KS3 IMPACT!

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KS3 IMPACT!

ENERGISING THE STRATEGYENERGISING THE STRATEGY::

PROMOTING A WHOLE-SCHOOL PROMOTING A WHOLE-SCHOOL IMPACTIMPACT

Geoff Barton April 21, 2023



KS3 IMPACT!

Achieving whole-school impact

Motivating gifted & talented students

Re-energising literacy & numeracy

Assessment for Learning *

Customising the behaviour strand* Mystery interlude

TODAY:



KS3 IMPACT!

THE APPROACH:

√ √



KS3 IMPACT!

Download at www.geoffbarton.co.uk



KS3 IMPACT!

TAKING STOCK OF THE STRATEGY



KS3 IMPACT!



KS3 IMPACT!

CPD

PEDAGOGY

BEHAVIOUR

COHESION RATHER THAN FRAGMENTATION



KS3 IMPACT!

& allowances



KS3 IMPACT!

BACK TO STRATEGY BASICS



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



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

The Big Shift



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.



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’

Why do we need it?



KS3 IMPACT!

From To

Departmental strategies Whole-school strategy Departmental development School improvement

National launch Local consolidation / embedding

Directed training Selected training and support

Change of emphasis …



KS3 IMPACT!

5 short-cuts to success



KS3 IMPACT!1 Key players

Strategy managerWorking party

Headteacher

Governors

Teaching assistants

Subject leaders

Students!




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.

NOW!NOW!




Strategy manager FUTURE!FUTURE!

Customising to the school’s context

School improvement plan

Focus on evaluating impact



KS3 IMPACT!2 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



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



KS3 IMPACT!4 Focus relentlessly

on T&L

“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!5 Be realistic

•Go for critical mass

•Small successes

•But make them public to build a momentum



KS3 IMPACT!

Making an impact through School Improvement Planning

& Evaluation



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

Staff …

Since September …

1 (low/poor) 2 3 4 (high/good)

1 How would you rate the performance of our computer

system?

2 2

18 32

56 46

24 20

2 How helpful has the ICT Support Team been?

2 3

6 12

37 38

55 47

3 How well have we managed cover?

0 2

30 13

45 50

25 35

4 How would you rate student behaviour?

2 3

11 9

78 78

9 10

5 How visible has the leadership team been?

7 12

29 23

46 43

18 22

6 How would you rate Geoff Barton’s leadership?

0 5 15

66 46

29 39

7 Has a member of the leadership team visited your tutor group?

86 79

14 21

8 Has a member of the leadership team visited one of your lessons?

59 64

41 36

9 Are expectations on uniform clear?

91 87

9 13

10 Are our expectations about behaviour clear?

93 92

7 8

11 Do you find Monday staff briefings useful?

97 94

3 6

12 Do you find the Barton Bulletin useful?

96

4

13 Do you find the weekly bulletin useful?

98 2

14 Do you feel well informed about things that are happening i n school?

98 79

2 21

15 Do you agree about doing mock exams in classrooms next year?

76 24

Yes No

TUTOR GROUP: Do all students have coats off?

q Yes q No

q Yes q No

q Yes q No

q Yes q No

q Yes q No

Are students wearing proper school sweatshirt/polo shirt?

q Yes q No

q Yes q No

q Yes q No

q Yes q No

q Yes q No

Are all students wearing shoes (ie no trainers except with doctors’ notes)?

q Yes q No

q Yes q No

q Yes q No

q Yes q No

q Yes q No

Is jewellery acceptable (ie no facial piercings, no bracelets, only thin metal necklaces)?

q Yes q No

q Yes q No

q Yes q No

q Yes q No

q Yes q No

Is the tutor …

Talking to students? Signing planners? Taking the register? Doing admin? Other?

1 Do you enjoy being at school?

2 Do you feel proud of being at this school?

3 Do you think behaviour here is good?

4 Are our expectations about behaviour clear?

5 Are our expectations about uniform clear?

6 Do you feel you are treated with respect?

7 Do we give enough praise and encouragement?

Never Rarely Mostly Always 13 25 53 9

Never Rarely Mostly Always 10 18 67 5

Yes No 69 31

Yes No 86 14

Yes No 78 22

Yes No 65 35

Yes No 49 51

Yes No 74 26

Student …

Book sampling…

Name Year / Set

Teacher Cover clean Y N

Homework evident

Y N

Homework marked

Y N

Presentation G F P

Types of writing General comments

Kate Elsom HISTORY

9

WD

Y

Y

Y

G

• Thinking • Notes • Extended

Clearly sequenced, challenging, high-level; exemplary feedback –

positive, precise, personal

Thomas Robotham HISTORY

9

WD

Y

Y

Y

G

• Thinking • Notes • Extended

V different ability of student – but same strong

expectations; tangible progress in student’s

work; supportive, positive marking

Chesney Ward? GEOGRAPHY

9

YE

Y

Y

Y

G

• Notes • Exercises

Good positive feedback; evidence of regular

marking; good range of writing

Scott Simpson GEOGRAPHY

9

HS

Y

Y

Not

consistently

G

• Notes • Exercises • Some extended

work

Clear and well-used overall; good to note some

extend worrk; marking appears to end in late Sept

1 What grade did you get in English? ®English Literature? ®

2 Think of all the subjects you studied last year. Circle one of the numbers below to show where you would place English in a rank order of the subjects you studied

1 (high) 2 3 4 5 6 7 8 9 10 (low) 3 Without naming teachers, please name ONE thing you liked most about English lessons 4 Without naming teachers, please name ONE thing you liked least about them 5 Looking back, how did you feel about your usual group for English for …

(a) getting on with other people? (liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)

(b) learning effectively?

(liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)

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 • VA Ki 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 dif ferent subject teachers could talk to each other so we do not get all coursework

assignments at the same time. 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

Student perception interviews Year 9 4 girls 4 boys Sets: 1 4 2 3 1 3 2 Rank order: 8 7 3 3 9 3 10 3 What do you like about MFL lessons? What activities do you enjoy? Why?

• Fun, li ke ICT interactive whiteboard, playing games, practical and group work What activities do you not enjoy? Why? What do you find difficult? What would help?

• Tests – some are useful and some are not • Practical lessons are good • Don’t li ke teachers constantly talking in French. I get behind and de-motivated • Don’t li ke having to speak in front of the class – feel under pressure and worried • Panic when asked to speak and don’t know how

How do you learn best? What helps you learn in other lessons?

• Objectives are sometimes set – but doesn’t make any diff erence • I li ke to have some group work and some formal writing • Reinforcing the talking with writing rather than just talking and then moving on and talking

some more • Group work • Games • When behaviour is good. Behaviour is good in languages

How do you feel during MFL lessons? What makes you feel this way?

- Bored – 1 student - Interested – 1 student - Enjoy – 1 student - Tired – 1 student - Don’t know – 4 students

Consensus from interviews - languages is “ok” but not a subject which students would wish to choose to take further. Group consensus that about 30% of the lessons are enjoyable. Most students preferred languages in the Middle School – more practical, games, etc



KS3 IMPACT!

•What evaluation have you done?

•What could you do next?

Talking Point



KS3 IMPACT!

G&T

•Identifying G&T students

•A whole-school approach

•Strategies that work



KS3 IMPACT!Identifying / Diagnosing

Gifted & Talented students

Entitlement v Elitism

T:

•Art

•Music

•Sport

G:

•Other subjects

?

DfES

5-10% of students

Grow your own definition

teachers students

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

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



KS3 IMPACT!

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 you’ve been set?

7. Do you have targets which really challenge you?

Ask the students

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.

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

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

provide?

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

So what could you do next?

Do things Create the climate for things to happen

History

A gifted or talented student may: Work with a high degree of independenceUse a variety of sources to obtain informationQuestion the validity of sources/ideasUtilise specialised vocabularyhigh level of empathyperceptive level of questioningtransfer previous knowledgelink topics with other subjectsbe able to group philosophical concepts

In delivery the teacher may: allow students to select their own sources of informationpromote paired workrole-playallow 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 informationpromote different methods of recording informationpromote 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

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

1

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

2

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

3

Do whole-school stuff (masterclasses, conferences, thinking skills workshops, trips).

But expect in-lesson impact too, and know how you will evaluate it

4

Involve students and parents and experts. Give control. Do less!

5



KS3 IMPACT!

G&T

•Identifying G&T students

•A whole-school approach

•Strategies that work



KS3 IMPACT!

•What have been the successes in your own school?

•What do you need to do next?

Talking Point



KS3 IMPACT!

Making an impact through Whole-school literacy

LITERACY FOR LEARNING

Language oddities


DOGS MUST BE CARRIED

ON THE ESCALATOR

Please don't smoke and live a more healthy life


PSE Poster


Sign at Suffolk hospital:

Criminals operate in this area


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’



Why cross-curricular literacy?


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


•“Every teacher in English is a teacher of English” (George Sampson, 1922)

•Build it into lesson observation sheets and performance management

•It’s a process, not expertise - eg writing and spelling


5 quick ways to maintain the momentum at your school …


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!



Talking Point



KS3 IMPACT!



Geoff Barton April 21, 2023



KS3 IMPACT!

Achieving whole-school impact

Motivating gifted & talented students

Re-energising literacy & SPELLING!

Assessment for Learning *

Customising the behaviour strand* Mystery interlude

LATE ADDITION:

LITERACY IMPACT!QuickTime™ and a

TIFF (Uncompressed) decompressorare needed to see this picture.

17

Kick-start learning

Don’t aim for false links with main lesson content

Do aim for coherence across starters

Avoid writing

Emphasise collaboration & problem-solving

Avoid the temptation to extend the activity

No Blue Peter badges

www.geoffbarton.co.uk

Mr B’s New Year Spelling Frolics

-our words -re endings -able / -ibleendings

-ous endings Single/doubleconsonants

colourhumourrumourarmourf lavour

humorous

centimetrecentretheatre

Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible

t rem end ous

enor mouspoisonous

myst eri ous

cont inuousprec ious

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

commit t eepermittedoccurred

visit ed

reg r e t f ul

developing


-ible -able


Homophones

Sound of Music Kylie Beethoven

their there they’re

too two to

pray prey


Homophones

Freeze Stand

advice advise

practice practise

effect affect

It’s its

Hard


Activity

I’ll say some sentences containing homophones. You tell me whether it’s list A or list B.

Make up sentences – eg “The pilot of the aircraft was really rather plain”)

A – stand up B – under tableplain Planeweak Weeksteal Steelmain Manerows Rowsfare Fairbreak Brakesew Sodue Jewwhether whether

LITERACY IMPACT!QuickTime™ and a


So …

What have you done?

What are you going to do?



KS3 IMPACT!

ASSESSMENT FOR LEARNING•Making a classroom impact

•Evaluating constantly

•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


are needed to see this picture.What it’s about …

•There is a marking-across-the-curriculum issue …

•But there’s 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

Some opening principles:



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 progress33% given mark and comment – no progress33% given comment only …

… increased their performance by 30%



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

4 key ingredients in good assessment



FORMATIVE

V

SUMMATIVE

ASSESSMENT



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

Alternatives to Questions

? ? ??? ?

?

?

? ?

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Bloom’s taxonomy of questioning

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeDescribe / identify / who,

when, where?

Translate / predict / why?

Demonstrate / solve / try in a new context

Explain / infer / analyse

Design / create / compose

Assess / compare & contrast / judge

Tasks

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 term’s design project. How could she assess students’ ability to evaluate their own work?

7 tips for effective questioning …

1. Plan questions in scheme of work

2. Use Bloom’s 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



Re-thinking Assessment

Self-assessment by students

Presentations in small groups

Re-present in different format

Group feedback

Ticklists

Re-teaching a lesson

30-second 1:1

Feedback from other groupsLearning buddy

DEPENDENCE

INDEPENDENCE





NEXT STEPS

Get feedback from students on their attitudes to marking - what helps

them & what doesn’t

Get clear in your own mind formative -v- summative assessment

Get one team testing new homework-setting patterns

Display marking criteria in all classrooms

Use sampling to evaluate marking



KS3 IMPACT!

ASSESSMENT FOR LEARNING•Making a classroom impact

•Evaluating constantly



KS3 IMPACT!



Talking Point



KS3 IMPACT!

Making an impact through

Behaviour & Attendance Strand



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?



KS3 IMPACT!

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

Behaviour & Attendance

Research says …

King Edward VI School

Bury St Edmunds

What we know from research into behaviour management …

Reactive approaches to difficult behaviour can and do make matters worse.

Schools make a difference: pupils’ behaviour does NOT simply mirror behaviour at home.

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.

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.

Collaborative approaches lead to better behaviour – rather than individual teachers isolated.

Schools that promote self-discipline and active involvement do better.

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.

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 clearly2. Model the behaviour and language we expect from students

In responding to challenging behaviour, we3. Give students choices, rather than box them into a corner4. Avoid public confrontation where necessary by being prepared to defer issues to the end of a lesson



KS3 IMPACT!Our ‘House’ Style …



KS3 IMPACT!



Talking Point



KS3 IMPACT!

Go for small-scale gains: “Less is more”

You’re in controlCustomise the strategy to your own school’s context

See it as driving whole-school improvement, not just KS3Plan, implement, evaluate … always focusing on

IMPACT

FINAL THOUGHTS:



KS3 IMPACT!




KS3 IMPACT!

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