Wildern teachmeet webinar
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Teachmeets are informal gatherings of teachers held outside of school hours where attendees can either listen to ideas or present a short 3 or 7 minute session. The described teachmeet was held in a school's learning resource center with comfortable seating and used social media to promote it. Staff who typically do not present at formal professional development events shared ideas at the teachmeet. Attendees found the teachmeet to be a fun and effective way of sharing and learning from each other in a relaxed environment.
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Seizing the Agenda | Sustainable school improvement with the Spirals of Enquiry
The document summarizes lessons learned from Whole Education's pilot of the Spirals of Inquiry framework for school improvement. Key points include:
1. The Spirals of Inquiry process is very different from traditional approaches and scanning student needs can be challenging but powerful.
2. Early results suggest Spirals of Inquiry has the potential to significantly change school practices and culture over time.
3. For success, schools need committed leadership, support structures, and time to fully implement the framework as it is not a quick fix.
Seizing the Agenda | Developing effective collaboration in locality areas
The document discusses a school partnership program between three secondary schools in Peterborough, England. It describes how Orton Longueville School, which was underperforming, was taken over by CMAT in 2009 and saw improved exam results from 44% in 2011 to 60% in 2013. A key factor in their success was collaborating with the other schools through a partnership which involved sharing resources, lesson observations, exam support and middle leader training. This pilot program demonstrated the benefits of school partnerships and helped spread collaboration to other schools in the region.
Seizing the Agenda | Progress to Progress 8 with Shireland Collegiate Academy
This document summarizes the agenda for the Whole Education 6th Annual Conference on school improvement. The conference will focus on establishing a shared vision for school improvement and seizing the agenda through marginal gains across curriculum, environments, and methodology represented by the acronym P=CxExM. Specific sessions will provide details on the curriculum, learning environments, flipped learning methodology, and initiatives to address potential barriers to improvement represented by the I in the equation. The document promotes a future two-day conference focused on the flipped classroom with founders Aaron Sams and John Bergmann to share how flipped learning has improved standards and progress at leading UK schools.
Seizing the Agenda | Unleashing the curriculum designer in us all (Secondary)
The document discusses curriculum innovation and the spectrum of innovation from incremental to radical changes. It explores factors that influence the adoption of innovations including relative advantage, compatibility, complexity, trialability, and observability. Business leaders argue that education must better prepare students for life after school and support the development of skills, character, and attitudes needed to progress. Teachers recognize the need for paradigm shifts in education to focus more on student abilities than age and help students find their passions. Overhauling the current system to make these changes will require overcoming barriers of tradition and bureaucracy.
Seizing the Agenda - Raising the ceiling | Moving teaching from good to great...
The document discusses establishing evidence-informed teaching practices in schools. It notes that schools now have more autonomy and responsibility for teacher professional development. Effective professional development requires sustained support over time, opportunities for practice and reflection, a focus on student outcomes, and addressing teachers' starting points. School culture and leadership are important for developing evidence-informed practice through collaborative research and development approaches and continuous professional development.
Seizing the Agenda - Opening session, 12 november 2015
Slides from Sir David Carter, Regional Schools Commissioner for South West England and Drs. Linda Kaser and Judy Halbert, Co-leaders, Network of Inquiry and Innovation in British Columbia
A new education initiative
The Mercers' Company, Innovation Unit, Whole Education and Convey are launching a bold and ambitious new education initiative.
Over the next 5 years The Mercers' Company will invest £6.4m in 250 schools who will explore, design and test:
+ new models of school
+ new learning designs
+ new measures of success
We will support these schools to design extraordinary learning that prepares every single student for a bright future.
Fulbridge Academy | Maths
The document summarizes changes made to the mathematics curriculum and teaching at The Fulbridge Academy. It describes:
1) The previous approach which involved different worksheets for each teacher without consistency across the school and little focus on mental math skills.
2) New initiatives including rearranging the curriculum into consistent blocks, investing in practical resources, supporting teachers, and emphasizing a shared mathematical language and approaches across classes.
3) The goal of an interleaved and distributed curriculum focusing on areas like counting, patterns, and measurement, with application of themes across areas and an emphasis on formative assessment.
Fulbridge Academy | Creativity
The document describes The Fulbridge Academy, a school that focuses on creativity. It emphasizes high expectations, an inspiring learning environment, and a bespoke curriculum tailored to students' needs. The curriculum aims to empower students individually and as global citizens through exploration, skill-building, imagination, and dialogue. Teachers are seen as vital for exciting and engaging students through excellent teaching. Creativity is emphasized throughout the school's approach to teaching, learning, leadership, and planning curriculum experiences around first-hand experiences like visits.
Fulbrige Academy | Assessment
The document summarizes the assessment approach at The Fulbridge Academy, which focuses on assessing how well students know concepts rather than how much they have learned. It discusses moving away from national levels and toward assessing students across 8 curriculum domains from nursery to year 6. The assessment system aims to value formative, daily assessments over high-stakes testing and make teachers accountable for student attainment and progress rather than adherence to standards.
Designing an impact curriculum | BRIDGES | A framework for building learning ...
Presentation from 'High impact approaches' breakout session at the Whole Education 'Designing an impact curriculum conference'
Designing an impact curriculum | Designing a thematic curriculum | George Fau...
Presentation from 'Key Stages' breakout session at the Whole Education 'Designing an impact curriculum' conference
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Seizing the Agenda | Does technology detract from learning?
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