, Faculty of Education: The Learning Skills Curriculum – Raising the bar, closing the gap at GCSE https://impact.chartered.college/article/the-learning-skills-curriculum-raising-the-bar-closing-the-gap-at-gcse/

Journal Club Mannion et al article

Journal Club Mannion et al Things to think about

2. Katie Neville-Jones, Teacher Research Lead Bottisham Village College: Rethinking boys’ engagement https://markrobertsteach.wordpress.com/2017/07/03/rethinking-boys-engagement-my-talk-from-tllleeds17/

Journal Club Workshop BVC SUPER CCT Network 151118

3. Clare Hood, Samuel Whitbread Academy: How can teachers access research? No specific reading set – instead this ‘club’ will discuss/share experiences of how teachers can get access to research,share resources (including those offered by the Chartered College) for access to research articles, reports etc. We’ll also consider how to set up a school ‘journal club’. An excellent website to check out in advance is: http://www.edujournalclub.com/

Workshop Slides: CCT SUPER 15.11.18 Access to Research Journal Club

Bethan’s Workshop ‘padlet’ with suggestions, links for access to research:

Made with Padlet

School Workshops

1. Building resilience in a challenge rich environment – Dunmow Primary Schools Consortium

Focus:  Leading on from what we have learnt over the last two years during our research into resilience and wellbeing we are planning to use the strategies we have trialled to promote challenge across the curriculum. In this workshop we aim to develop learning behaviour so that children of all abilities can stretch themselves in academic tasks with confidence. We want primary teachers to gain strategies and to be inspired to develop their own methods to embed this enabling environment in their classrooms.

Workshop Slides:Dunmow SUPER event nov 2018 building resilience in a challenge rich environment

2. Challenging high prior attainment boys: understanding the issues – Clare Hood, Samuel Whitbread Academy

This workshop aims to explore the barriers to high prior attaining boys fulfilling their potential, providing potential solutions and trialled methods for students, parents, teachers and leaders.

Workshop slides: SAMUEL WHITBREAD ACADEMY Clare Hood SUPER CCT 15.11.18

3. How can we design a challenging curriculum for all? Victoria Hearn, Impington Village College/Morris Educational Trust

This workshop will explore the challenges of curriculum design in a fully inclusive environment, and focusing on the development of the whole child. There will be an opportunity to discuss the challenges facing school leaders in designing an appropriate curriculum and to reflect on the ‘non-negotiables’ in your own context. There will be a chance to share ideas for finding solutions to the most commonly identified problems in curriculum design, as well as a chance to ask questions. For more information about the curriculum at IVC, please see: https://tinyurl.com/ivccurriculum

Workshop Prezi: https://prezi.com/p/gdmps07dthbd/curriculum-design-super-conference-151118/

4. Planning a curriculum for students with challenging and complex behavioural needs – Developing a Nurture Space in a Secondary Setting. Camilla Saunders, Bottisham Village College & Anglian Gateway TS

Not all children are ready to meet the social and intellectual demands of school life. Research shows that a child is able to learn best when they have strong self-esteem, a sense of belonging and resilience. Nurture groups offer a short-term focused intervention which addresses barriers to learning arising from social or emotional difficulties.

Nurture groups were originally developed in 1969 by educational psychologist Marjorie Boxall, who famously said: “If the child is unable to adjust to the needs of the school, then the school must adjust to meet the needs of the child.”

The groups are small, structured teaching groups for children showing signs of behavioural, social or emotional difficulties, particularly those who are experiencing disruption or distress outside school. There are now more than 1,500 schools with nurture provision in the UK, mainly primary schools, offering opportunities to experience the early nurturing experiences that some children have not had. Nurture groups are developed around six principles:

  • Learning is understood developmentally.
  • The classroom offers a safe base.
  • Nurture is important for the development of wellbeing.
  • Language is a vital means of communication.
  • All behaviour is communication.
  • The importance of transition in the lives of children and young people.

Workshop Slides: curriculum for challenging students Bottisham workshop