Blair stressed the importance of education, students are told to respond to feedback, differences between growth and fixed mindsets are outlined, and developing effective teaching is explored.

9. “Ask me my three main priorities for
government, and I will tell you; education,
education and education” – Tony Blair

14. Text box

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19. When you get feedback in your sketch
book or booklet then you NEED to
write a response!
• Read your feedback carefully and
think about how you can apply these
steps.
• Respond thoughtfully to any
questions your teacher has asked.
USE A GREEN PEN
• If your teacher has set a task
complete it to the best of your
ability. USE A GREEN PEN
• Let your teacher know how you
found the task and write down any
questions you have. USE A GREEN
PEN
Make your work outstanding
Dedicated Improvement & Reflection Time

20.  =
 =
 =
Confident - I’m finding it easy!
Close - I sort of understand it.
Clueless - It’s too difficult!
I don’t know what I’m doing.

24. YOU CAN DO
NOTHING TO
CHANGE YOUR
TALENT OR
INTELLIGENE
YOU CAN
CHANGE YOUR
INTELLIGENCE
OR TALENT
THROUGH
EFFORT
FIXED
MINDSET
GROWTH
MINDSET

25. FIXED
MINDSET
GROWTH
MINDSET
A desire to LOOK smart A desire to LEARN
Avoids challenge Embraces challenge
Gives up easily when faced with
an obstacle
Persists when faced with an
obstacle
Views effort as pointless and a
sign of weakness
Views effort as an admirable
quality that results in success
Threatened by others’ success Inspired by others’ success
Gets defensive when criticised Learns from criticism
DOES NOT REACH FULL
POTENTIAL
REACHES HIGH LEVELS OF
ACHIEVEMENT

26. Can you think of a student at AG
who is a FIXED Mindset and why
are they?
Can you think of a student at AG
who is a GROWTH Mindset and
why are they?
And

27. • Challenge; Because this is the way to ensure that
expectations are high and learners are working to
make progress in their learning
• Collaboration; Because students should be talking
more than teaches and working together to achieve
the ‘brilliant outcomes.’
• Choice; Engages the learners and make them feel
committed to the task

30. Low
challenge
Low
Stress
Limited
thinking
Limited
learning
High
challenge
Low
Stress
Thinking
required
Effective
learning
Very high
challenge
High
Stress
Cognitive
overload
Limited
learning

33. 1. Select a topic area within your subject/theme
2. Write numbers 1 – 6 down a page
3. Place your topic at no. 6
4. Get from the stimulus (Clip/picture/word/number) to your
chosen topic in NO MORE AND NO FEWER THAN 6 STEPS
5. Focus on the explanation of how each of these steps is taken
6. Add more degrees or steps to increase the challenge or
develop the exercise into a collaborative thinking activity
7. Add deliberate milestones that you ask learners to get to along
their journey
8. Close down the activity by selecting a destination FOR learners
if you want them to focus in on a particular theme or topic

40. Developing Great Teaching:
• Long term focus to CPD
• Step away for ‘one size fits all’
• Subject Knowledge & subject specific pedagogy
• Discussion & Action
• Input for providers should give a diverse perspective
• Peer learning & collaboration
• Culture Change

41. A Layered approach to CPD
BLANKET
Important developmental work that all teachers need to be
involved in that aligns with whole school priorities
Delivered through: TLCs, INSET days, factulty meetings & PM.
BESPOKE
A range of developmental activities that teachers can opt into with a view to
personalising their CPD and allowing them to following needs and interest
Delivered through: coaching, action research, peer obs, school visits etc.
DIRECTED
When staff are underperforming they are directed to engage in
specific developmental/support work
Delivered through: Mentoring & coaching.

47. TLC Groups 2015/16
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6
Monday 1 Monday 2 Monday 4 Monday 7 Thursday 1 Thursday 7
Rhianna Jarvis Hannah Bacon Rachel Brown Jim Smith Emma Howard Penny Cowell
Andy Covell David Fugill Chris Smith Daniel Fleet Bernard Brankin Liz Worthy
Chris Ruddy James Hart Graeme Smith Debbie McGory Chris Hill Lucy Speed
Karina Gogna Jane Johnson Graham Whittaker Nathan Oxford Emma Hallam Mike Douglas
Nick Critchley Louise Hallett John Clarke Stephane Clerc Georgina Panton Stella Adani
Robert
Calderbank Martin Boyle Rob Walker Claire Clark

50. • Is confident in the content to be taught
• Is confident in how the content taught will be assessed
• Knows the existing and target Performance Levels of all individuals within
the class
• Knows which students have special or particular needs
• Knows or has accessed the reading ages of the class
• Has adapted or differentiated the lesson to suit needs of all in the class
• Has a lesson plan in some form and has prepared in advance of the lesson
Engages the class from the outset
• Accesses what class already knows or can do
• Shares the learning outcomes and refers to them throughout
• Provides or directs to key information
• Asks compelling questions
• Invites contributions and ideas
• Checks for understanding
• Provides specific feedback to improve
• Reviews progress regularly

60. o Teaching & Learning Communities – (x10 year)
o GROW Coaching
o Teaching & Learning Briefings – Fortnightly
o Teaching & Learning Library
o Torch Teaching Alliance
o Progress Board Meetings and CPD
o MPQSL/SPQSL
o Subject Meetings
o Evidence of Success Website
o Observing other colleagues
o Visiting other schools
o Department/subject CPD – via SMART Plan
o Exam board training
o Research Rich Schools

63. Discuss why Quality Assurance is
split into Achievement, Teaching
& Behaviour?
What would each QA be made up
of and look like?
And

64. o AP data
o Baseline tests
o Progress Board Exams
o Faculty Reviews
o ML & SLT Student RAG &
Data Reports

65. o Lesson Observations
o Learning Walks
o Work Scrutinies
o Faculty Reviews
o Student Voice

66. o P9 drop ins
o Work scrutiny
o Consequences analysis
o Student voice
o Learning walks

69. • 16 words
• 8 words
• 4 words
• 2 words