1. Claverham Community College CPD Professional Learning Communities

2. Expected Outcomes: Staff actively involved in being reflective practitioners Quality of learning and teaching will build and further improve on existing good practice Pupils will become more independent learners Pupil progress and achievement will improve – all targets will be achieved

3. School Improvement Professional Review Continuing Professional Development (CPD) Professional & Occupational Standards Embedding the Links…..CPD improving teaching and learning. Active Engagement Techniques AfL Independent learners Group WorkLearning Styles Behaviour for Learning

4. Impact Evaluation Aims To examine a variety of strategies for creating the appropriate behaviour for learningand select five key ones to help staff. Implementation Research Discussion’ Peer observation Reflection Next Steps Avoid confrontation Praise and encouragement Well planned, appropriate lessons Language choice – body language Review Teacher language Rules, routines Personal relationships Rewards and consequences Calm Project Title: Behaviour for learning Names: Esther, Miriam, Laura, Mariette, David, Steve, Garry, Barnes, Roger, Mike.

5. Names: Esther, Mariette, Miriam, Laura, David, Steve, Barnes, Garry, Roger, Mike Project title: Behaviour for learning Outline of project: To analyse existing practice and recent research to identify strategies that would be helpful to all staff in the classroom to ensure effective teaching and learning. Stage:Evidence: Outcomes of our research, observations and discussions. Notes from our Meetings, Ob. NotesStaff continue to develop higher levels of behaviour management skills Reduced use of referrals for Misbehaviour, more Effective T&L Staff will implement some of our research and experiential findings and thus model Changed approaches to behaviour for learning Feedback, discussion and Classroom obs. The teaching and learning atmosphere should be enhanced. Classroom Observation Anecdotal. INPUTS What can we put into the project to achieve the outcomes? OUTPUTS What will the pupils be able to do as a result of the inputs? INTERMEDIATE OUTCOMES What aspects of the pupils and teachers behaviour / attitudes / knowledge & skills do we hope to change? FINAL OUTCOMES What final outcomes to we expect to impact on through this project?

6. Top Tips for Calm Classrooms in Claverham The fundamentals of lessons Rules, routines, rewards & consequences Language of choice/body language Personal Relationships – mutual respect Peer observation Calmness Avoid confrontation

7. Impact Evaluation Develop effective learners through the key stages Aims What we wanted to do Chose several key areas: Self Assessment The bigger picture Team work/ lead role Evaluation of work Implementation How we did it Address the areas within the structure and planning of lessons or a sequence of Lessons as necessary. Be aware the development of the skills as pupils move through the school. “learning community” Next Steps What we will do differently now Take risks Variety is spice Pupils gain ownership/responsibility and therefore independence Praise & positivity Enthusiasm Social skills Confidence Review What we learnt Project Title: Effective Learners Names: CEB DJW DHP GMT JSA ORB LAP, MPC, LCG, REE, RCC

8. Names: Project title: Effective Learners Outline of project: Stage:Evidence: INPUTS What can we put into the project to achieve the outcomes? OUTPUTS What will the pupils be able to do as a result of the inputs? INTERMEDIATE OUTCOMES What aspects of the users behaviour / attitudes / knowledge & skills do we hope to change? FINAL OUTCOMES What final outcomes to we expect to impact on through this project? Research information, observation notes and lesson plans Increase of productivity by pupils personalised learning goals. Raising pupils achievements. Research provided to establish what is meant by an effective learner Effective learners and effective lessons. Planning of lessons, specific incorporation of tasks. More communication with pupils and an improved learning ethos. Lesson observations and planning. Pupil discussion and achievement. Achieve goals, link skills and put learning into context. Developing Effective Learners through the key stages CEB, DHP, DJW, ORB, MPC, JSA, RCC, LAP, REE, GMT & LCG After school meetings to discuss research & reflect on current experience Observations, feedback a& paired discussions Be more effective learners, enabling a confidence to develop with greater involvement in lessons. Have ownership of their learning. Pupils gain confidence through control and more involvement in lessons. Set reachable targets which are achieved. A link to the bigger picture and confidence in a variety of situations.

9. Developing Effective Learners The Bigger picture Completed in a series of lessons. Problem solving/Investigation. Cross-curricular skills. Developed in ICT lessons and brought into the science environment. Pupils made aware of the prior knowledge and links. The outcome was the feeling of ownership and the pupils subsequent ability to manage their own learning. Engagement in plenary activities Inclusion of exam questions. Contextualised the plenary for current and future lessons. The outcome was the particular success with Yr10 and some aspirational success with yr8 pupils.

10. Developing Effective Learners Engaging learners Using peer and group work. ( Carried out mid-project ) Consolidation of peer assessment and the pupils ‘teaching’ each other. Resulted in informal ideas for improvement. Broad ideas for group work can be focussed for the individual. Peer assessment can be carried out in stages. Group work- leadership role Pupils have to identify the ‘leaders’. Teacher assisted with behaviour and concentration. The outcome was an understanding that different tasks require different skills therefore different leaders.

11. Developing Effective Learners Think Exam questions Focus Individual action plan to guide learning Consider a wider range of possibilities Feel Engaged Realise the wider context Involvement in lessons Confident In control Do Interact with the teacher Complete assignments Improved productivity Link current work with overall aims/skills Achieve goals by working towards them over a series of lessons Say Relate objective to outcome Confident to discuss ideas More open discussion Discuss progress towards goals Speak thoughts more easily Use terminology

12. Impact Evaluation Aims What we wanted to do Implementation How we did it Next Steps What we will do differently now Review What we learnt Project Title: Group Work Names: NB, BJB, LJC, RMF, HF, LPJ, AJK, PR, RT,AW To look at different ways to structure/ manage group work. To Investigate effective intervention strategies so all groups/ group members are making progress. To investigate ways of evaluating/ assessing group work In pairs, we carried out a variety of different group work strategies across the key stages and groups. Two lessons observed per pair. Evaluation tasks were devised as appropriate to the different tasks. Enjoyable Increases participation Improves communication Problem solving skills Independence Responsibility for own learning Builds confidence Can work to their strengths Careful planning important Assessing progress Use techniques such as the jigsaw and envoy Share and take turns for low ability/ lively groups Develop effective assessment techniques/ opportunities for the group work and the knowledge. Build knowledge from Year 7.

13. Names: Natalie Baker, Brian Beard, Louisa Clark, Row Finch, Hend Finlay, Lucy Jackson, Pete Russell, Adele Kent, Dick Telford, Amy West Project title: Group Work Outline of project: To investigate ways in which group work could be more effectively used at Claverham. Stage:Evidence: INPUTS What can we put into the project to achieve the outcomes? OUTPUTS What will the pupils be able to do as a result of the inputs? INTERMEDIATE OUTCOMES What aspects of the pupils and teachers behaviour / attitudes / knowledge & skills do we hope to change? FINAL OUTCOMES What final outcomes to we expect to impact on through this project? Provide research into group work and intervention strategies Information packs Pupils have experience of different group work strategies Lesson plans and Evaluations Pupil feedback Pupils are confident working in a variety of groups, taking on roles and participating in the lesson. Pupils develop skills to work effectively in group work tasks Pupil feedback and teacher assessment Lesson plans, meetings, observations, results, observations After school meetings observations Teachers have a range of intervention strategies that can be adopted Trying new teaching and learning styles, with intervention to involve all pupils Teachers adopt a variety of group work strategies and become more common place in teaching across the school

14. Impact of group work on pupil learning Positives Do Mix with different pupils Take on new/ different roles Presentation skills New ways to communicate Able to assign group roles with time Recognise contribution of others Say More communication within groups Fewer social barriers Quieter pupils get more involved Confident sharing ideas Think Problem-solving skills Independently Applying knowledge About other people’s opinions Feel More confident communicating with others Quieter pupils feel more integrated Responsible for their own learning

15. Impact Evaluation Increase pupil involvement and interest in lessons. Encourage pupils to become more independent learners Be more creative with regards to our lesson planning Aims What we wanted to do Discussion of current practices used and sharing of current good practice Review of research materials and discussion of ‘appropriateness’, benefits, potential problems, concerns etc… of each of the main areas within Active Engagement. Implementation How we did it Incorporate more Active Engagement techniques in lessons and use a larger variety of activities. Allow pupils to develop confidence by working more independently from year 7. Next Steps What we will do differently now Pupils are a sum of their varied experiences and as such lessons need to be varied and engaging to have a long term impact on their learning and ability to learn independently. Review What we learnt Project Title: Active Engagement Techniques Names: JMP, TS, KAD, RLB, AGB, TAP, TCB, WJW, RBT

16. Names: Project title: Active Engagement Techniques Outline of project: Stage:Evidence: INPUTS What can we put into the project to achieve the outcomes? OUTPUTS What will the pupils be able to do as a result of the inputs? INTERMEDIATE OUTCOMES What aspects of the users behaviour / attitudes / knowledge & skills do we hope to change? FINAL OUTCOMES What final outcomes to we expect to impact on through this project? Observation notes, information packs, notes and research summaries Lesson observations, results, a palpable increase in pupil interest & an increased sense of community Research provided to establish main areas within Active Engagement ‘Outstanding’ lessons that involve and engage pupils. Teachers will develop a greater confidence with using different techniques and prevent stagnation in their own development Lesson observations, group discussions & informal discussions with pupils Lesson plans & informal discussions with pupils Investigating how to actively engage pupils across the ability range, in differing subjects within years 7-11. JMP, TS, KAD, RLB, AGB, TAP, TCB, WJW, RBT After school meetings to discuss research & reflect on current experience Observations, feedback a& paired discussions Be more involved (engaged) in their learning, providing them with a sense of ‘ownership’ Have a more varied experience within the classroom Higher pupil self- esteem, an increased ability for independent thought and a greater confidence in the classroom An increase in deep thinking rather than surface learning

17. Active engagement techniques DART Definition – Direct Activity Related to Text Examples – Highlighting, Prediction, Text completion, Tabular representation, line by line group analysis of text, table completion Benefits – Encourages pupils to understand and process texts Potential problems – Pace of pupils can vary greatly, room layout Thinking Skills Definition – It’s not about what pupils learn but how they find out new things. Examples – Memory maps, mysteries, odd one out, living graph, mind mapping, sorting Benefits – Encourages pupils to think and ask why reaching their own conclusions - Encourages pupils to work collaboratively and learn together Potential problems – Time needed to create resources & good classroom control needed. - Important to keep tasks varied

18. Active engagement techniques Drama Definition – Developing insights & understanding in an active and interactive way. Examples – Hot seating, Mime, Freeze Frames, Role plays, Characterisation Benefits – Engages interest particularly with boys -Helps the kinaesthetic learner -Encourages high end thinking if done well. Potential problems – Ensuring a high level of content - Class control needs to be high is potential for one child to dominate. Writing Tasks Definition – Giving writers opportunity to develop, sharpen and revise their ideas. Examples – Collaborative writing & planning of writing (including writing frames), words banks, Group construction Benefits – Helps scaffold the process of the written task, stimulates own powers of expression, enables weaker students to access the learning. Potential problems – Needs to be extension opportunities. - Frameworks needs to enhance the learning without reducing the freedom of students to learn independently

19. Benefits for pupils Think for themselves and more deeply, improves team work. Feel more confident, more involved in their learning and more interested in the topic. Say more in class, asking more relevant and deeper questions. Develop a confidence in their own ability to learn. Use their imagination more show more understanding with regards to their written work. Higher self esteem. Have longer concentration spans. Encourages deep learning rather than just surface learning. We are the sum of our varied experience.

20. The good, the bad & the ugly The good All areas are good in the right context and developed in an appropriate way. Our group had many success’ including : English lesson where a tricky poetry text was divided into sentences and then analysed in groups for potential meaning. Led to a much higher level of involvement and engagement with the text and eventually a better understanding of the poem as a whole. Food Technology lesson where a memory and spelling game of the equipment needed was played and made a clear impact on the amount learnt. The Bad and the ugly No lessons were bad or ugly but the main negative issues were where activities were ‘shoehorned’ in and where they were not needed for example In Maths while drama could be used it does not always add to the learning but other active engagement techniques may be far more appropriate such as various thinking skills activities (eg odd one out or sorting).

21. Impact Evaluation Aims What we wanted to do Implementation How we did it Next Steps What we will do differently now Review What we learnt Project Title: Names: Kinaesthetic activities allow for multi-sensory learning. Staff need to have confidence and knowledge in how to adapt their delivery to meet a variety of learning styles – ‘think outside the box’. Smaller classes and bottom sets may be easier to ‘take a risk’ with which can then be applied in other classes. Pupils appreciate an opportunity to learn in a non-traditional way – increasing engagement, learning and behaviour. Every subject area allows for auditory, visual AND kinaesthetic learning. We are in danger of getting stuck in our ways. Researched and discussed several techniques commonly used to allow for multi-sensory learning and related them to our own teaching. Identified 2 classes with similar learning content. One to be delivered in a a traditional method and one to be delivered using techniques discussed and researched. Compare the results, ask for pupil feedback. Use a variety of researched techniques in a lesson and compare to pupils previous learning, behaviour or engagement. Identify pupil learning styles, where possible, in classes taught – specifically lower sets. Highlight opportunities to cater for different learning styles in lesson plans and schemes of work. Be imaginative where possible…take a risk! Share ideas of good practice and useful resources. Identify how far our delivery catered for differing learning styles. Embed opportunities for multi-sensory learning into our teaching.

22. Names: DBO, JW, PJH, BCD, RCT, RMR, AH, JJG and trainees. Project title: Learning Styles Outline of project: 1. To understand how to play to pupils’ strengths and build their capacity to learn. 2. To compare and contrast pupil engagement and success in lessons planned with a variety of learning style based tasks. 3. Identify how far our teaching allows for multi- sensory learning. Stage:Evidence: INPUTS What can we put into the project to achieve the outcomes? OUTPUTS What will the ‘users’ be able to do as a result of the inputs? INTERMEDIATE OUTCOMES What aspects of the users behaviour / attitudes / knowledge & skills do we hope to change? FINAL OUTCOMES What final outcomes to we expect to impact on through this project? Teachers to be more aware and confident of to how to use a range of learning styles. Knowledge of which classes, environments and subjects lend themselves easily to differing learning styles Further ideas of how to create a more successful and positive learning environment Pupils to be more engaged and successful. Pupil feedback Teacher Evaluation Behaviour of children Work/learning achieved 1. Attend meetings. 2. Complete research and analyse successful techniques for differing learning styles. 2. Pair up and agree upon a focus for observations. 3. Feedback findings to help inform second observations. 4. Reflect on observations and discuss findings of the project. Staff planning with a focus to engage pupils with kinaesthetic learning. Pupils more engaged and successful – teacher observation Pupils feedback 1. Pupils will be more likely to easily access the activities presented to them. 2. Pupils appreciate the different opportunities to learning that are delivered. 3. Pupils can identify what types of learners they are. 4. All pupils will be able to engage and enjoy the topics they are learning. Pupil feedback. Teacher observation – behaviour and engagement. Pupil work. 1. Teachers more aware of how to consider learning styles in their planning and employ in their delivery. 2. Pupils are more likely to be enthusiastic and committed to the subject they are learning. 3. It may be easier for pupils to remain on task and focussed during group or practical activities. Lesson Observations Pupil feedback Pupil work

23. In conclusion… Pupils enjoy using different learning styles, try to vary them in your delivery. They specifically appreciate opportunities to learn kinaesthetically as this can allow for multi sensory learning and interaction. There may be extra planning or need for resources but the outcome is worth it! Class sizes, environments and pupil behaviour can make it trickier to plan for. It is up to us to identify where we can adapt our delivery to exploit the strengths of our pupils and build their capacity to learn.

24. Impact Evaluation Embed aspects of Assessment for Learning into our teaching Aims What we wanted to do Use of teacher led questioning in a secure environment to promote confidence that every pupil can improve The use of Peer and Self Assessment The use of assessment criteria in order for pupils to understand where they are at, what they need to do to improve and how they are going to get there Implementation How we did it Train pupils from year 7 in peer and self assessment techniques and use of assessment criteria See if possible to link AFL with APP AFL is a very broad topic area so would probably pick one area and all pairs would focus on this Next Steps What we will do differently now Teacher led questioning, open ended questions that are broken down so that all levels of ability can access them and thus Improve confidence. Building In thinking time. Use of an able pupils work to draw out correct technique Choice of topic important Peer and self assessment. Use of mark schemes or assessment criteria to enable pupils to peer and self assess Lower ability groups would need assessment sheets ‘scaffolding’ Development of assessment criteria and training for pupils in how to use it is vital if they are to access AFL. Making assessment Criteria accessible to all through use of language Review What we learnt Project Title: Assessment for learning Names: VLS, CHW,SAR,SHJ,PA,MJC,FAK,ECG,PLC,OF,SMG,TLS,HMA,HRP,ST

25. Names: Project title: Assessment for Learning Outline of project: Stage:Evidence: INPUTS What can we put into the project to achieve the outcomes? OUTPUTS What will the pupils be able to do as a result of the inputs? INTERMEDIATE OUTCOMES What aspects of the pupils and teachers behaviour / attitudes / knowledge & skills do we hope to change? FINAL OUTCOMES What final outcomes to we expect to impact on through this project? 1. Focussed on promoting confidence through skilled questioning by staff and creating a secure environment. 2. Peer and Self assessment. 3. Writing success criteria and investigation how pupils can use them effectively VLS, CHW,SAR,SHJ,PA,MJC,FAK,ECG,PLC,OF,SMG,TLS,HMA,HRP,ST 1. Identified a procedure for questioning skills 2.Staff now embedding the use of peer and self assessment in learning 3. With training and guidance from staff pupils can use criteria for peer and self assessment 2.Staff considered the use of peer and self assessment using GCSE/exam criteria Could we link aspects of APP to AfL practices? 3. Pupils need to know what level they are at and understand the language in the criteria to be able to use them. Staff need to be confident in the use of levels in their subject 1. Choice of topic vital to success. Pupils to be given ‘thinking time’ An integrated approach is best Staff observations, Resources, Meeting discussions, Meeting minutes, Questioning Process checklist/summary, progress rates and results. CHWs resources, lesson observations, meeting minutes 1. Complete research and analyse techniques for AfL. 2. Pair up and agree focussed observations.3. reflect and feedback findings. 4. Take risk's when planning activities, 5. attend 5 meetings, 6. Agree dates for observations. 1. Pupils will have a greater level of understanding of their own achievement and progress, what they need to do to improve and how they are going to get there. They will have the confidence to be able to do this. Pupil feedback to staff about AfL aspects investigated, Observations of pupils and activities Pupils will engage in self and peer assessment., Pupils will respond to Qs with confidence, Pupils will assess their own and others’ work using criteria

26. Assessment for Learning links to APP (Assessing Pupil Progress) APP, in conjunction with self and peer assessment, combines all the elements required for Assessment for Learning. Students know what level they are working at and what they need to do to progress. Targets are easily set and, as the basic skills are divided into individual assessment focus’s or Knowledge indicators, students are able to improve their weaker areas whilst developing their stronger ones.

27. Is AFL embedded in teaching at Claverham? In your lessons it is made clear what you need to do to improve 19%36%37%7%55%44%55%44% My work is marked and returned to me in good time 24%19%31%25%43%56%43%56% The teacher comments on my work help me to improve 18%37%33%12%55%45%55%45% Teachers often ask me to assess my work and progress in lessons 18%34%36%12%52%48%52%48% I regularly assess my work and progress 21%24%37%18%45%55%45%55% Teachers often ask me to assess a class mate’s work in lessons 10%27%34%28%37%62%37%62% Teachers regularly provide assessment criteria 6%45% 4%51%49%51%49%

28. How did the pupils respond?Think Would become more inquisitive Could relate tasks to the learning objectives. Would consider others when workingFeel Confident Successful Capable Motivated Engaged Appreciative Do Interact positively with peers. Set to work quickly Work to their strengths Develop personal and social skills Complete work Interact and question the teacher to demonstrate or further their understanding. Stayed on task Did not distract. Say How far they understand the activity. How they have achieved. Feedback to one another. Help peers when possible. Contribute more confidently to class discussions

29. Impact evaluation: Vast majority (97%) of staff actively involved in being reflective practitioners 89% Staff have undertaken relevant CPD including the opportunity to reflect and share what they have learnt this will build and further improve on existing good practice Pupils have been observed as being more independent learners in some areas Teacher Assessments, GCSE and Vocational results are pending. Staff actively involved in being reflective practitioners Quality of learning and teaching will build and further improve on existing good practice Pupils will become more independent learners Pupil progress and achievement will improve

30. Even better if … Timings of meetings facilitated the peer observations All observations had been completed Observations focussed on the activity More structured coaching/mentoring model throughout the process

31. So what now? Findings have been shared and will be implemented by staff in their planning next year CPD structure will continue next year Topics will be linked to the Key Priorities

32. And finally …. Thank you to the group leaders for facilitating the sessions and thank you all very much for your support, participation and contribution. Have a lovely summer!!