KS3 IMPACT! GEOFF BARTON : CREATING CLASSROOM IMPACT Tuesday, September 08, 2015

KS3 IMPACT! Making an impact through: 1.Whole-school literacy 2.School improvement planning 3.Behaviour strand 4.Workforce reform 5.Assessment for Learning

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 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

KS3 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) Why do we need it?

KS3 IMPACT! It’s an L&T thing “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) KS3 IMPACT! ‘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’

KS3 IMPACT! Making an impact through Whole-school literacy 1

LITERACY FOR LEARNING Language oddities

LITERACY FOR LEARNING DOGS MUST BE CARRIED ON THE ESCALATOR

Please don't smoke and live a more healthy life LITERACY FOR LEARNING PSE Poster

LITERACY FOR LEARNING Sign at Suffolk hospital: Criminals operate in this area

LITERACY FOR LEARNING ICI FIBRES

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 cross- curricular literacy?

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

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.

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.

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 2: Call it learning, rather than literacy 3: Build in evaluation 4: Get it in the school improvement plan 5: Think big; start small

KS3 IMPACT! Making an impact through school improvement planning 2

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 SIP

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

KS3 IMPACT! Making an impact through Behaviour & Attendance Strand 3

KS3 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. Why?

King Edward VI School Bury St Edmunds What we know from research into behaviour management … There are higher rates of difficulty and exclusion in schools with lower confidence in their ability to handle the problem. Proactive schools have better behaviour – early intervention and preventative measures. 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. 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”. Chris Watkins, Institute of Education

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 KS3 IMPACT! Towards a House Style …

KS3 IMPACT! 4

Assessment for Learning 5

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%

Learning Formative assessment: “How am I doing?” Summative assessment: How have I done? teacher - peer - parent - buddy - mentor verbal - tick-list - general comment - written feedback

KS3 IMPACT! Go for small-scale gains: “Less is more” You’re in control Customise the strategy to your own school’s context See it as driving whole-school improvement, not just KS3 Plan, implement, evaluate … always focusing on IMPACT Creating whole-school impact:

KS3 IMPACT! GEOFF BARTON : CREATING CLASSROOM IMPACT