Making Connections Conference 2021

Making Connections Conference 2021

Thinking Schools Academy Trust is excited to share with its staff this year’s ‘Making Connections’ conference.


The Making Connections conference is an opportunity to hear from our specialists in the field of education, learn new and interesting ideas and discover new engagements with colleagues; this conference promises to be an enriching opportunity for all staff at our schools.

A wealth of talks and connection sessions will be provided and we ask our staff to select sessions they would like to attend as outlined below.

Talks and Connection Sessions will be hosted virtually, followed by in-school reflection time for staff members to engage with the information and theories they have learnt.

Guest Speaker


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Guest speaker Daniel Willingham will be hosting an online session.

We are pleased to announce that our special guest speaker at the TSAT conference will be critically acclaimed author and researcher of cognitive psychology and neuroscience, Daniel Willingham.

Daniel is Professor of Psychology at the University of Virginia. His first bestselling book, “Why Don’t Students Like School?”, was hailed as “a triumph of critical thinking” by The Washington Post and “brilliant analysis” by The Wall Street Journal, recommended by scores of magazines and blogs around the world. His writing on education has appeared in seventeen languages. In 2017, Daniel was appointed by President Obama as a Member of the National Board for Education Sciences.

As our special guest, Daniel will be presenting to you all virtually from across the pond and talking to you about memory, building knowledge and creating lasting learning experiences for students.


Please find below the sessions offered at the conferences

 

Portsmouth & Plymouth: 22nd October 2021

Details of workshops

 

Sessions
Speaker
Audience
Brief on Session
Using the Golden Hat to improve independent practice
Zackary Cross – Class Teacher
All Secondary Teachers and Support staff
This session will outline how effective Golden Hat Time can be as a tool to encourage independent practice. I will discuss how successful we have found it at TPA and how it can be incorporated into any lesson.
• What is and how effective is GHT
• How to utilize GHT to enhance my student’s learning
• How to use GHT as a tool to stretch and challenge AMA students
Use of knowledge banks and how to integrate these into our teaching practice in the Primary phase
Karen Denton – Head of School
All Primary Teachers and Support staff
Knowledge Banks can be a valuable resource in the classroom to summarise the knowledge included in a topic, but do we really use them to best support children’s metamemory and retrieval?  Are they just stuck in a book and never referred to again? Without effective use and reference they all too easily become wallpaper.
• The principles behind creating an effective knowledge bank.
• How using a knowledge bank can enhance retrieval practice.
• Practical strategies of how to use knowledge banks in the classroom.
• An opportunity to share ideas with others and learn from colleagues in different schools.
Narrowing the cultural capital gap through the use of “equaliser tasks”.
Deborah Van Den Broek– Subject Leader for Art and Design, Design and Technology
All Primary Teachers and Support staff
Cultural capital is important to our children.  This session will look at how we can “equalise” the experiences of disadvantaged and non-disadvantaged children in our classroom.
We will explore:
• How a focus on language and experiences can give cultural capital that they may be missing
• How a start of unit equaliser task can be used in your class context
• How we can have an impact as a teacher in a time manageable way
How to use Thinking Tools and Maps in
practice in your role day to day – an
introduction
Janina Villalta- Head of Staffing & Operations/Executive Business Manager – Chatham Hub
All Support staff/Non Teaching/Central
This session will cover an introduction to thinking tools, including maps, hats, CORT tools, etc. aimed at those who don’t use them currently, on a daily basis, as part of their role.
In addition to explaining how, when, why you might want to use them, the session will provide a guide on selecting the right tools for the right purpose.
A whole school approach to teaching and learning times tables.
Gemma Peachey- Maths Lead / Year 6 Lead
All Primary Teachers and Support staff
This session will focus on strategies for teaching times tables and how to embed a whole school approach to teaching them. It will look at how the teaching of times tables rather than just rapid recall of times tables’ facts is essential in developing children’s mathematical fluency.
We will look at:
• The importance of counting as a pre step to teaching times tables
• Explicit teaching of times tables and strategies and resources to support with this
• An example structure of how times tables teaching could be implemented in school
How to make the most effective use of additional adults in the classroom for Teachers with TAs/SEWs
Sylvie Richardson- Student Engagement and Intervention Coordinator
All staff – Primary and Secondary
• Rebranding of the team from Teaching Assistants to SEWs
• Knowledge and skillset of the team and how to utilise this
• Supporting in a lesson as well as being trained in specialist interventions e.g SALT, PACE strategies
• How to make the most effective use of additional adults in the classrooms
• Signposting
Wellbeing in the Workplace (25 cap)
Nina Bedwell- External Provider – Contemporary Psychotherapist
 All Staff – Primary and Secondary
The average person will spend 90,000 hours at work over a lifetime therefore our jobs can make a huge impact on our quality of life.
This session is designed to give you some practical strategies for managing your wellbeing at work
IHasco Sessions
All Support staff
IHasco provides a number of training courses on a variety of topics and below you can find a selection of courses which you can choose to do during this session.
Please log on via https://www.ihasco.co.uk/login
You will then see all courses have been assigned to you, but you can simply pick the course(s) you wish to undertake.
Modern Slavery
This training course provides knowledge on how to report, acknowledge and handle modern slavery in the workplace.
Unconscious Bias for Employees
This training will enable you to identify, challenge and reduce unconscious bias in the workplace.  Workplaces with less bias tend to cultivate fairer, more diverse and more successful cultures. You will understand the most common types of bias and understand the negative impact unconscious bias can have on organisations.
Unconscious Bias for Management
This training has been designed for management to identify, challenge and reduce unconscious bias in the workplace.
Resilience
This course provides you with tools needed to support in building resilience, to better manage challenges and maintain good personal wellbeing in the face of adversity. It includes the 5 pillars of Resilience and is a simple yet effective course that is CPD accredited and suitable for all levels of staff.
Managing Anxiety
An introduction to what anxiety is and how differently it can affect different people. The course offers simple and memorable CBT techniques to better approach, understand and manage worrisome/anxious thoughts on a daily basis – which all of us may experience at some point in our lives.
Mental Health in Education
This training is for educational professionals to help raise awareness of mental ill-health in an education setting and aims to break the stigma surrounding ill-mental health.  It also contains resources and a wellbeing toolkit to support in managing day to day mental health.
Stress Awareness
This course has been designed to help identify and prevent stress at work.
Equality, Diversity and Inclusion
The UK becomes more culturally diverse each year and as such, so do workplaces.
This training is an essential part of training for all workplaces.
This course will introduce you to the protected characteristics, discrimination, victimisation and unfair treatment within a professional environment.
Cultural Capital in the Classroom
Mandy Gage- Director of Education
All Secondary Teachers
This session will explore the following questions and provide takeaways and tips for teachers of all disciplines:
• What is cultural capital?
• Why does it matter?
• How do we grow our students’ Cultural Capital through our pedagogy and practice?
Knowledge Banks. What’s the point?
Chris Andrews- Assistant Principal: Quality of Education KS4
All Secondary Teachers and Support Staff
You can’t have missed the phenomenon that has taken the teaching world by storm over the past 6 years. According to recent research, well-planned and implemented knowledge banks has an effect size of +1.24 grades. These magical pages can be the; key to retrieval, the missing piece of the puzzle for independent learning and the secret ingredient to organising knowledge.
Together we will take a look at
• What makes an effective knowledge bank
• Who they are for
• How to implement them in the classroom and beyond
Customer First
Nick Forward- Business Development Manager
Reception Staff
Review what great customer service looks like across a business and how we can implement great customer service into our schools by identifying:
• Good and bad customer service
• Who our customers are
• How to handle difficult conversations
Instructional coaching – growing a coaching culture within our schools
Gwynn Bassan- Director of Education
Heads/TTL leads/Drive Team leads/ Hub leads/SLT/ELT/Professional Mentors
Learn about the hot topic of ‘instructional coaching’ and how this individualised approach to coaching gives an opportunity for active and sequential learning, sharply focused around an area that will improve a teacher’s practice. With Professional Growth in mind, this session will provide ‘food for thought’ and will promote reflection on your current practices.
We will explore:
• Why a culture shift is needed
• The definition of instructional coaching
• The derivation of instructional coaching: the concept of deliberate practice and its 5 principles
• Getting the language of instructional coaching right using Bambrick-Santoyo’s 6 key aspects of effective feedback and 5 errors to avoid
• Instructional coaching conversations using Sherrington and Caviglioli’s 5 step ‘Walthrus’ approach
Planning for learning pathways at KS3
Kirsty French- Assistant Principal: KS3 Quality of Education
All Secondary Teachers
Creating independent learners is the dream but engaging all levels at once is the challenge. Insight into how to create learning pathways within lessons, activities and questioning can support and challenge students at different levels, particularly if you’re newer to mixed ability classrooms.
Examples from a variety of curriculum areas with takeaways to develop and try within your own classroom.
De-escalation techniques for support staff
Andrew Hatherley- Deputy Head
All Secondary Support staff
To develop staff behaviour management and learn to de-escalate pupils’ emotions to help support them in lessons. We will be looking at the following key points:
• Empathic and Non-judgmental. Do not judge or be dismissive of the feelings of the person in distress
• Respect Personal Space
• Use Non-threatening non-verbals
• Keep Your Emotional Brain in Check
• Focus on Feelings
• Ignore Challenging Questions
• Set Limits
• Choose Wisely What You Insist Upon
These skills will help manage pupils better and support them in their learning.
Adverse Childhood Experiences and how they may impact on students’ metacognition
Lynne Holden- Assistant Head
 All staff – Primary and Secondary
Being ‘fair’ is not about everyone getting the same (equality) but about everyone getting what they need (equity).
• Adverse Childhood Experiences (ACEs) can affect brain development. Children who have experienced ACEs may function at an earlier developmental level than their chronological age suggests.
• They may struggle to develop regulatory skills needed for learning and social relationships
• Effective help requires intervention that is congruent with neuroscience, developmentally relevant and relational.
• The key adults in helping children recover from ACEs can be support staff and teachers but they require relevant support and training.
The science of memory – in action
Kev Burns- Portsmouth Hub TTL lead; Assistant Principal for Thinking, Teaching and Learning, Marking, CPD and Professional Development.
 All Staff – Primary and Secondary
What is the latest thinking around the science of memory and how might you apply such thinking to your classroom environment?
• What is “memory” and what do we know about how it works?
• What is a “schema” and how does “knowledge build upon knowledge?
• Why is this information relevant to the classroom?
• What practical tips should I consider when planning for students to remember more?
An introduction to metacognition and memory
Shaun Willis- Deputy Head
 All Staff – Primary and Secondary
We all know ‘metacognition’ and ‘memory’ are buzz words at the moment in education but do we really know why they are important and how we can use them in schools? This session will introduce the key research surrounding these areas and encourage us to consider our own memory!
• What do we mean by ‘metacognition’ and ‘memory’?
• How can we use the research in these areas to develop our teaching?
• How can we use this to create more successful learners?
Microsoft Reading Progress & Literacy Intervention
Chiara Fraser- Head of Department/ Associate Lead for English
All Secondary Teachers/Literacy Leads and any Primary Teachers/literacy leads with access to using Teams as actual classrooms (as you need to use the assignments feature)
Digital learning is rapidly transforming the face of education; our pupils now have access to more learning tools than ever before. But what does that mean for literacy? Do we need to re-think how we deliver literacy intervention? How can digital learning support us with closing the reading gap? Join this session to explore:
• What literacy looks like in the digital classroom
• How Microsoft Reading Progress supports intervention
• How to use Microsoft Reading Progress
• Discussion around future Literacy CPD and opportunities for collaboration.
Carousel (External)
Joshua Perry
Adam Boxer
Chris Connolly
SLT and Subject Leads
Carousel is a quizzing and retrieval practice tool for schools. It helps you to embed knowledge in your students’ long term memory through flashcards and quizzes online.
• Introduction to Carousel software
• How to increase engagement with homework
• How to build motivation and confidence over time through retrieval
• How to hold students to account for their own learning
Topical Talk: bring conversations about current affairs into your classroom (External)
Olivia Platman
All Primary Teachers & Support staff
In an age of misinformation, polarisation and fake news, our students are bombarded with media they can’t make sense of and debates they can’t access. In this session, we’ll show how Topical Talk breaks down the biggest issues of our time – from racial equity to the climate crisis- making them lively, accessible conversation starters from KS2 upwards.
We’ll share how to access these ready- made, free resources and unlock a wealth of activities that develop cultural capital, critical thinking and communication skills.
 

 

 

 

 

 

 

Sessions Speaker Audience Brief on Session
Apps Workshop: Teams/OneNote staff perspective
Hajar Bellazrak- Digital Learning Ambassador
Secondary and Primary colleagues who will be using Teams as a ‘classroom’ with their children in the near future
Digital learning is no longer a phenomenon of the future. It’s the present. This session will aim to give you more confidence in using Microsoft applications within the classroom.
• Exploring OneNote and its functions from beginner to intermediate level
• Looking at how Whiteboard can be applied in the classroom collaboratively
• How Forms can be used for assessment and scaffolded for differentiation.
• Tips and tricks that will enable pupils to become more independent within your digital lessons.
One:One Pedagogy: How might devices be used to enhance learning? Practical tips.
Kev Burns – Portsmouth Hub TTL Lead; Assistant Principal for Thinking, Teaching and Learning, Marking, CPD and Professional Development.
All Secondary Teachers
Outline of session (follow format from one of the examples provided)
Now that the One:One programme has begun at TPA it is important to start adjusting our pedagogy to take advantage of the opportunities provided by One:One devices.
• How might lessons be adapted to take advantage of One:one devices?
• Which techniques translate well to a digital environment?
• How to make the transition from digitising a paper lesson, to designing a truly interactive digital experience?
• Microsoft 21cld and how it can enhance planning for digital lessons.
• Top tips for planning with digital learning in mind.
HR Update
Lucy Chapman– HR Manager
Office Managers and PAs – Primary and Secondary
High level update on key HR matters and an opportunity to discuss HR matters arising-
• Policy updates- A summary of key policy changes
• Safer Recruitment Audit – Outcomes and Actions
• Workforce Census – Are we ready
• Recording and monitoring sickness other leave
• The importance of exit interviews
• Wellbeing plans
Microsoft Reading Progress & Literacy Intervention
Chiara Fraser– Associate Lead for English
All secondary teachers/literacy leads and any primary teachers/literacy leads with access to using Teams as actual classrooms (as you need to use the assignments feature)
Digital learning is rapidly transforming the face of education; our pupils now have access to more learning tools than ever before. But what does that mean for literacy? Do we need to re-think how we deliver literacy intervention? How can digital learning support us with closing the reading gap? Join this session to explore:
• What literacy looks like in the digital classroom
• How Microsoft Reading Progress supports intervention
• How to use Microsoft Reading Progress, and
• Discussion around future Literacy CPD and opportunities for collaboration.
Microsoft Educator Centre (MEC)
All Support staff/ Non Teaching/Central
The Microsoft Educator Centre provides a variety of courses for education professionals and all courses can be accessed here.
The below courses have been recommended to support with the use of technology in your role.
Techquity : Creating Learning Environments for Sustainability, Equity, and Access.
  • This course supports you in integrating technology into your environment when working with students and in your own learning environment.
OneNote Staff Notebook: Tools for staff collaboration
  • This course will show you how to utilise OneNote for your own personal effectiveness but for also sharing information and resources with colleagues.
IHasco Sessions
All Support staff
IHasco provides a number of training courses on a variety of topics and below you can find a selection of courses which you can choose to do during this session.
Please log on via https://www.ihasco.co.uk/login
You will then see all courses have been assigned to you, but you can simply pick the course(s) you wish to undertake.
Modern Slavery
This training course provides knowledge on how to report, acknowledge and handle modern slavery in the workplace.
Unconscious Bias for Employees
This training will enable you to identify, challenge and reduce unconscious bias in the workplace.  Workplaces with less bias tend to cultivate fairer, more diverse and more successful cultures. You will understand the most common types of bias and understand the negative impact unconscious bias can have on organisations.
Unconscious Bias for Management
This training has been designed for management to identify, challenge and reduce unconscious bias in the workplace.
Resilience
This course provides you with tools needed to support in building resilience, to better manage challenges and maintain good personal wellbeing in the face of adversity. It includes the 5 pillars of Resilience and is a simple yet effective course that is CPD accredited and suitable for all levels of staff.
Managing Anxiety
An introduction to what anxiety is and how differently it can affect different people. The course offers simple and memorable CBT techniques to better approach, understand and manage worrisome/anxious thoughts on a daily basis – which all of us may experience at some point in our lives
.Mental Health in Education
This training is for educational professionals to help raise awareness of mental ill-health in an education setting and aims to break the stigma surrounding ill-mental health.  It also contains resources and a wellbeing toolkit to support in managing day to day mental health.
Stress Awareness
This course has been designed to help identify and prevent stress at work.
.
Equality, Diversity and Inclusion
The UK becomes more culturally diverse each year and as such, so do workplaces
This training is an essential part of training for all workplaces.
This course will introduce you to the protected characteristics, discrimination, victimisation and unfair treatment within a professional environment.
Effective support in the Primary Classroom
Sharon Peckham-  Deputy Head
All Primary Teachers and Support staff
This session will consider what quality first teaching and support in the primary classroom might look like.
• The seven principles of effective teaching will be explored
• The EEF’s guide to effective use of teaching assistants will be discussed
**Please note that part of this session will involve a paper task that will need printing in advance. It would be beneficial, if possible, to complete this task collaboratively with colleagues.
Apps workshop: Teams/Onenote staff perspective
Alex Downer- Teacher of Geography and Digital Learning Ambassador
All Secondary Teachers and Support staff
Session will open with feedback from year 7 student voice on what helps them most with digital learning and areas they’d like to know more.
Followed by a series of practical solutions to support learning in digital classrooms through Teams, OneNote and Whiteboard.  Also, supporting students to build confidence when working collaboratively.
Wellbeing in the Workplace (25 cap)
Nina Bedwell- External Provider – Contemporary Psychotherapist
 All Staff – Primary and Secondary
The average person will spend 90,000 hours at work over a lifetime therefore our jobs can make a huge impact on our quality of life.
This session is designed to give you some practical strategies for managing your wellbeing at work
Tablet Academy Plymouth
Tablet Academy
Plymouth staff
The VP in your school will outline the sessions to you.

If you are a member of staff working for a school in Portsmouth or Plymouth, please book here:

Portsmouth & Plymouth

 

Kent & Medway: 1st November 2021

Details of workshops

 

Sessions
Speaker
Audience
Brief on Session
Stretching the Most Able-Practical Strategies
Jill Cullis-Assistant Principal- Teaching and Learning
All Secondary Staff
The increase in cognitive education and retrieval practice in schools is making huge strides with our students’ in securing and automatising core knowledge. Now, more than ever this has opened up an opportunity to stretch our most able even further. In this session we will explore:
• Non-resourced tactics for extending students in lessons
• Strategies for improving student’s oral contributions in lessons
• Differentiating between extension and challenge
• A discussion about task completion as a poor proxy for learning
Strategies to combine Retrieval Practice, Spacing and Interleaving into our curriculum planning and assessment.
James Carr- Head of Department Business and Head of Year
Secondary Curriculum Leaders/ Second i/c of Department
This session looks at practical strategies which can be applied to curriculum sequencing and planning. There is a current research supporting the use of retrieval and spacing and this session looks at ideas to combine both to support effective sequencing and assessment and how you might introduce these techniques into your planning.
• Research informed retrieval activities and linked assessments using knowledge organisers
• Spacing of retrieval activities and assessments to support students retention and retrieval.
• How we currently use interleaving and linking this to planning curriculums moving forward.
Making the most of retrieval practice – what to do with student responses?
Lauren French- Assistant Director of KS4 and Curriculum Leader for Psychology
Holly Bourke- Acting Thinking Lead / Class Teacher
All Primary Teachers and Secondary Staff
As educators we are becoming more and more aware of the value of retrieval practice within our day to day teaching and preparation for assessments. However, its value extends beyond the preparation for assessments and can also be seen in responding to them. It is important that our students understand that assessments are part of a learning cycle and we should be working with them, continually responding to these in order to embed a “growth mindset”. In this session we will explore;
• The science behind retrieval – why it works and when we should be cautious about its application
• Tips to communicating the value of retrieval practice to our students – it is important that they too understand the benefits behind engaging in these tasks
• Ideas on tasks that could be used to respond to areas of vulnerable knowledge identified in assessments
• Discussion on the value of tracking and trapping retrieval practice over time
Making use of models and worked examples to create schema
Nicole Still- Second in English and a current participant on the C-Teach course

 

All Primary Teachers & Secondary Teachers
Making secure and accurate connections between knowledge is a fundamental part of the schema our students need to build.  The use of models and worked examples is one way we can build and strengthen these connections. In the session we will:
• Explore the relationship between models/worked examples and schema
• Examine the range of ways we should use models and worked examples to make them most effective
• Unpack examples from across key stages and curriculum to support use of models and worked examples in our classrooms.
Self-mobilisation – Tools to enable students to retain and recall information at home
Rachael Moon-Assistant Principal Teaching and Learning
Secondary Staff
We need to teach our students what strategies do and don’t work when it comes to improving their memory. Techniques that students often navigate towards, highlighting/underlining and rereading have been shown to have little effect at improving a students’ ability to recall information at a later date. This session is about giving students the tools to enable them to retain and recall information at home. Each minute spent highlighting or re-reading is 60 seconds not spent doing something more effective
Use of analogy in knowledge-rich teaching, with a focus on secondary Science.
Lara Osmotherly- Curriculum Leader for Biology, Assistant Timetabler, Assistant Director of KS3
All Secondary Teachers
Analogies are used with great frequency during explanations in Science. Some may be passed down the generations, such as carts, trains or water systems to represent circuits, while others may be generated instinctively in response to a confused face. But how effective are analogies at developing student understanding in secondary Science? In this session we will:
• Review the evidence for the impact of analogies in Science classrooms.
• Evaluate the approaches I am trialing and their impacts.
• Consider how we might plan for and develop the use of analogy within our own practice
Retrieval Practice: research and practice
Helena Ortega-Izquierdo-  Head of Department MFL and Drive Team
Charlotte Dash- TTL Hub Lead, Kent
All Secondary Staff
There is a lot of discussion about Retrieval Practice, but what is it really about and why is it so powerful? Please join us for a session on Retrieval Practice where you can learn about the research behind it and see retrieval in action ready for you to put into practice in your own classroom.
• What is Retrieval Practice?
• The testing effect – the purpose of retrieval
• Research says- the research behind Retrieval Practice
• Implementing retrieval in Secondary Schools
• The impact of Retrieval Practice on students’ learning
• Short term and long term retrieval
• Examples of classroom resource
Retrieval practice: using digital tools to facilitate and track home learning.
Chris Rayner-Head of Chemistry
Secondary Staff
Retrieval Practice is a powerful tool that can empower students to develop and reinforce their knowledge and understanding. What can we do to encourage students to develop these skills and embed them as habits?• What is Retrieval Practice and what does it look like both in and out of the classroom?
• How to use Office 365 digital tools to facilitate retrieval.
• How to motivate students to think about their learning and embed retrieval practice as a habit.
Retrieval practice in class – Primary
Rosie Coulson- Assistant Head
Primary Staff
Retrieval practice is becoming part of our daily teaching to support our children in securing their learning into their long-term memory.• Why is retrieval practice so important?
• Practical ways to embed retrieval practice into your daily teaching and planning.
• Exploring the Leitner Approach to enhance best practice.
(Pre-recorded) Retrieval in Reading
Samantha Egan- Primary Teacher and English Lead
Primary Staff
Retrieval is a core skill that can influence the reading experience as a whole. How do we retrieve information from the text? How can we support our pupils further? This session will unpick the idea of retrieval and suggest practical strategies to implement in the classroom.

• The science behind reading, links with working memory and how this relates with retrieval of information
• How we structure our approach to teaching this area of reading
• Suggestions and practical methods to support you in the classroom
How to implement the use of meta-memory in Design and Technology
Scott Banks- Curriculum Leader for Design and Technology
Secondary- Design and Technology Teachers
would be useful for Primary Teachers wanting to explore DT work at Secondary level.
A discussion and practical implementation of how to use metamemory techniques to enrich our students’ learning potential. This session will be focusing specifically on how this can be implemented in Design and Technology and compliment the way in which our practical subject requires more than just coursework outcomes.

The session will look at:

• The thinking around how metamemory can be structured and linked to the curriculum
• Finding opportunities within lessons for building schema
• Useful, real world, examples of how metamemory can be promoted in the classroom
• Opportunity for discussions around this topic
• Q&A
Getting the best from Knowledge Banks in the Primary Classroom
Cormac Murphy- Head Teacher
All Primary Teachers and class based Support staff
Retrieval Practice is at the Heart of our ‘Teaching to Remember’ agenda in each of our schools. Essentially, it’s providing opportunities for children to try and recall things from their long term memory that they have previously learnt. There’s lot of research to support this strategy- but how do we put it into practice in our primary classrooms? Some retrieval strategies involve the use of knowledge banks, which are becoming increasingly popular in primary schools.• Identifying the ‘knowledge’ that we want children to remember
• Adapting Retrieval for Younger Students
• How to strengthen memory
• Using knowledge banks as a resource to support initial learning and retrieval.
• How knowledge banks support planning, assessment and quizzing.
• How to create a knowledge bank template
Retrieval Practice: In-Class & Home Learning
Elizabeth Huttley- Head of Maths
Kirsty Gaythwaite– Second in Maths
Secondary Staff -Secondary focused however, would be suitable for Primary Staff too.
• Why is retrieval important?
• How do low stake assessments work?
• How can we ensure retrieval is spread out in a timely fashion?
• How can we make it more interesting than just questions?
If these are questions that you have asked yourselves before, and you are interested in the ideas we have to share, then this session is for you. Be it in-class retrieval or homework-based tasks, we will be covering an array of resources that we have found to be effective in maths, that can also be adapted easily for use across the curriculum.
Use of knowledge banks / how to integrate these into our teaching practice– Secondary
Ashley Wicken- Teacher Training Lead 
All Secondary Teachers
We will explore the way in which KBs can be integrated into our practice more fully.• Interrogating the knowledge bank using thinking tools• Fading knowledge banks to assist with retrieval• Refining knowledge bands: an on-going process
Carousel (External)
Joshua Perry
Adam Boxer
Chris Connolly
SLT and Subject Leads
Carousel is a quizzing and retrieval practice tool for schools. It helps you to embed knowledge in your students’ long term memory through flashcards and quizzes online.
• Introduction to Carousel software
• How to increase engagement with homework
• How to build motivation and confidence over time through retrieval
• How to hold students to account for their own learning
KS2 Reading – inference using evidence from the text
Firann McKinlay- Yr6 Class Teacher
Primary Staff
This session will explore the pedagogy around children’s reading with a specific focus on how they infer. We will examine how we can support children in how they read between the lines, understand how authors convey meaning through “show don’t tell strategies” and help them answer inference questions with clarity using evidence from within texts. The session will have a heavy focus on how the thinking tools can be practically incorporated into lessons to deepen the children’ understanding of what they are reading about.
The Science of Memory
Ella Martin- TTL lead for Chatham/ Class Teacher
All staff – Primary and Secondary
You know that the memory agenda is one of the pillars of our trust but do you know how memory actually works? Academic studies aren’t always easy to access or to translate into the reality of a classroom so this session will be an introduction into memory, drawing on research, in order to help us really understand how students learn. We will explore:
• The different memory stores
• Misconceptions about memories,
• How we encode and retrieve memories,
• Strategies for utilising research on memory within the classroom,
• Techniques for helping students remember in class and during interventions.
How to use Thinking Tools and Maps in practice in your role day to day – an introduction
Sam Kirk- LKS2 Phase leader/ Year 4 Teacher/ Thinking Lead
All staff – Primary and Secondary
All pupils are entitled to access the Thinking Philosophy at a level appropriate to their needs arising from race, gender, ability or disability.
In EYFS and KS1, children will be introduced to the thinking tools, these will be modelled and applied to help support their learning.
In KS2, children will continue to build upon their understanding and the pedagogy of each tool as well as being independent in their selection and presenting.
IHasco Sessions
All Support staff
IHasco provides a number of training courses on a variety of topics and below you can find a selection of courses which you can choose to do during this session.
Please log on via https://www.ihasco.co.uk/login
You will then see all courses have been assigned to you, but you can simply pick the course(s) you wish to undertake.
Modern Slavery
This training course provides knowledge on how to report, acknowledge and handle modern slavery in the workplace.
Unconscious Bias for Employees
This training will enable you to identify, challenge and reduce unconscious bias in the workplace.  Workplaces with less bias tend to cultivate fairer, more diverse and more successful cultures. You will understand the most common types of bias and understand the negative impact unconscious bias can have on organisations.
Unconscious Bias for Management
This training has been designed for management to identify, challenge and reduce unconscious bias in the workplace.
Resilience
This course provides you with tools needed to support in building resilience, to better manage challenges and maintain good personal wellbeing in the face of adversity. It includes the 5 pillars of Resilience and is a simple yet effective course that is CPD accredited and suitable for all levels of staff.
Managing Anxiety
An introduction to what anxiety is and how differently it can affect different people. The course offers simple and memorable CBT techniques to better approach, understand and manage worrisome/anxious thoughts on a daily basis – which all of us may experience at some point in our lives
Mental Health in Education
This training is for educational professionals to help raise awareness of mental ill-health in an education setting and aims to break the stigma surrounding ill-mental health.  It also contains resources and a wellbeing toolkit to support in managing day to day mental health.
Stress Awareness
This course has been designed to help identify and prevent stress at work.
Equality, Diversity and Inclusion
The UK becomes more culturally diverse each year and as such, so do workplaces
This training is an essential part of training for all workplaces.
This course will introduce you to the protected characteristics, discrimination, victimisation and unfair treatment within a professional environment.

 

 

Sessions
Speaker
Audience
Brief on Session
Cultural Capital as part of raising aspirations and developing social mobility
Cate Hayes-Watkins- Head of Performing Arts, Professional Tutor
All staff – Primary and Secondary
In supporting the social mobility of our young people it is vital that we help them to remove any barriers to success. Cultural Capital is one such barrier.
“The more capital you have, the more powerful you are.” P. Bourdain 1970
In this workshop we will:
• Define cultural capital
• Identify the barriers to young people in accessing cultural capital
• Identify our own cultural experiences and explore how we can share these with our students
• Discuss ways in which a cultural capital programme can be embedded in your student’s school journey
• Make connections between cultural capital, motivation and social mobility
Anti-racism. A conversation for all
Stacey Sommerville- Assistant Principal-Equality and Diversity
All staff – Primary and Secondary
We will explore:
• The relevance of anti-racism as a specific approach that deliberately tries to dismantle racism at individual, institutional and structural levels.
• How anti-racism aims to support inclusion and human rights and promote race equality.
• The importance of a proactive, action-oriented approach that acknowledges intersectionality (the interconnected nature of different aspects of a person’s identity and how together they can impact and determine and compound their experience of discrimination).
‘Boys will be boys’. Why do boys underachieve and what can be done to change this?
Beccy Wright- Assistant Principal- Attitudes, Behaviour and Attendance
All staff – Primary and Secondary
When describing the difference between girls and boys in the classroom, we are often met with a description of  ‘stereotypical girls’ who strive to achieve, complete homework and ask for support and ‘stereotypical boys’ who can’t be bothered, would rather make their friends laugh and prioritise most things over academic success. But what happens when we challenge these stereotypes and address the myths surrounding how best to get the boys in your classroom to achieve their best?
This session looks at some of the biggest issues facing males in society today, busts a number of myths surrounding boys achievement and offers some practical strategies for supporting boys to achieve their potential in your lessons.
An introduction to the Seven Principles of Teaching and Learning
Jessica White- Thinking Lead/ Class Teacher
All Primary Support staff
Learn all about the Seven Principles of Learning and the importance of them while in the classroom, throughout your interventions and in supporting our pupils to be their best selves. Develop an understanding of how you can use the principles effectively and deepen your knowledge of what this may look like in the primary setting.
We will explore:
• The purpose of the seven principles
• Each of the seven principles in detail
• What this looks like in a primary setting
• What our struggles have been in introducing them (if any) and how to overcome these
• Any further queries and concerns you may have for fitting this into your daily practice
Developing Cultural Capital
Justin Claessens– Drive Team Coordinator, Responsibility for the Library, Teacher of English
Secondary staff
Cultural Capital is a topic of such importance that it is now a major stipulation in Ofsted’s inspection framework. But that’s not the only reason it should matter to us as educators. In this session we will learn about how to use cultural capital to make a genuine impact on our student’s lives.
We will explore:
• Defining cultural capital, cultural literacy and cultural education
• Applying these concepts in the context of a secondary school
• Looking both within and beyond the classroom – the responsibility one us all to support the cultural education of our pupils
Introduction to Artsmark
Hannah Chawner- LKS2 phase lead, Thinking Artistically Lead, Artsmark Drive Team lead
Primary staff
Artsmark is the only creative quality standard for schools and educational settings, accredited by Arts Council England. Discover how you can use the flexible framework to help embed arts, culture and creativity across your whole curriculum.
• What is Artsmark?
• How does the Artsmark process work in a primary setting?
• How to begin your Artsmark journey
How to use Thinking Tools and Maps in practice in your role day to day – an introduction
Janina Villalta- Head of Staffing & Operations/Executive Business Manager – Chatham Hub
Non teaching/Support staff/Central
This session will cover an introduction to thinking tools, including maps, hats, CORT tools, etc. aimed at those who don’t use them currently, on a daily basis, as part of their role
In addition to explaining how, when, why you might want to use them, the session will a guide on selecting the right tools for the right purpose.  I will share exemplars for how they can be used to support recruitment, office processes, pastoral procedures, meetings with team members and parents, finance processes and many more.
Reading in Primary Curriculum
Sophie Bristol- KS1 Phase Lead/ Thinking Academically Lead/ Reading Lead
Primary staff
Explore the principles behind effective reading teaching in the primary classroom and gather strategies to encourage positive reading habits within pupils. We will look at the process of becoming a reader and how we, as practitioners, can nurture children throughout this journey from early reading to fluency.
We will explore:
• Current theory and research around effective reading approaches
• How we define ‘a reader’ and how this affects our approach to instruction
• Fostering a love of reading and a determination that every child will learn to read
• Practical strategies to implement within the classroom on a whole class and intervention basis
Using Excel effectively
Ross McLellan- Senior Vice Principal – Curriculum and Academic Standards
Primary and Secondary staff/Data Managers/Central
Basic excel skills can make data analysis so much easier. This session will provide some simple excel skills, you will be able to follow along and try these skills out during the session.
In this session we will cover:
• How to conditionally format cells
• How to apply formats to cells
• How to put your data in a table
• How to sort your data
• How to filter your data
• How to use charts
• How to use three essential functions – SUM, COUNTIF and VLOOKUP
An introduction to the Seven Principles of Teaching and Learning
Aimee Banks- Assistant Principal, Teaching and Learning
All Secondary Support Staff
The Seven Principles of Teaching and Learning form the core structure of effective teaching practice across TSAT. Learn about the research that informed the Seven Principles, what they are and why we believe them to be so vital to deliver outstanding teaching practice. Designed for support staff, the objective of this session is to develop a deeper understanding of the classroom experience a TSAT student should experience and the life-long skills they accumulate.
• What are the Seven Principles and why are they important?
• How do the Seven Principles align with being a Thinking School?
• What are the transferrable skills offered by the Seven Principles?
Wellbeing in the Workplace (25 cap)
Nina Bedwell – External Provider – Contemporary Psychotherapist
All staff – Primary and Secondary
The average person will spend 90,000 hours at work over a lifetime therefore our jobs can make a huge impact on our quality of life.
This session is designed to give you some practical strategies for managing your wellbeing at work.
Microsoft MEC
All Support Staff
The Microsoft Educator Centre provides a variety of courses for education professionals and all courses can be accessed here.
The below courses have been recommended to support with the use of technology in your role.
Techquity – Creating Learning Environments for Sustainability, Equity, and Access.
• This course supports you in integrating technology into your environment when working with students and in your own learning environment.
OneNote Staff Notebook- Tools for staff collaboration.
•This course will show you how to utilise OneNote for your own personal effectiveness but for also sharing information and resources with colleagues.
SIMS for Teachers
Holly McLellan- Data Manager
Senior Leadership/Middle Leadership /Secondary Teachers /Support staff
A session for anyone who wants to learn how to do more in SIMS.
Topics to include;
• Running class lists in SIMS
• Getting registration group lists
• Adding additional information to class lists such as FSM, SEND and contact details
• Exporting lists from SIMS
• Selection timetables
• Finding and using Department/Year group timetables
• Getting student and staff timetables
• Finding registers of other staff members (for cover etc)
• How to get extra information on a register
• Additional things in registers (Minutes late, comments, adding an extra pupils).
• Which area of SIMS should I be looking for key data.
• If you’re a HOD/SLT; how to access marksheets for classes you don’t teach.
Deaf Awareness: How you can make a difference
Alice Bailey- Teacher of the Deaf
Beth Welstead- Teacher of the Deaf
Ruth Everingham- Teacher of the Deaf
All staff – Primary and Secondary
80% of all children will experience a hearing loss at some point (NDCS, 2016). Even children with a mild hearing loss will miss up to 50% of the curriculum if not supported correctly, directly impacting on attainment, progress and exam results (NDCS, 2018) – but you can make a difference! This session will provide an overview of hearing and hearing loss and ways to make your classroom setting a more inclusive environment, enabling all learners to make progress.
We will explore:
• How we hear and what can go wrong
• Technology to support hearing
• How to make your classroom accessible
• Deaf-friendly teaching
Embedding Creativity into your teaching practice
Carley Dawkins- Head of Department: Art / Drive Team Lead
All Primary Teachers & Secondary Teachers
To create – the most complex type of cognition!
Since the 1950s cognitive psychologists and researchers have been trying to explain the differences in diverse types of thinking. But unfortunately, much of what we do in school concentrates, not on creating, but on remembering, understanding and applying. Like many others I would like this to change. I think that the world will need all the creative thinkers we can muster if we are to solve today’s and tomorrow’s problems. There is more to creativity than a piece of art, so how can we support creative thinking within other subjects?• How can we support lateral and divergent thinking?
• What creative opportunities are there for using our thinker’s toolkit to support creativity?
How to support pupils with Dyslexia
Kay Bravo- SEN Co-ordinator
All Primary Support staff & Support staff
Dyslexia – How do we identify it and how can we support pupils to achieve to their maximum potential?
During this session we will be:
• Looking at the definition of Dyslexia
• Considering ways of identifying possible dyslexia
• Thinking about the impact of dyslexia, both direct and in-direct
• Sharing good practice to support literacy for all pupils
• Celebrating the strengths these pupils have
Topical Talk: bring conversations about current affairs into your classroom (external)
Olivia Platman
All Primary Teachers & Support Staff
In an age of misinformation, polarisation and fake news, our students are bombarded with media they can’t make sense of and debates they can’t access. In this session, we’ll show how Topical Talk breaks down the biggest issues of our time -from racial equity to the climate crisis- making them lively, accessible conversation starters from KS2 upwards.
We’ll share how to access these ready-made, free resources and unlock a wealth of activities that develop cultural capital, critical thinking and communication skills.
Customer First
Nick Forward- Business Development Manager
All Reception Staff
Review what great customer service looks like across business and how we can implement great customer service into our schools by identifying:
• Good and bad customer service
• Who are our customers
• How to handle difficult conversations
Accessibility and Digital Inclusivity (including EAL) within Microsoft tools
Darren Anderson- 2ic Humanities, Digital Ambassador
All Secondary Teachers
Discover a range of accessibility features built into Microsoft tools that are available for all learners.  For students who access additional support with their learning, these tools can be essential for fostering independence and providing consistency whether they are at school or at home.
We will explore:
• Immersive Reader
• Office Lens
• Microsoft Translator
• How you can successfully embed these features into your classrooms?
• How they can be used to support both students and parents.
• How they can support students with literacy skills
Instructional coaching – growing a coaching culture within our schools
Gwynn Bassan- Director of Education
Heads/TTL leads/Drive Team leads/ Hub leads/SLT/ELT/Professional Mentors
Learn about the hot topic of ‘instructional coaching’ and how this individualised approach to coaching gives an opportunity for active and sequential learning, sharply focused around an area that will improve a teacher’s practice. With Professional Growth in mind, this session will provide ‘food for thought’ and will promote reflection on your current practices.
We will explore:
• Why a culture shift is needed
• The definition of instructional coaching
• The derivation of instructional coaching: the concept of deliberate practice and its 5 principles
• Getting the language of instructional coaching right using Bambrick-Santoyo’s 6 key aspects of effective feedback and 5 errors to avoid
• Instructional coaching conversations using Sherrington and Caviglioli’s 5 step ‘Walthrus’ approach
GCSE / A Level required practical workshop.
*This is a face to face session hosted at RGS
Sarah Groves- Science Technician
Lab Technicians
Providing a hands on session for technicians to trial new approaches to these practicals, using different equipment that they may not have used before or in their school.
Subject Disciplinary Literacy
John Still- Literacy Co-ordinator
Secondary Teachers
Each subject has its own unique language that students must learn in order to navigate their learning effectively. Speaking the language of a subject enables student to both understand what is taught and to communicate what they know in the clearest and most accurate way possible. The language of each subject can be very precise and specific – and yet there are daily opportunities to bind the curriculum together through vocabulary and forge explicit links that extend schemas.
We will explore:
• The explicit use of Best and McKeown’s Tiers of Language model – with a focus on tier 2.
• Empowering students with strategies for vocabulary that reach across the curriculum.
• The importance of register and how to diversify students’ writing.
Student Mental Health and Wellbeing
David Miller- Pastoral Support
Sue Gould- Pupil Welfare
All staff – Primary and Secondary
Our young people have experienced an unprecedented time in the last 18 months through a Global Pandemic, both at home and at school. The consequences for mental health have been well documented in the media and the impact on young people, families, schools and teachers significant.
Our presentation today considers: –
• What do we mean by “mental health”
• How has the pandemic contributed to poor mental health in young people?
• Who is at risk of poor mental health
• How would we recognise mental health concerns with our young people?
• How we, as education professionals, can support our young people to enjoy positive mental health
Using images to support conceptual understanding at KS5, and developing independence and challenge
Laura Hryniewicz- Assistant Vice Principal
Secondary and Primary staff
At Key Stage 5, many subjects emphasise the need to develop written skills, but there’s also an important role images can play in supporting students to develop their conceptual understanding and situate their learning within a wider cultural context. In this session, we’ll look at:• The use of image in breaking down barriers to understanding complex subject matter
• Using dual coding as a shortcut to retrieval
• The role of images in supporting students’ independent study
IHasco Sessions
All Support staff
IHasco provides a number of training courses on a variety of topics and below you can find a selection of courses which you can choose to do during this session.
Please log on via https://www.ihasco.co.uk/login
You will then see all courses have been assigned to you, but you can simply pick the course(s) you wish to undertake.
Modern Slavery
This training course provides knowledge on how to report, acknowledge and handle modern slavery in the workplace.
Unconscious Bias for Employees
This training will enable you to identify, challenge and reduce unconscious bias in the workplace.  Workplaces with less bias tend to cultivate fairer, more diverse and more successful cultures. You will understand the most common types of bias and understand the negative impact unconscious bias can have on organisations.
Unconscious Bias for Management
This training has been designed for management to identify, challenge and reduce unconscious bias in the workplace.
Resilience
This course provides you with tools needed to support in building resilience, to better manage challenges and maintain good personal wellbeing in the face of adversity. It includes the 5 pillars of Resilience and is a simple yet effective course that is CPD accredited and suitable for all levels of staff.
Managing Anxiety
An introduction to what anxiety is and how differently it can affect different people. The course offers simple and memorable CBT techniques to better approach, understand and manage worrisome/anxious thoughts on a daily basis – which all of us may experience at some point in our lives
Mental Health in Education
This training is for educational professionals to help raise awareness of mental ill-health in an education setting and aims to break the stigma surrounding ill-mental health.  It also contains resources and a wellbeing toolkit to support in managing day to day mental health.
Stress Awareness
This course has been designed to help identify and prevent stress at work.
Equality, Diversity and Inclusion
The UK becomes more culturally diverse each year and as such, so do workplaces
This training is an essential part of training for all workplaces.
This course will introduce you to the protected characteristics, discrimination, victimisation and unfair treatment within a professional environment.
HR Update (Workshop 2 only)
Lucy Chapman– HR Manager
Office Managers and PAs – Primary and Secondary
High level update on key HR matters and an opportunity to discuss HR matters arising-
• Policy updates- A summary of key policy changes
• Safer Recruitment Audit – Outcomes and Actions
• Workforce Census – Are we ready
• Recording and monitoring sickness other leave
• The importance of exit interviews
• Wellbeing plans

If you are a member of staff working for a school in Kent or Medway, please book here:

Kent & Medway

 

Closing date for booking your connection sessions is Wednesday 13th October 2021


Reflection time

Reflection time has been built into the conference, but there will also be an opportunity to dedicate time to reflect and review the presentations and workshops you have attended with our evaluation form (that will enter your inboxes following the conference).

Competition

Do you have the perfect Trust strapline for ‘Memory’?

A good strap line will sum up our vision for ‘memory’ in one line and could be in the vein of “Transforming life chances” or “Challenge, Aspire, Achieve”. Some famous company strap lines that you might recognise are “Think Different”, “Taste the rainbow” and “Just do it”.

We would like you to EITHER come up with an exciting strapline for us to use Trust-wide when we talk about ‘memory’ OR design a Trust logo that links to ‘memory’. You will be able to upload your entries to the evaluation form following the conference.

The lucky winners will receive a copy of Daniel Willingham’s best-selling book: Why Don’t Students Like School?

 

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