Following a conversation with some children in Einstein this morning, I’d like to set a challenge to year 5 to answer the following:
Is ‘familys’ a word?
Answers below please with your reasoning and explanation for your answer.
Following a conversation with some children in Einstein this morning, I’d like to set a challenge to year 5 to answer the following:
Is ‘familys’ a word?
Answers below please with your reasoning and explanation for your answer.
Some questions and clarification from today’s KS2 assessment webinar. These are my notes and I did my best to keep up with the questions and answers but they might not be 100% accurate so the usual disclaimer about taking them in that spirit and please refer to the DfE for any further clarification on anything controversial!
WRITING TEACHER ASSESSMENT
LAs will be informing schools that will receive a moderation visit on or after the 20th of May either the afternoon before or on the morning of a moderation visit.
Some questions and clarification from today’s KS1 assessment webinar. These are my notes and I did my best to keep up with the questions and answers but they might not be 100% accurate so the usual disclaimer about taking them in that spirit and please refer to the DfE for any further clarification on anything controversial!
‘Most of the time’ – see it regularly, usually correct, generally speaking is accurate with occasional errors.
‘Some of the time’ – means seeing it now, occasionally but is not secure, consistent or frequent.
‘Many’ is ‘somewhere in between’ the two above statements and is a matter for professional judgement and will not be defined by a number.
LAs will be informing schools that will receive a moderation visit on or after the 20th of May either the afternoon before or on the morning of a moderation visit.
SCHOOLS INVOLVED IN THE EARLY ADMINISTRATION OF TESTS
As you read this, the International Space Station is currently travelling around the world at approximately 17,100 miles per hour, some 200 miles above the earth’s surface. In the time between the BETT Show opening and closing, it will have completed just over 50 orbits of the earth and within the titanium walls of this truly incredible feat of multinational engineering, floats my new favourite Twitter celebrity and astronaut, Tim Peake, taking his incredibly complex daily chores in his cool, amiable stride in the way that perhaps only a military pilot-turned-astronaut can.
And somewhere in his life, I’m willing to bet that a teacher who was passionate about Science, Technology, Engineering or Maths, gave him the time, attention and inspiration to want to find out more about Science, space and how the world works.
Watching the launch and following the events of the first UK Astronaut to visit the ISS is hugely inspiring to me and has surely added more wind in the sails of the STEM movement across the UK. But if astronauts alone aren’t enough to make you want to rush into school tomorrow and bleat continuously that we should be doing more to develop this area further, one could always take a reality check from the CBI/Pearson Education & Skills Survey (July 2015) which reiterates the familiar picture that there just aren’t enough professionals in the UK who are skilled in the ‘STEM’ areas.
According to the report, just over half of UK businesses (52%) have a shortfall in experienced STEM-skilled staff with 46% reporting that they are aware of problems amongst their employees in basic IT skills. That’s an awful lot of people in employment who aren’t up to scratch, either at the basic or experienced level and, as schools, we have to look this one squarely in the eye and do more.
‘There are widespread difficulties in recruiting people with STEM skills at every level, from new entrants to train as apprentices to people with more than five years’ experience of STEM-related work… The STEM crisis can only be addressed by business and education working together’.
(CBI/Pearson Education & Skills Survey, 2015)
The gender gap is alarming too, ‘disgraceful’ even, according to Nicky Morgan who, in one of her earlier speeches, highlighted the shocking statistics that the UK has the lowest proportion of female engineers in Europe (just 9%) and that only 14% of entrants to engineering and technology first degree courses in the UK were women. I do hope that our Education Secretary will be able to report more positive statistics sometime soon; I predict, however, that this will be more of a slow burner which will require continued attention from successive governments and Education Secretaries.
But whilst the Government is getting bogged down with the politics of religion in schools and the predictable, counterproductive march towards more standardised testing in the 3Rs, much work still remains to be done on the broader STEM agenda. The word ‘Technology’ appears to be out of favour with OFSTED and high influencers at the DfE. It would be helpful if those with responsibility for empowering future generations would bang the drum a little louder for a highly skilled, creative and digitally fluent next generation. Whilst there has been an array of initiatives sprinkled across schools in recent years such as cash incentives for Secondary Maths & Science teachers, links to industry and continued government funding for the STEMNET project, the next step must be bolder and should now focus more on a STEM ethos within our schools.
‘ArtSci’ – A SHIFT towards STE’A’M Thinking across schools…
A vital shift in thinking is for schools and policy makers that really needs to happen is making STEM less about specific subjects areas and more about the holistic learning ethos and learning design within the school. This will develop the types of thinkers and learners that we need for the future. Collaborative, digitally-fluent problem solvers with a curiosity to ask ‘why’ and ‘why not’ cannot be developed through traditional classroom practice with a narrow focus on discrete teaching of academic subjects. Our children must have opportunities to learn through projects and problem-based learning which require them to apply creatively the skills that they have mastered throughout the curriculum. They should be given opportunities to chase red herrings, fail, fail again, reflect and evaluate within the classroom. They must also move beyond the ‘I’m finished; what’s next’ mindset and develop the habit of creating something and then prototyping it several times before moving on, whether this is a piece of writing, a choreographed dance, a watercolour of a satellite or an online game created collaboratively in Scratch by a group of children from different schools across the world.
We also need to myth-bash the common misconception that a focus on STEM is to the detriment of other subjects, such as the arts, when in fact nothing could be further from the truth. As Ann Myers & Jil Berkowicz articulate in their must-read book, The Stem Shift: A Guide for School Leaders, ‘There is a new culture forming in which art, science and technology are inseparable. The arts serve a STEM environment and support the development of young innovators. Those have been the domains of creative thinking and motivated learners. Add them to the mix of STEM, and a new environment emerges. The trend toward interdisciplinarity within the sciences and the arts leads to ‘ArtSci’.’
Whilst the change is system-wide, it must start and be most evident in our Primary Schools as too many children are arriving at Secondary School already switched off from Science. The 2015 CBI ‘Tomorrow’s World’ report is clear about this issue and suggests teacher CPD and squeezed curriculum time as key issues to address; areas which are only too familiar to those of us in Primary Schools juggling too many balls and trying to fit the quart into the pint point. It will also take the OFSTED and DfE rhetoric to join the 21st Century and hold schools to account more directly in this area for real progress to be made.
‘By the time that young people reach secondary school, many have already ‘switched-off’ from science – deciding that it is not something that they want to pursue. If we are to tackle the growing shortages of science-based skills in our economy, we need to ensure that children are engaged in and enthused by science from the beginning of their education. (Tomorrow’s World: Inspiring Primary Scientists, CBI – 2015)
I’m delighted to be ‘Resident Headteacher’ in the Microsoft Showcase Classroom this week at The Bett Show where I’ll be working with a number of teachers across the UK who are all leading innovation with technology in their schools. We’ll be looking at how new technologies such as the micro:bit will be giving more opportunities for innovation in schools, how the phenomenon which is Minecraft might be harnessed within the classroom and how other Microsoft technologies such as OneNote, Sway and Office365 are being used by teachers across the UK. Alongside the inspiration and innovation, we’ll also look at practical steps that schools can take to help develop STEM back in the classroom such as how teachers can be upskilled within technology and how problem-based learning and ‘Design Thinking’ can provide a curriculum structure to encourage 21st Century pedagogies.
When BETT is over and it’s back to school, here are 5 areas of focus that we’re working on to develop STEM further at Simon de Senlis and across the Northampton Primary Academy Trust in 2016.
But for now, enjoy the BETT show! Find Inspiration. Meet colleagues who you will know in 10 years’ time. Play with some technology you’ll never buy. Debate things you are passionate about. Most of all, take back some conviction to make positive change back in your schools so more children have the opportunity to develop a passion for, and expertise within, STEM.
Wouldn’t it be brilliant if, when we’re all too old and wrinkly to be teaching or leading schools anymore, the UK was leading the world in Science and Technology and our Schools & Universities were the envy of the world?
Wouldn’t it be worth it if the children in schools across the world today were the ones who work together to find a cure for cancer or Alzheimer’s and make actual inroads into reversing the effects of climate change?
And maybe, just maybe, one day a child who’s learning in your school today will look down on the earth from space and remember the teachers and school that inspired them to get there.
2015 was an exciting and challenging one for us all and brought to an end a turbulent year of change and uncertainty in schools. The world of assessment without levels has arrived and many teachers and school leaders still feel like they’ve been asked to play a new game but without the rules being fully explained yet. Let’s imagine for a moment how the All Black and Australian teams would have felt as they walked out to play the Rugby World Cup Final at Twickenham last November; warm up, stretch, national anthems, Haka if only then, at the eleventh hour with all the preparation done, would the referee reveal the rules of engagement whilst leaving the explanation of how to score to follow gradually over the Tannoy system at 10 minute intervals throughout the match. This is how many colleagues appear to feel with so many unanswered questions around assessment that still remain this late in the day.
Of course teaching hasn’t changed THAT much. It’s still very much the same game, but with a greater focus on deeper learning through the mastery agenda rather than a rush to push children on from one quickly-acquired concept to another. Many school leaders are now able to describe new assessment systems with admirable values and principles which, refreshingly, aren’t infatuated with data but are based on reflective teaching rather than constantly weighing the pig. A growing belief exists that great teaching should bring great learning which in turn, will lead to high achievement, however this is measured. But when it comes to the crunch, will schools be able to carry through their ideals around learning and assessment against a backdrop of fear and high accountability on testing, or will they resort to relying on tests to generate data which drive their thinking and actions? Let’s see.
In a recent meeting with our Academy Trust Headteachers, we had an impassioned discussion about the role that tests should play in our new trust-wide assessment system as we move forward through this pivotal year. There is a role for testing but strong views exist on why and when we test and what we do with the resulting information. Dylan William’s words, ‘assessment is a good servant, but a terrible master’, may be a helpful mantra for us all at this time.
Nottinghamshire Deputy Headteacher, Michael Tidd, is providing us with great leadership on this subject at the moment and has written several key posts including the excellent ‘Testing Times’, in which he articulates the heart of the issue well.
“Tests have had a bit of a bad press over the years, but in reality it’s the way we’ve used tests that has been problematic. The over-use of high-stakes tests trying to predict outcomes or to usurp teacher assessment was an error, but the fault didn’t lie with tests themselves. Used appropriately, carefully-chosen tests can support assessment in the classroom, and help us to benchmark our pupils’ attainment against external measures.”
It’s Just Change…
Trying to keep perspective at times of change is so important. There’s an image of the change curve in my office to remind me that negative emotions and behaviours such as denial, fear, anger and resistance are all very normal parts of the process. This is important information when working in education where the only constant is change. What I’m learning is that, where I see these reactions to change (whether amongst the children, staff or parent community), it’s my job to answer the following 2 questions:
If the answer to either of these is no, it’s time to go back a step and revisit either the strategy or delivery. If the answer to both is yes, it’s important not to slow down or shy away but to see it through. They say that dawn follows the darkest hour so make sure you keep on going and get to enjoy the fruit of your labours once positive change has occurred or new systems are embedded.
As someone who’s been involved in leading technology across schools for some time, I recognise these emotions on the change curve well. It never stops surprising me how a computer is capable of generating such a range of primal responses in grown adults (including myself). A technical crisis still holds the power to hijack meetings, presentations or lessons; I do admire the technicians who work across our schools who are able to deal with the many pressures and requests that come their way without appearing to raise their heart rate.
A key part of supporting colleagues through change is through useful and timely training; this is a real challenge in school where professional development time is so limited each week. The current system of set training days and contracts is so restrictive that it doesn’t allow for all the necessary training that teachers and school staff need. I envy industry in this regard where week-long inductions are common place and going out for training doesn’t involve finding good quality cover. Pay teachers more and reduce their holidays by a fortnight to allow for two more weeks of quality inset perhaps? Not in a million years…
But these constraints challenge us to think more innovatively about how we solve the problems and using ‘just-in-time’ training is a really useful concept I was introduced to last year that might help. This works on the premise that lots of training is wasted because the gap between training and implementation is usually too long. How many times have we heard staff saying that they don’t know how to do something whilst using for the first time whilst leaders get grumpy and retort ‘But you’ve had the training’? The just-in-time model requires us to be able to release experts (these may be children as we have plenty of them on hand who are usually fairly tech-savvy) to go and support staff at the moment they need it. This has certainly helped in our school with a great example being 10 year old Caleb, who spent lunchtimes in September happily setting up staff with their new wireless connections to their classroom screens, showing them how to work it just before they needed it. At another level, having consultants and trainers working in the classroom alongside teachers has become effective common practice as has lesson study with teachers coaching each other in the classroom.
No blog post would be complete without a list of suggestions and tips so here are 7 things to consider when leading change in your school: mainly learnt (and still learning) the hard way…
Times of great change can cause unrest and uncertainty in schools but also offer a time for our staff to grow professionally as we develop new practices, learning from our mistakes along the way. A wise man once told me that ‘complex problems are rarely solved with simple solutions’; so enjoy wrestling with the headaches and spending time to find the right answers.
October 2015 is a historic date for those of us who grew up to the backdrop of Michael J. Fox’s skateboard, lead guitar and time travel adventures. In part 2 of the Back to the Future trilogy, ‘Marty’ is catapulted 30 years forward from 1985 into a futuristic world, brimming with technological advances, dreamt up by the prophetic Robert Zemeckis. For many, these scenes of what 2015 might have looked like have provided food for thought and discussion over the years as well as a flurry of articles recently about what has (and hasn’t) become a reality. And now the 21st of October 2015 has been and gone and there are still no streets full of hoverboards, flying cars or automatic laces on shoes; no self-drying jackets or giant holograms outside cinemas. There are many accurate predications though such as the widespread use of technology, cashless payments, tablet devices, targeted advertising, voice enabled interactive TVs and (sadly) murkier themes around the use of guns in society, corporate greed and corruption which I won’t dwell on in this education-focused and more optimistic publication.
Whilst Marty was still riding around Hill Valley on his skateboard in 1985, I was in the First Year (Year 3 in new money) at Earls Barton Junior School, waiting weeks at a time for a turn on the rota to use the school’s single Acorn computer which sat in the corner with floppy disks and tapes, providing us with the excitement of ‘Trains’ or ‘Granny’s Garden’ to break up the sunny pre-national curriculum days of reading, music and rounders that I now look back on with affection, undoubtedly through rose-tinted glasses. Today, 30 years later, as a Headteacher I have walked around school seeing 10 year olds hold an online conference with a school in Palestine via Skype, 8 year olds programming their own online games and designing web content whilst 5 and 6 year olds talk confidently about inputs, debugging and algorithms. The world has changed beyond recognition and, overall, I think that Zemeckis called it pretty well.
Rarely is the future accurately predicted when it comes to technology and in schools this is particularly true. If we were to head back just 10 years from today in a Delorean, we’d be reminded of a world where the Government gave schools e-learning credits to spend on technology which were used up readily like Tesco clubcard points; Headteachers scouring through the catalogues to see what gadgets might transform their still largely-analogue schools. At this time, classrooms were unlikely to have more than the odd few desktops and the now obligatory screen or board was a new addition; having individual class cameras with rechargeable batteries was fairly forward-thinking and the explosion of handheld devices was still lurking ominously in the shadow of the much-heralded IT suite. The Government of the day was still dreaming up the statutory targets for schools around every child having access to a learning platform with parental access (which were never enforced or checked on) and the march towards this online future fizzled out predictably, partly due to a change of Governments but mostly because there were no obvious benefits to learners of these expensive and complex side-shows.
Even in more recent years, predictions about how technology is used in schools have been more often about automation in the classroom. How could tasks be allocated? How could tests be auto-marked? How could assignments be managed? In the future, would we even need teachers as we know them, as online quizzes and class voting systems enjoyed a brief spell of being in vogue? Wiggle the flux capacitor a bit and we’re back to 2015 and whilst the efficiency of technology has clearly played an important part in improving the effectiveness of school business and communication, it’s not this mechanical aspect where we’ve found any real impact in learning. The explosion of communication and social media in recent years has led us to richer pastures with opportunities to create, collaborate and publish now revealing themselves as the areas where learning can really be made better.
At October’s #RedefineLearn conference in London, this thinking was distilled provocatively by Mark Sparvell who challenged us to ‘Use Technology to humanise learning, not digitise the curriculum’, a call to action which echoes the never-more-relevant work of Michael Fullan who talks about harnessing the ‘pull effect’ of technology as a way to combat the widespread disengagement of learners in modern day schools. Global research shows us that enjoyment and engagement levels decrease with every year a child spends at school so that by the age of 16, only 40% of children are intellectually engaged in their schooling (Jenkins, 2013; Willims et al., 2009). Technology must be used thoughtfully to help reverse these depressing truths around school engagement. The challenge is, as Fullan and Langworthy write, that “Education under these terms needs to be radically rethought — partly to stop the boredom, but mostly to blow the lid off learning, whereby students and teachers as partners become captivated by education day in and day out.”
So (partly) with this call to action ringing in my ears, we’ve started the school year by announcing a series of #RedefineLearn conferences which will be held at Simon de Senlis over the course of this academic year. Sponsored by Microsoft, these are free and are aimed at all school leaders or teachers who would like to join the debate around the place of technology to improve learning. They include hands-on sessions with devices as well as opportunities to see the school in action and exchange ideas with colleagues from other schools. What these sessions have taught me so far is that as well as the obvious need for developing a school vision around learning and practice, schools still have lots of questions about upgrading hardware, procurement and deployment as they wrestle with the practicalities of updating their infrastructures within tight budget constraints.
So in the spirit of keeping it simple, here are some answers to some questions that I was asked by a group of school leaders who attended the #RedefineLearn workshop at Simon de Senlis earlier this month which are focused on getting started – particularly if you’re new to a school or have decided that the time has come to update the technology but aren’t sure where to start. Unfortunately, there are no Deloreans, freebies or shortcuts to get there quickly but with a clear vision, a pragmatic strategy and plenty of patience, it’s possible.
Where do I start?
At the very beginning! When I joined Simon de Senlis Primary in September 2012, the technology picture was one that many schools will still recognise. There was an aging server and an IT suite that was so slow logging into the network that staff had stopped using it. A handful of iPads were scattered around the school and the staff laptops were old. Everywhere I looked there was someone else telling me that we needed to ‘update the laptops’.
Although there was pressure from everyone to buy new devices, we realised that it was pointless until we had upgraded the broadband and installed an enterprise standard Wi-Fi solution. The first year’s budget was spent on these upgrades and updating the oldest staff devices. It wasn’t until Year 2 that we started to really invest in new devices for staff. My advice to anyone is to fix the infrastructure first before looking at buying in more devices.
How do we fund it?
There’s no easy answer to this one – particularly with the decrease in capital budgets in recent years. It has to be staged over a number of budgets with a plan around which areas of school to impact on first. There are still some Local Authorities where capital loans are available with either zero or very low interest rates which are worth looking at if you can afford the 3 or 5 year commitment to repayment.
The good news is that the cost has come down significantly. When I priced up 60 laptops and our Local Authority Learning Platform in 2012, the cost including storage was around £30,000. This summer, with more cost effective Windows 10 devices and free Office 365, we have been able to achieve the same solution for just over £10,000. With the cloud now our main storage site, we’ve also taken out the cost of on-site servers and the maintenance of these which is a worthwhile saving.
So who gets the devices first?
I’m an advocate for flooding a year group or department at a time rather than sharing out new technologies on a rota. If classes still only get to use devices once or twice a week, there’s no way that daily practice will change so I’d prefer to see a year group where they get access all the time so that children get used to having technology as just another classroom resource like the paint brushes, numicon and pencils. At Simon de Senlis, we started with Years 5 and 6 and then targeted different year groups as and when the budget allowed. One thing I would recommend is to allocate sets to individual classes which works much better in my experience than shared trolleys where there can be more issues around devices not being returned, charged or stored securely – having clear ownership means that children and staff tend to care and look after the kit better.
Which devices should we buy?
We have a variety of different devices across school at Simon de Senlis and part of the rationale for having a ‘mixed-economy’ is so that children can choose the right tool for the job which all run on the common platform of Windows 10 and Office 365. Smaller tablets are used for capturing media, having quick access to content online and for online games and applications whereas notebooks and laptops are more effective when producing writing, creating multi-media content or coding. It’s good to have some more powerful devices in school for more complex working but the vast majority of work carried out is based online and therefore can be achieved without breaking the bank. In my experience, the cheapest rarely offers best value though and our choice has been for mid-range student devices to increase longevity and higher-spec teacher devices to keep the staff productive.
So should we get rid of the IT suite?
If you can afford the space, replacement and maintenance, I think that dedicated suites are still a really valuable resource, particularly for specific curriculum areas such as computing where all children need simultaneous access to programmes or cloud applications. They do offer more stability and reliability than laptops but they don’t change practice in the classroom.
How do we set up our devices… on the server or as stand alone machines?
To avoid the slow startup times that can be associated with a server, we’ve set student devices up as stand alone and then children log into their Office 365 accounts or other cloud applications as and when they need to open, save or edit content. This means that as soon as you switch on the device, you’re online and so get that instant interaction with the web that we now expect and demand. In Windows 10, staff and students are also able to login with their Office 365 IDs which is another great way to have children interact with their documents and online.
If you haven’t yet worked through the KS2 interim assessment framework yet, it’s well worth doing. I spent some time on training today with a group of Y6 teachers unpicking the new frameworks in Reading, Writing and Maths and the implications that these have on our practice back in school. Teacher Assessment is such an important area and the change to timings this year so that these are submitted prior to the test results being returned will ensure that any schools who got lazy and weren’t rigorous enough in this area will have to sharpen their practice.
The first thing to say is that they are progressive and that the increased demand in expectation is clear to see. Whatever is written negatively about the focus on grammar and arithmetic, there is no doubt that this increase in standard will result in children who have higher skills within these subject areas. The reality is that too many young people have spent 13 years in formal education and have still left without the ability to read, write and properly; I know this having read many job applications over the last 10 years. Our challenge is to make sure we can deliver on this without losing the creativity, engagement and enjoyment which is what primary education should be all about.
There were concerns raised about an interesting announcement that random schools will be selected in March to complete the tests which will then inform the standardisation process for the rest of the schools that take the tests in May. Apparently, these school will then not take the tests in May but is it the case that these March results will then be published alongside the others? No-one had any concrete answers on this. Bearing in mind that the revision period from March to May is often the key to succeeding in tests, this is potentially a difficult one. I’ll be relieved if Simon de Senlis isn’t drawn out of that particular hat.
PLEASE NOTE THAT THE ABOVE PARAGRAPH IS INCORRECT – this practice will only take place at KS1, see the comment below from Michael Tidd. Twitter apparently now provides us with more accurate information than official training!
Here are a few of my notes from the different subject areas with some of my thoughts as we went through the day…
For reading, there are only statements published for ‘Working at the Expected Standard’. Working towards and working at a deeper level are not covered here – this will be for the test to decide. This leaves us the following very concise and clear set of 9 statements which ALL need to be achieved for a child to be assessed as ‘working at the expected standard’.
The pupil can:
A useful discussion took place around the teaching of reading and how schools are approaching Guided Reading. We are currently trialling the teaching of reading without the traditional Guided Reading structure with a focus on extended novels and whole class texts which we hope will help children to become more familiar with texts outside their usual choice and develop their ability to enjoy and appreciate ‘whole’ texts.
The increase in expectation here is dramatic. Common consensus is that to achieve ALL of the elements that are included in the ‘Expected Standard’ will mean that this feels more like a old Level 5 standard than the 4B/4A that was previously suggested.
Writing is interesting because it remains the only area that will be reported on via Teacher Assessment in 2016. Since the Writing Test was taken out, standards in writing have apparently risen significantly whilst in Maths and Reading, overall percentages have been more moderate. This has brought into question the rigour and integrity of assessment in this area. We were given the opportunity to prove that Teacher Assessment was a more effective way; it is almost certain that this will disappear and we will return to a test in 2016.
A couple of areas that caused skirmishes but were expertly extinguished by our visiting moderator were around the use of Passive Voice and Handwriting. We were reminded that the expectation on passive voice was not for all pieces of work but for those where it was appropriate and therefore as long as there was a broad range of writing in genres such as explanation, instruction and reports, it’s likely that there will be plenty of evidence of this. With handwriting, cold sweats broke out when this was highlighted that children needed to maintain ‘legibility, fluency and speed in handwriting through choosing whether or not to join specific letters’ in order to meet the expected standard. The following caveat from the Framework allayed the initial fears:
‘Where pupils are physically able to write and meet all of the statements except for being able to produce legible handwriting, they may be awarded the expected standard but cannot be awarded the ‘greater depth’ standard.’
So potentially handwriting can prevent a child being awarded the higher standard but having read the following expectations for ‘greater depth’, handwriting is likely to be the least of our worries…
The pupil can:
As reading, it is only the ‘expected standard’ that is published and, predictably, it is the higher expectation that jumps out straight away; to achieve the expected standard requires many concepts which I have memories of being taught at secondary school. As reading, having a narrower focus helps to sharpen the mind and, as reading, ultimately the test trumps Teacher Assessment.
This area was the least discussed, possibly because it was the last one we got to and we all were running out of steam but more probably because there was less controversy. The expectations mirror what is in the curriculum and the real pressure is about trying to ensure that children will be prepared to do well on the challenge of the new arithmetic and reasoning papers which cannot be achieved by test preparation alone and will require on a teaching approach across school which develops a deeper approach once the basics are mastered.
Key Points from Today
To finish the day, a familiar discussion ensued which questioned all the announcements and rumours about changes to floor standards, combined results and progress measures for next year. Will the Government change the pass mark to ensure that standards don’t appear to drop in these transition years; will they keep the bar high and take a hit knowing that they have four more years left in power so they will have time to show an improvement? Honestly – I couldn’t care less. The politicians will do what the politicians do and the good schools will do what the good schools always do: keep working hard to give children the skills they need to succeed in the future.
I’m back off to school to control the controllables and set up a semi-colon blog.
At this time of year as the country stops to remember, Poppies are on sale across everywhere we look. Schools join the campaign, selling poppies to their children, parents and staff in support of the British Legion and this worthy cause. I remember the Poppies coming around at school, always by the oldest children. I spent years looking forward to that opportunity when, as a fourth year Junior, it would be my turn to have half an hour out of class to take the collection box round and collect donations in exchange for a poppy and a pin.
Which leads me on to a question that I was asked several years ago by friend and mentor, Peter Hall-Jones who was helping me to think about the curriculum as a whole in my school.
“Who takes the poppies around in your school?”
It’s not a line of challenge that OFSTED or school improvement types are ever likely to include in their proformas; it’s not anything that we’re likely to start including in the SEF but it does tell you a bit about how we use different aspects of school life to give our children opportunities to develop wholistically.
When I asked teachers opinions on Twitter this week (because I was interested but mainly because I wanted to try out the ‘poll’ function), 93% said that it was children in KS2 and 7% replied KS1. That’s no real surprise; often lots of the extra ‘responsibilities’ get handed to Year 6 as they’re considered to be privileges of being in Year 6. They’re also older and so will do a good job.
But as Peter helped me to understand, there’s a missed opportunity if we always default to giving responsibility to our older children as, often, it can provide no real challenge. Taking Poppy selling as an example, this is a relatively simple job for children who typically walk to school themselves, have been on residential trips to foreign countries, can explain fronted adverbial phrases and long division, have performed in front of large audiences and who have at least 6 years of public speaking opportunities at school. Lower down the school however, we have plenty of children in whom we are still trying to develop independence and confidence as well as providing a range of real opportunities for speaking and listening.
And it’s not just the Poppies! We should also look at all these types of additional responsibility across school including the assembly monitors, Digital Leaders, Lunchtime Play Leaders and even the specific roles in classes. By choosing the children who already can, they will do it well; by choosing the children who almost can, we can create more opportunities for learning and personal growth.
So this time I’ve asked the Year 1s to do it. I caught up with a pair on Friday as they returned to the office looking very proud of themselves. They said that they were nervous to start with and that an adult had to help them practise what to say. They also said that they’d got better as they went round the different classes, that occasionally they needed a reminder of what to say but that they were confident by the end. When I asked if they’d enjoyed it, they smiled and nodded enthusiastically, told me they hoped they could do it again and then skipped off down the corridor.
That sounds like learning to me and that’s what we’re here for. Thanks Pete.
Today, I spent 7 hours in a hotel room with 152 other teachers from the Northampton Primary Academy Trust at our annual conference, learning more about Growth Mindset with Mike Gershon, co-author of the widely popular Growth Mindset Pocketbook and highly renowned for his work around Growth Mindset in schools.
In teaching, things can often be discovered and celebrated; lauded as the next ‘thing that makes a difference’ in education. Then they get adopted into practice (or not), criticised, occasionally dismissed and gradually find their way either woven into the fabric of school life or cast aside for ‘the next thing’. Growth Mindset as a concept has now become so popular in schools that it has hit that point where it has started to attract a small minority of critics and those who are keen to find satisfaction in categorising the approaches as ‘trendy’.
In defence of Growth Mindset, Carol Dweck’s research and work spans over 35 years (I’m sure she certainly wouldn’t describe it as new or revolutionary) and underpins much of the work that many schools have been doing in recent years, particularly around feedback and assessment for learning. Lots of the good stuff that works from our educational heroes such as Dylan William, Shirley Clarke and Ron Berger is either built on Dweck’s research or links very closely to it.
Books and resources which package Carol Dweck’s work for teachers are now a-plenty and the internet is awash with ‘Growth Mindset’ quotes and images from a wide range of individuals such as Henry Ford, Gandhi, Michael Jordan and Yoda for enthusiastic types (including me) to post, like and retweet in various online networks. Amidst this backdrop, the staff and school leaders across our trust are convinced of the importance that Growth Mindset can bring to schools and have put this at the heart of our curriculum development plan for the next 3 years. Today was a great opportunity for us all to hear it from a real expert and I had the pleasure of spending the day as pupil, taking on board the messages that Mike Gershon delivered expertly to us.
What Mike did today was both clever and useful. He gave us all a comprehensive introduction to both the Science and Research around Growth Mindset which was informative and thought-provoking, even for those amongst the audience who have done all the pre-reading. He also did what we often cry out for within training in schools, made it simple and gave us practical approaches and strategies to take away and use which were in the following six areas:
Throughout the day, we worked through a range of different strategies to use in the classroom which related to each of the above six categories. Some were new but many were those which staff were familiar with – the learning here was less about revolutionary new practice and more about how they all linked together within the context of Growth Mindset and related areas of pedagogy such as feedback, challenge and pupil talk.
We also enjoyed wrestling with the biggest question of the day, would you rather ‘own’ a dragon or ‘be’ a dragon, given the choice? This was posed by one of the Weston Favell staff – I think it’s what comes from working in an outstanding school!
Some key messages for us to take away? Here are mine:
One that I want to unpick further is about ‘targeted effort’ which is the beautifully simple premise that ‘If we focus our attention on improving something specific, we’ll get better in that area’. I’m conscious of the amount of different feedback and targets that we provide children with and wonder whether this helps provide clarity or confusion on their next steps. We’ll look at this one a bit closer in the next few weeks at school.
A thought provoking and enjoyable day but I still can’t draw… YET.
This post was originally published in the September edition of #TheFeedUK, a monthly online publication of blogs and stories about technology in education from schools.
And so another school year is underway, bringing an autumnal mix of both fresh and well-trodden challenges to schools. Assessment. Curriculum. Technology. Behaviour. OFSTED. Safeguarding – just a few of the many challenges that will be occupying the thoughts of teachers and school leaders this September. Another week, another headline around the use of technology in schools, this time not calling for more industry-ready skills or computing in the classroom, but announcing that ‘Computers do not improve Pupil Results’ – a loose interpretation of the recent OECD report, ‘Students, Computers and Learning’ which is well worth a read in its entirety at http://www.oecd.org/publications/students-computers-and-learning-9789264239555-en.htm
Well no, on their own and without the right approach, they don’t. And neither do pencils, uniforms, books, assemblies, paintbrushes, letters home, furniture and other vital threads of a school’s rich tapestry. Technology as a tool for learning, is only as effective as the quality of teaching that accompanies it (I’ve been banging this drum for a while now). So before we all gather up the devices and ask the digital leaders to list them on eBay to raise funds for textbooks or Latin teachers, it’s worth digging behind the headline a little further to understand the real messages.
WHAT DOES THE REPORT ACTUALLY SAY?
In short, the report highlights that education systems that have invested heavily in technology, have not yet seen a noticeable improvement in academic attainment as a result. Whilst this may provide a concern for some, these findings are consistent with previous research such as that by the Sutton Trust and John Hattie which indicate only a ‘moderate effect size’ where technology is used. This comes as no surprise to those of us who see schools grappling with the implementation of technology in the classroom, still searching for the right route in this still relatively new labyrinth.
A key message from the report is that teaching approaches (not devices and software) must change to make effective use of technology. I believe this is essential, but not just for the sake of leveraging the potential of technology; traditional instruction remains the default pedagogy in classes across the world and this is another indicator of how many miles there are still to tread on the march to develop more widespread contemporary practice in order to develop a generation of learners, fit for the modern world. As Andreas Schleicher (OECD Education Diectoriate and author of the report) says: ‘We have not yet become good enough at the kind of pedagogies that make the most of technology; that adding 21st century technologies to 20th century teaching practices will just dilute the effectiveness of teaching.”
Changing practice is the crux of the issue; for a variety of reasons, there still remains the misconception that the ‘magic bullet’ of technology can be dropped into a school and will solve problems and raise standards. The 2013 paper ‘New Pedagogies for Deep Learning’ (Fullan & Langworthy) cuts eloquently to the heart of this issue:
“In much of the language and thinking on technology in education, there has been a quest for a “holy grail” that would transform education through technology. By now, it is clear that no holy grail exists; rather, technologies used to enable and accelerate specific processes can dramatically improve learning, but its impact depends on how it is used.”
HELP OR HINDRANCE?
In a sense, it’s reports (and headlines) like this that contribute to the slow evolution of schools and education systems by awarding success or failure on the basis of the PISA tests and their narrow academic focus. Never has the case for developing a wider set of skills and competencies been more compelling, with leading academics, researchers and schools now all joining the clamour for 21st Century skills, competencies or habits to be the focus of children’s education. Studies such as the ITL Research (Innovative Teaching and Learning); the CBI report: First steps: A New Approach For Our Schools and the OECD’s own paper, ‘The Case for 21st Century Learning’ (authored by Andreas Schleicher), all tell us that employers and governments across the world need the next generation to be educated differently; to have more than the academic ‘basics’ which too many current school systems are entrenched in across the world. But still governments and the world’s media dances to the tune of achievement in the 3Rs. This too, must change if the world is to move beyond rhetoric.
Helpfully though, the report also highlights some areas where the potential impact of technology is now clear. It also provides us with the following call to action:
“School systems need to find more effective ways to integrate technology into teaching and learning to provide educators with learning environments that support 21st century pedagogies and provide children with the 21st century skills they need to succeed in tomorrow’s world,” said Andreas Schleicher, OECD Director for Education and Skills. “Technology is the only way to dramatically expand access to knowledge. To deliver on the promises technology holds, countries need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change.”
WHAT DO WE DO?
Having been fortunate to work with many teachers and schools where technology IS making the difference to learning, I’ve pulled together some ideas and suggestions that might be useful when planning how to develop technology further in your school this year…
I’ll be using the column in #TheFeedUK column to write more about how schools I’m fortunate enough to work with in the UK are facing up to these challenges throughout the academic year. We’re also hosting a series of #RedefineLearn events at Simon de Senlis to continue the debate and create opportunities to support schools through this transformational time in education.
The next #RedefineLearn conference is free and will take place at Simon de Senlis Primary School on 9th December. You can sign up at https://www.eventbrite.com/e/redefining-learning-free-9th-december-2015-tickets-18989441932