KS3 IMPACT!

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KS3 IMPACT!
ENERGISING THE STRATEGY PROMOTING A WHOLE-SCHOOL
IMPACT
Geoff Barton
July 31, 2019
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KS3 IMPACT!
TODAY
Achieving whole-school impact Motivating gifted
talented students Re-energising literacy
numeracy Assessment for Learning Customising
the behaviour strand
Mystery interlude
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KS3 IMPACT!
THE APPROACH
v
v
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KS3 IMPACT!
Download at www.geoffbarton.co.uk
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KS3 IMPACT!
TAKING STOCK OF THE STRATEGY
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KS3 IMPACT!
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KS3 IMPACT!
COHESION RATHER THAN FRAGMENTATION
PEDAGOGY
CPD
BEHAVIOUR
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KS3 IMPACT!
allowances
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KS3 IMPACT!
BACK TO STRATEGY BASICS
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KS3 IMPACT!

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

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KS3 IMPACT!
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• 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

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The Big Shift
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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.

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KS3 IMPACT!
Why do we need it?
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
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KS3 IMPACT!
Change of emphasis
From To Departmental strategies
Whole-school strategy Departmental development
School improvement National launch Local
consolidation / embedding Directed
training Selected training and support
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KS3 IMPACT!
5 short-cuts to success
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KS3 IMPACT!
1
Key players
Strategy manager
Working party
Headteacher
Governors
Teaching assistants
Subject leaders
Students!
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KS3 IMPACT!
1
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.

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KS3 IMPACT!
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Key players
FUTURE!
Strategy manager
Customising to the schools context School
improvement plan Focus on evaluating impact
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KS3 IMPACT!
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Customise it ruthlessly
Half-term by half-term plan How will you judge
IMPACT? Subject whole-school priorities Enrol
key players Drip-feed good news
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KS3 IMPACT!
3
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

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KS3 IMPACT!
KS3 IMPACT!
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Focus relentlessly on TL
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)
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KS3 IMPACT!
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Be realistic

• Go for critical mass
• Small successes
• But make them public to build a momentum

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KS3 IMPACT!
Making an impact through School Improvement
Planning Evaluation
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KS3 IMPACT!
SIP
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
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Using feedback and questionnaires to drive school
improvement
We should measure what we value, not value what
we measure John MacBeath
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Staff
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Yes No
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Student
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Book sampling
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KS3 IMPACT!
? Talking Point ?

• What evaluation have you done?
• What could you do next?

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KS3 IMPACT!
GT

• Identifying GT students
• A whole-school approach
• Strategies that work

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KS3 IMPACT!
Identifying / Diagnosing Gifted Talented
students
Entitlement v Elitism
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?

• T
• Art
• Music
• Sport

• G
• Other subjects

Grow your own definition
DfES 5-10 of students
teachers
students
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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
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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
• Mustnt 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

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KS3 IMPACT!
Ask the students

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

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• 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 dont even read it
• VAKi in French to analyse own learning
• If teachers drone on some of us dont 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.

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• Of all the ways the teacher gets you to learn
  about things, which do you enjoy least?
• Vague questions that you dont 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 dont have specialist teachers. Spend
  time trying to manage behaviour

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So what should we be aiming to provide for GT
students? And what NOT provide?
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• 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

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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 ? Quest
ion the validity of sources/ideas ? Utilise
specialised vocabulary ? high level of
empathy ? perceptive level of questioning ? transf
er 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
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1
Hammer out your schools definition of GT,
giving a broad view of ability, downplaying
innateness, emphasising inclusiveness, emotional
literacy, resilience. Involve staff in this
process
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2
The GT coordinator should coordinate, not DO
everything. S/he should also be a key evaluater
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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
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4
Do whole-school stuff (masterclasses,
conferences, thinking skills workshops,
trips). But expect in-lesson impact too, and know
how you will evaluate it
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5
Involve students and parents and experts. Give
control. Do less!
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KS3 IMPACT!
GT

• Identifying GT students
• A whole-school approach
• Strategies that work

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KS3 IMPACT!
? Talking Point ?

• What have been the successes in your own school?
• What do you need to do next?

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KS3 IMPACT!
Making an impact through Whole-school literacy
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LITERACY FOR LEARNING
Language oddities
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LITERACY FOR LEARNING
DOGS MUST BE CARRIED ON THE ESCALATOR
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LITERACY FOR LEARNING
Please don't smoke and live a more healthy life
PSE Poster
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LITERACY FOR LEARNING
Sign at Suffolk hospital Criminals operate in
this area
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LITERACY FOR LEARNING
ICI FIBRES
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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
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LITERACY FOR LEARNING
Why cross-curricular literacy?
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LITERACY FOR LEARNING
The literacy context ...

• A 1997 survey showed that of 12 European
  countries, only Poland and 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

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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 70th anniversary of the publication
of the Highway Code - highlighted just how many
people are still grappling with it.
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According to the survey, three in five motorists
thought a "be aware of cattle" warning sign
indicated
an area infected with foot-and-mouth disease.
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• Common mistakes
• No motor vehicles - Beware of fast motorbikes

• Wild fowl - Puddles in the road
• Riding school close by - "Marlborough country"
   advert

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LITERACY FOR LEARNING

• Every teacher in English is a teacher of
  English (George Sampson, 1922)
• Build it into lesson observation sheets and
  performance management
• Its a process, not expertise - eg writing and
  spelling

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LITERACY FOR LEARNING
5 quick ways to maintain the momentum at your
school
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LITERACY FOR LEARNING
5 Think big start small
1 Get literacy appearing everywhere
4 Get it in the school improvement plan
2 Call it learning, rather than literacy
3 Build in evaluation
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KS3 IMPACT!
? Talking Point ?

• What have been the successes in your own school?
• What do you need to do next?

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KS3 IMPACT!
ENERGISING THE STRATEGY PROMOTING A WHOLE-SCHOOL
IMPACT
Geoff Barton
July 31, 2019
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KS3 IMPACT!
LATE ADDITION
Achieving whole-school impact Motivating gifted
talented students Re-energising literacy
SPELLING! Assessment for Learning Customising
the behaviour strand
Mystery interlude
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LITERACY IMPACT!
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?Kick-start learning
? Dont aim for false links with main lesson
content
? No Blue Peter badges
? Do aim for coherence across starters
? Emphasise collaboration problem-solving
? Avoid writing
? Avoid the temptation to extend the activity
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• www.geoffbarton.co.uk

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-ible -able

• www.geoffbarton.co.uk

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Homophones Sound of Music Kylie Beethoven their
there theyre too two to pray prey

• www.geoffbarton.co.uk

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Hard
Homophones Freeze Stand advice advise pract
ice practise effect affect Its its

• www.geoffbarton.co.uk

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Activity Ill say some sentences containing
homophones. You tell me whether its list A or
list B. Make up sentences eg The pilot of the
aircraft was really rather plain) A stand
up B under table plain Plane weak
Week steal Steel main Mane rows
Rows fare Fair break Brake sew So due
Jew whether whether

• www.geoffbarton.co.uk

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LITERACY IMPACT!
So
What have you done? What are you going to do?
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KS3 IMPACT!
ASSESSMENT FOR LEARNING

• Making a classroom impact
• Evaluating constantly

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What its 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

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Some opening principles

• There is a marking-across-the-curriculum issue
• But theres 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

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The limitation of questions

• Dylan Wiliam (Kings College)
• UK versus Japanese teachers
• Marks can have a negative impact
• Demotivation of UK students

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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
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4 key ingredients in good assessment

• Quality of questioning
• Quality of feedback
• Sharing criteria with learners
• Using peer and self-assessment

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FORMATIVE V SUMMATIVE ASSESSMENT
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Summative assessment How have I done?
Formative assessment How am I doing?
Learning
teacher - peer - parent - buddy - mentor
verbal - tick-list - general comment - written
feedback
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Alternatives to Questions
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Blooms taxonomy of questioning
Tasks?
Evaluation Synthesis Analysis Application Comprehe
nsion Knowledge
Assess / compare contrast / judge
Design / create / compose
Explain / infer / analyse
Demonstrate / solve / try in a new context
Translate / predict / why?
Describe / identify / who, when, where?
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Mr Rees has been teaching about witchcraft in
17th 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 terms
design project. How could she assess students
ability to evaluate their own work?
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7 tips for effective questioning

1. Plan questions in scheme of work
2. Use Blooms taxonomy to move to higher-level
   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

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DEPENDENCE
Self-assessment by students
Re-teaching a lesson
Group feedback
Re-thinking Assessment
Re-present in different format
30-second 11
Presentations in small groups
Ticklists
INDEPENDENCE
Feedback from other groups
Learning buddy
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NEXT STEPS
Get feedback from students on their attitudes to
marking - what helps them what doesnt
Display marking criteria in all classrooms
Get one team testing new homework-setting patterns
Get clear in your own mind formative -v-
summative assessment
Use sampling to evaluate marking
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KS3 IMPACT!
ASSESSMENT FOR LEARNING

• Making a classroom impact
• Evaluating constantly

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KS3 IMPACT!
? Talking Point ?

• What have been the successes in your own school?
• What do you need to do next?

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KS3 IMPACT!
Making an impact through Behaviour Attendance
Strand
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KS3 IMPACT!
Why?
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.
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KS3 IMPACT!
Behaviour Attendance
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
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What we know from research into behaviour
management
King Edward VI School
Bury St Edmunds
Proactive schools have better behaviour early
intervention and preventative measures.
There are higher rates of difficulty and
exclusion in schools with lower confidence in
their ability to handle the problem.
Schools that form tight communities do better
spectrum of adult roles, engaging students
personally and getting them involved. These
schools have a more diffuse teacher role, with
frequent contact between staff and students in
contexts other than the classroom.
The action teachers take in response to a
discipline problem has no consistent
relationship with their managerial success in the
classroom. However, what teachers do before
misbehaviour occurs is shown to be crucial.
In well-disciplined schools, teachers handle all
or most of the routine discipline problems
themselves. Indeed, the over-use of hierarchical
referrals is a characteristic of high excluding
schools.
Reactive approaches to difficult behaviour can
and do make matters worse.
One of the most worrying assumptions is that if
mild punishment does not prove effective, then we
should try more severe punishment. In other
words, one is led into a false escalation, rather
like the postcard notice The beatings will
continue until morale improves.
Schools make a difference pupils behaviour does
NOT simply mirror behaviour at home.
Teachers engage in 1000 interactions or more a
day. It is closest to being an air traffic
controller. Teachers therefore react and make
quick decisions. If they do not have a way of
coping with the busyness they can experience
tiredness and stress.
Collaborative approaches lead to better behaviour
rather than individual teachers isolated.
Schools that promote self-discipline and active
involvement do better.
Chris Watkins, Institute of Education
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KS3 IMPACT!
Our House Style
In general we aim to 1. Set out 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
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KS3 IMPACT!
? Talking Point ?

• What have been the successes in your own school?
• What do you need to do next?

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KS3 IMPACT!
FINAL THOUGHTS
Go for small-scale gains Less is more
See it as driving whole-school improvement, not
just KS3
Plan, implement, evaluate always focusing on
IMPACT
Youre in control
Customise the strategy to your own schools
context
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KS3 IMPACT!
ENERGISING THE STRATEGY PROMOTING A WHOLE-SCHOOL
IMPACT
www.geoffbarton.co.uk
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KS3 IMPACT!