Flipped Learning – Possible approaches at Abdul Sattar – KS4 and 5

Expected outcomes • an understanding of the nature of flipped learning • an appreciation of a range of strategies that could be used in and out of the classroom to enable a flipped approach Workshop details • an understanding of possible challenges and possible approaches • What is flipped learning? • Possible benefits of flipped learning • Approaches outside the classroom • Approaches inside the classroom. • Possible problems and possible solutions

Target audience - Teachers at KS4 and 5

Abdul Sattar (Currently Head of Department at a large comprehensive in Northamptonshire and SCITT Subject Leader for the Grand Union Teaching Partnership)

Adam Dean - Scalextric Race Day

Expected outcomes A DIY Scalextric racer. Attain knowledge and understanding of laser cutting, aerodynamics, 3D printing and applying these technologies to produce (and subsequently compete with) a Scalextric based race car. Workshop details • Introduce Scalextric race track • Demonstrate 3D printing (to produce winner’s trophy) and laser cutting (to produce race car) • Solder motors • Test bodywork designs in miniature scale wind tunnel • Build car • Test • Race • Crown winner and present 3D printed trophy

Target audience - Anyone interested in technology and engineering

How does SOLO taxonomy develop a Andy Day (@Andyphilipday) – route for more sophisticated thinking by students?

Expected outcomes A clear picture of the underlying concepts of SOLO taxonomy, its potential uses in the classroom, examples of how it is being used by teachers, and an awareness of the potential pitfalls in misapplying SOLO. Participants should go away with some practical ideas of why and how they might apply SOLO taxonomy in their forthcoming teaching and assessment to improve both their and their student’s development of sophistication in their subject. Workshop details The origin of SOLO taxonomy; its contribution to developing schemes of work and lesson activities (and assessment); illustrative examples of how teachers have used it; its potential for profiling student progress and development; and awareness of how it can be misapplied. Hopefully there will be time for participants to explore how you might apply SOLO taxonomy to your own teaching to overcome potential obstacles in the learning process.

Target audience - Primary, Secondary and Further Ed. phases. All subjects. Those who want to find out about SOLO, and those who wish to develop their practice in it.

Andy Day (Andy recently finished being a classroom geographer after 35 years in two schools in East Yorkshire, as head of geography, head of the humanities faculty and director of the Humanities Specialism. He has written about teaching and Geography for much of that time with articles in the TES, Geography GCSE Wideworld, and Teaching Geography and has just completed several chapters for CUP’s new A level geography textbook. In the last two years he has presented at Teach Meets in York, Leeds, London, Southampton and Toulouse with workshops on classroom practice and the benefits he found in using SOLO taxonomy with his classes from Y8 to Y13. He currently visits schools on a regular basis and works with students and teachers developing STEM career ambitions.)

Atif Mahamood (@LumiciSlate) - User Design Experience in Edtech

Expected outcomes Understand the growth in Edtech and the importance of active engagement from the teaching community. Help those teachers who are teacher entrepreneurs take the first steps into Edtech. Workshop details Introduction to the objective of Lumici Slate and why we're here. It’s not a sales pitch but an opportunity to establish a unique partnership. What’s happening in the USA and South East Asia and how can take lessons from there. Good design - schools are more than just a practical building!

Target audience – Teachers looking to actively participate and build a partnership with an Edtech start-up Lumici Slate. Teachers who want to contribute to an alternative solution to current overcomplicated learning platforms and VLE's. Teacher entrepreneurs who embrace the use of technology in learning and teaching and see the importance of simplicity and design as key ingredients.

Reading for pleasure is the key Bill Lord (@Joga5) - to progress

Expected outcomes Teachers will leave some strategies for developing their school as a reading school, knowledge of some books they didn’t know and translated books as well as a big shopping list. Workshop details During this session, Bill will share some of the strategies used at his school and others which have developed a love of books in their pupils. Bill will talk through his ‘Reading Rights of the Child’ through a range of books which he loves and has shared with children. There will be time to look at books and to share approaches from the schools of those attending as well so that the group will produce their own version of the Reading Rights.

Target audience - Primary Practitioners

Bill Lord (Head Teacher, Long Sutton Primary School)

Bukky Yusuf (@rondelle10_b) - Engaging revision strategies

Expected outcomes Review, design and draft revision resources for one topic. Workshop details The session will review / model a number of revision strategies that maximise student engagement, aid effective revision and raises student confidence. Participants are encouraged to bring scheme of learning for one topic they would then design revision materials for.

Target audience – Key stage 3/4/5 teachers

Bukky Yusuf (Associate Assistant Head Teacher at Clapton Girls’ Academy, leading the NQT / ITT development programme and IT to enhance teaching & learning across the whole school. She has spent over a decade in London schools, teaching Science and post 16 Chemistry. She is also a Secondary Science Consultant and qualified coach.)

Cat Bearne - Building a Self-functioning Classroom

Expected outcomes Staff will spend some time setting up systems in their classroom which allows for smother running of differentiation, rewards and homework Workshop details Introduce 5 aspects of my classroom. - Homework board -“So you think you’re finished?” board - Student-teacher board - Rewards system maintained by students - Board of Positivity Opportunity to ask questions and share similar ideas, When/how/what they will implement in their own classrooms

Target audience – (Secondary) All subjects and all teachers (but especially recently/newly qualified)

Cat Bearne (Maths Teacher)

Is My Questioning the Best It Helen Rogersron (@hrogerson) - Could Be?

Expected outcomes To help delegates reflect on their own questioning and come up with strategies for asking good questions and making them work best in their classroom. Workshop details Delegates will be given the opportunity to reflect on why they use questions, why questions are important in teaching, how they might reflect on their use in the classroom, and strategies for asking questions that tell you want you want to know about the students' understanding.

Target audience – all teachers

Helen Rogersron (Head of Science at Westonbirt School)

Using Games in Education (and not just James Diamond - Minecraft!)

Expected outcomes to provide ideas for teachers to incorporate mainstream Videogames across different curriculum areas, understanding of how to use Videogame media in a safer and more engaging way. Workshop details Videogames have evolved and matured in recent years, and many can work brilliantly not only as technical tools to aide learning in the classroom, but as media texts that help students to understand issues as diverse as wartime atrocities, immigration, and depression. This session will discuss some of the games that James has used in the classroom, as well as opportunities to use videogames to engage with students outside of the classroom.

Target audience – Primary and Secondary teachers

James Diamond (Details of leader)

Magenta Principles Moat Jessica Lees and Jo Higham (@joanne_higham) Style!

Expected outcomes Teachers leave armed with a list of ready-made strategies that they can implement Workshop details Mike Hughes Magenta Principles: its about what students DO with the information they are given in class. Simple tweaks are very effective. We will show you how Moat has adopted some of the key principles to further improve student engagement.

Target audience – Secondary teachers (any subject area)

Jo Higham (Vice Principal T&L at . I have worked in 6 different schools between Glasgow and Brighton and finally settled in ! Before Moat I was Head of MFL at Bosworth Sports College) Jess Lees (Teaching and Learning Leader at Moat Community College. I previously worked at Riverside before Moat)

Hands off, I own that! How to teach Jo Badge (@jobadge) children about using resources online that & Nicholas Overton belong to others safely and with respect.

Expected outcomes Teachers will know how to search for images that can be re-used and published by children. Teachers will gain an understanding of how Creative Commons licenses allow images to be repurposed. Teachers will gain ideas on how to teach children about using resources online that belong to others safely and with respect. Workshop details Information and resources are so readily available and freely shared online that many of us don’t give a second thought to whether stuff on the Internet belongs to anyone. Children (and many teachers!) have a host of misconceptions about ownership and publishing online that conflict with the aims of the National Curriculum for Computing for us to ensure that children “use technology safely, respectfully and responsibly and recognise acceptable/unacceptable behaviour”. For example, it is not respectful or acceptable to copy images found online and republish them as our own in a blog post or on a website. I have attempted to address these issues by designing a unit of lessons that teaches children about Creative Commons Licenses, what they mean, how to use them to protect their own work and be respectful of others when re-using their images or resources. In this session, we will discuss the issues of searching and finding images that children can re-use, creative commons licenses, how we can help children to be more respectful of other people’s work online and how we teachers can model good behaviour too! Computing – re-using images for websites: Lesson plans shared on TES resources under CC licence.

Target audience – Primary teachers

Jo Badge (ICT lead and phase leader.) Nicholas Overton (I am a Year 5 teacher within a large Leicester primary school. I am also the East Midland UKEDChat ambassador and a advocate of using technology to improve teaching and learning.)

John Sutton (@creativeblogsuk @hgjohn) – How to impact standards of writing with blogs

Expected outcomes This workshop will review successful class blog projects and attempt to unpick the distinctive features that have made them have such an impact on the children's writing. Workshop details Many people think that the very act of publishing a piece of work online is the point of blogging. Giving children a real audience will give them purpose in their writing. To a limited extent this is true. However, children are operating in a world where the lines between what is online and offline are increasingly blurred, so it is important to understand that to have real and lasting impact on standards of writing you need to have a strategy for what happens after the post is published.

Target audience – Primary and Secondary teachers

Name of leader (John is founder of Creative Blogs Limited a provider of blogging platforms for schools. He has been blogging in classrooms for over 11 years.)

Measuring What Really Keith Feeley (@thefeelosopher) - Matters

Expected outcomes Awareness (with resources) of how to improve the development of all young people by simple clear observation and analysis of the skills needed to succeed in school and life. Workshop details 1. What do you think our children most need to learn that will determine how healthy, happy and successful they will be as an adult - and why? 2. The problems of young people in 21st lacking the development in the skills they really need 3. Clear summary of the skills outlined by Character, OECD, Employers, Health, Wellbeing, EYFS, UCAS, Ofsted and Exam Achievement. 4. How the 8 skills can measured with examples of reports already doing it. 5. Further resources explaining and supporting the development and measurement of the 8 skills.

Target audience – Any adult teaching, leading or supporting children and young people (any age)

Keith Feeley (My 40+ years as a teacher, researcher, experimenter, innovator, trainer, coach, parent/step-parent, and leader began in a tough secondary school in Romford teaching P.E. and Science (becoming HoD), has culminated in sharing the extensive evidence of the 8 skills of good health, wellbeing and success should be the priority in the 21st century as a learning analyst/consultant/author/presenter/blogger for over 15 years to conferences, schools, colleges, health, social, youth services and parents. )

Kevin Hewitson Take control of your learning environment and raise (@4c3d) achievement by developing Learning Intelligence (LQ)

Expected outcomes • To relate the skills, attitudes, attributes, and behaviours known collectively as “Learning Intelligence” to managing your learning environment. • To understand how to create a learning environment (approach and resources) where learners can develop their LQ effectively. Workshop details • Analysis of the profile of successful and unsuccessful learners in the school environment • The problem of compliance in developing learning strategies • Identifying the key learning skills, attributes, attitudes and behaviours that promote managing your own learning environment and learning success • Creating an LQ friendly environment by meeting the 4 learning needs. • Teaching to promote LQ

Target audience – Anyone interested in learning

Kevin Hewitson (Director at Advocating Creativity in Education (ace-d) - Kevin became a teacher in 1977 and has been head of department, key stage co-ordinator, and assistant principal. He has been responsible for learning strategies and influencing teaching and learning on order to inspire and enable all learners. He now works as an educational advisor in a range of roles.)

Make it ‘APP’en - Inspire Kevin McClaughlin (@kvnmcl) - teaching and learning through engaging apps

Expected outcomes Teachers to leave with a list of apps that can bring help inspire teaching and learning Workshop details Schools have bought into the iPad fad so now what? What exactly will these devices do? The worst mistake to make is to use these devices as browsers and copy and paste machines. Kevin will show you how to get the best out of them, providing you with a top list of effective and proven apps that engage learners and bring a touch of inspiration to your teaching. Not to be missed if you don’t know what to do with your iPads.

Target audience – Primary and Secondary

Kevin McClaughlin (Primary Teacher, Artist and Musician, Google Certified Innovator, Google Certified Trainer, Apple Distinguished Educator)

#adifferenceaday - Reflection on Laura O'Leary (@laura_oleary) - marginal gains and how they can make a difference in the classroom

Expected outcomes Reflection on marginal gains and how they can make a difference in the classroom Workshop details  What to give up to make a difference / Action planning for impact  Identifying what will make the difference in your classroom  Ways of making a difference Target audience – Any classroom teacher

Laura O'Leary (Head of Humanities – The Fernwood School)

Activities to improve student Linda Bradshaw - engagement

Expected outcomes The session will be focusing on how to engage the disengaged, using music, lyrics and film clips effectively and linking the stimulus to higher order thinking skills. Workshop details Using lyrics, music, video, debates and role play to engage students and deepen students understanding of the learning outcome or success criteria.

Target audience – Teachers with hard to reach students

Linda Bradshaw (Lead Practitioner at the City of . In a 20 year Career Linda has worked for both the private and state sector across the country and became an AST for teaching and learning at )

Michelle Heelis - Putting assessment back in its box - taming the (@heelismichelle ) assessment monster within STEM subjects, with a particular emphasis on the Learning First Vision.

Expected outcomes To use assessment strategies that are more effective and less stressful for our students. Workshop details Assessment - friend or foe High impact, low stress assessment strategies

Target audience – STEM teachers, Secondary and upper primary

Michelle Heelis (Head of physics and part of #learningfirst initiative)

Pete Sanderson (@LessonToolbox) – Effective marking and feedback strategies.

Expected outcomes Delegates will leave with a better understanding of effective strategies for marking, feedback and assessment which impact on students learning Workshop details An opportunity to share and discuss marking and feedback strategies embedded at your school. The City of Leicester College, Babington Community College and have kindly shared strategies for marking and feedback with examples of current student work and assessment folders which demonstrate effective practice. Delegates with have an opportunity to share their good practice and will leave with ideas and resources which can be used in lessons straight away.

Target audience – KS2-5 Teachers

Pete Sanderson (Science Teacher, Leader of Teaching and learning at The City of Leicester College, Founder of the "LessonToolbox" blog and resources pages)

Peter Williams (@MathsImpact) - OneNote, electronic notes for teachers and students which aren’t a pain to use!

Expected outcomes During the session we will explore how to set up and use OneNote for a class, including how to share specific resources quickly and easily, how students access these resources, and how they could couple their electronic notebook with their pen and paper work (because obviously we can’t replace actual writing with a pen!). Workshop details The session will be interactive, you will have a chance to try OneNote out for yourself, but to use it in the way I will be demonstrating your school needs to be using office365 for both staff and students.

Target audience – Secondary Teachers

Peter Williams (Maths and Computing Teacher)

Phil Beadle (@PhilBeadle) - How to Differentiate like a Pro

Expected outcomes Teachers will have a better understanding of how to differentiate for students. Workshop details Phil Beadle’s workshop will take teachers through the principles of differentiation: When you should use it, how to record it and how to manage the burden. A realistic, transformative approach to implementing differentiated strategies in a professional and evidence informed way

Target audience – Primary and Secondary Teachers

Phil Beadle (Literacy consultant, English teacher and trainer: author of 'How to Teach Literacy' and 'Rules for Mavericks'. Expert in SPAG and behaviour management.)

Roz Popper - (@RosalynPopper) Effective Use of Class OneNotes and Audio Feedback.

Expected outcomes Teachers will have a better understanding of how OneNote can be used with students to learn and collaborate Workshop details An active demonstration of the effective use of Microsoft Class OneNotes. To easily and quickly share content such as handouts, presentations, homework hand-ins and student /teacher feedback (both written & audio format) from anywhere. As well as showing the collaborative possibilities in lessons, whilst ensuring the E-safety of students and their personal work. -WiFi connection needed, and attendees welcome to use their laptops, tablets or smart phones compatible with Outlook/Office apps.

Target audience – Secondary Teachers

Roz Popper (Teacher of Art, Design & Technology & Leader of Teaching & Learning)

Samia De Souza (@DeSouzaSamia) – Retrieval Practice and Repetitive Learning

Expected outcomes To understand how retrieval practice and repetitive learning works and how to use such tools in all subject areas. Workshop details 1. Engage the audience – game of Brainscape and Kahoot 2. Introduction to “Retrieval Practice and Repetitive Learning” (Theory) 3. Demonstrate activities of retrieval practice and repetitive learning in the classroom 4. Evidence of successful outcomes 5. A summary of how to use “Retrieval Practice and Repetitive Learning” in your subject area.

Target audience – Secondary - All teaching staff of all subjects

Name of leader (Samia De Souza is currently Head of Key Stage 4 Science at Moat Community College. Her previous experiences include teaching A Level Biology, a pastoral role as Director of Year, Head of Department, Head of Biology, NQT and PGCE Mentor. Samia is also completing her PhD in Education. Her ambition is for all pupils to achieve, regardless of where they start in life.)

Sara Marsh – Shanghai English - Strategies to accelerate learning and narrow the gap with hard to reach learners

Expected outcomes Develop strategies to accelerate learning; Explore ways of narrowing the gap with our most hard to reach learners; A model of intervention that has gone a long way towards addressing underachievement, promoting a thirst for learning and sparking quality assessment dialogue. Workshop details The session will detail a typical Thursday at Millgate School for our year 11 learners. We have taken many of the principles of Shanghai Maths and applied them to the delivery of English Literature and Language. In the session, I shall share the aspects of the day that makes it all work and convince you that this is intervention at its best and can be applied, to some degree, in any setting.

Target audience – Teachers, Heads of Department, Senior Leaders

Sara Marsh (Teacher at Keyham Lodge)

Steve Oakes - The A Level Mindset

Expected outcomes By the end of the session delegates will have a clear understanding of the A Level Mindset Model and a range of tools that they use to improve student performance. Workshop details Those students who make real and sustained progress at A level aren't necessarily the ones with superb GCSEs. Some students leap from average results aged 16 to outstanding results aged 18. Others seem to hit a ceiling. But why? It was in trying to answer this question that the VESPA system emerged. We have cut through the noise surrounding character development and identified five key characteristics that all students need to be successful: vision, effort, systems, practice and attitude. These characteristics beat cognition hands down. Successful students approach their studies with the right behaviours, skills and attitudes: they understand how to learn and revise effectively, they’re determined and organised, they give more discretionary effort and they get top results. Success at A level is a result of character, not intelligence.

Much has been written about growth mindsets and character development in recent years, but teachers are still left wondering how to apply these ideas in their contexts: how can these theories help learners in practice? Taking cues from the work of Peter Clough, Carol Dweck and Angela Lee Duckworth, we have spent years researching how character and behaviours affect student outcomes in their sixth form. After identifying the core traits that contributed to student success, we developed practical activities to help every student develop the A Level Mindset. The session will offer concrete, practical and applicable tools and strategies that will supercharge learner’s ambition, organisation, productivity, persistence and determination.

Target audience – Suitable for teachers, tutors, heads of sixth form or anyone else who wants to help A level students achieve their potential.

Name of leader (Assistant Director of Sixth Form at the Blue Coat School in Oldham and the co-author of The A Level Mindset)

Sur Sanghera - Whole school assessment model

Expected outcomes How to use new GCSE score point and develop effective communication with students and parents for ks3 learning and assessment Workshop details The session will help teachers and HOD to define their model of assessment by developing link between new GCSE score point and matching possible outcomes with current GCSE and translating it in KS3 to communicate and assess without levels and ensure learning is embedded and where only surface learning is taking place -how is it different and what embedded learning looks like.

Target audience – Secondary science and E Bacc teachers

Active Approaches to learning Terry Grego (@eyeam1) – across the curriculum

Expected outcomes The session will provide teachers with new skills, enabling them to diversify their practice and take risks in the classroom. By taking a more experiential approach to learning, teachers will see greater engagement and enjoyment in their classrooms, and therefore improved student outcomes. Workshop details The workshop will use a variety of active approaches developed and adapted from those used by the Royal Shakespeare Company in the rehearsal room. The session will explore how to make lessons memorable; engaging the students cognitively as well as kinaesthetically. We will undertake a range of activities which can be used in any department, drawing on the subject knowledge of the attendees to make the activities directly applicable to their own classrooms (not just drama studios).

Target audience – Secondary Teachers

Name of leader (Drama Teacher, Leader of Teaching and Learning at The City of Leicester College)

Tim Foster - Developing effective maths learning journeys

Expected outcomes Delegates will have a range of ideas to further develop the quality and consistency of maths teaching in their schools. Workshop details Through a combination of work samples and video clips, delegates will see a model of: Initial planning, delivery of skills and their application, pupil outcomes and evaluations, and assessment procedures. The session will finish with time for reflection and a Q&A session.

Target audience – Class teachers and middle leaders

Developing effective year group leadership in Tim Foster - a primary school

Expected outcomes Delegates will have the opportunity to unpick strategies which can impact on ensuring high levels of teaching and learning quality and consistency across a year group. Workshop details Consistency of planning, different models of work scrutiny, coaching models (including the use of Iris), pupil progress meetings and intervention strategies, assessment and moderation, and delegating responsibility.

Target audience – Primary school middle and senior leaders

Use Microsoft Mix to transform your old Tony Tompkins – PowerPoint into a flipped learning experience

Expected outcomes Find out about the Microsoft Mix add-in for PowerPoint. Learn about the range of tools available. Practice with these tools on an old PowerPoint. Workshop details Bring along your laptop and an old PowerPoint presentation, and learn how to easily transform it into an online video that students can review at home, giving you more class time for group discussions and tackling the more difficult material. Learn how to insert voice-overs, video capture, and screen capture into your existing PowerPoints and how to upload these to Office 365 Video or YouTube. Flip your learning and spend less time lecturing and more time interacting with your students!

Target audience – All Teachers (Primary and Secondary)

Name of leader (Maths Teacher)

British Values in a multicultural society – Wendy Harrison & Michael Laurent-Regisse – effective teaching of a controversial issue

Expected outcomes • Knowledge and understanding of statutory responsibilities • Knowledge of what BVs are and how they relate to the wider curriculum, and to RE teaching • Knowledge of the BV resource for Leicester’s schools • Built confidence around methods for teaching and managing controversial issues arising in the classroom • Shared understandings of current practice in Leicester’s schools Workshop details • Brief input on statutory responsibilities of schools in relation to BVs and SMSC • Screening of BV film resource for all schools • Discussion on points of controversy • Group work around teaching and managing controversial issues

Target audience – Primary and secondary teachers, (particularly Teachers of RE)

Wendy Harrison (Consultant RE Adviser) Michel Laurent-Régisse, (Lead Adviser, Raising Achievement)