AUTUMN 2017 | ISSUE 4

In this issue Are you thinking about becoming a + New National Professional Secondary School Teacher? Qualifications, NPQs

The University of Chichester offers training for secondary teaching through a one year postgraduate PGCE. We offer eight different subjects: Dance, English, History, Modern Foreign Languages, Mathematics, Physical Education, Religious Education and Science (with Biology, Chemistry or Physics).

Reasons for choosing the University of Chichester include:

• Small group sizes, • Support from tutors who have expertise in educational research as well as experience teaching their subject in school • Support from other students in your subject group, learning together from your experience as you go through the course • Access to the University’s range of support services such as academic support, health and wellbeing services and extensive library facilities • Two long school placements, organised for you by the University, during which you operate as a full- time member of the school community • Very strong partnerships with schools who offer excellent support for you as you develop your teaching skills • Very high rates of employment at the end of the course, often in our partner schools

Contact us by emailing [email protected] if you are interested in applying. Tell us which subject you are interested in teaching and we will put you in touch with the appropriate course tutor who will be happy to answer any questions you may have before you make an application.

Contact us If you have ideas, comments or contributions for future issues of Ed Plus we’d love to hear from you. Tel: +44 (0)1243 812011 Learning at the Festival of Sport Email: [email protected] Globe Theatre Contents

+ NEWS A round-up of news 04 Welcome The latest news from the Institute and the world of education

Welcome to the fourth edition + FEATURES of Ed Plus, the Institute of Making Change Happen 12 Education’s magazine that puts NQTs are challenged to be creative, self- the spotlight on the University’s starting, problem solvers with a range of education community. school and community based projects.

By the time this edition of Ed Plus Our continuing strong partnership with + LEARNING arrives, another year of training the schools, alliances and other providers An easy-reference guide 44 next generation of teachers will be enables us all to make a difference and to our professional learning well underway. The start of Autumn to influence decisions, which ultimately term is an exciting time and I feel a affects the children we teach. Here at Conferences, courses and teacher little jealous of those who have the the University, we are grateful for your training at the University of Chichester opportunity to directly influence continued support. children’s lives. It seems to have become the norm that the world of As a result of such collaboration and teacher education is challenging. The with the aim of influencing policy recruitment of fewer teachers makers, I have recently worked with nationally is seen to be having an colleagues across the country to write + More adverse impact on schools and the a policy paper on a range of shortage of specialisms in some areas educational issues. This has been Conference and event reviews – a round up of events organised is having a damaging effect. shared at government level and will by or attended by our researchers 08 hopefully contribute to national debate International Short Programme Unit Update 16 Here at the University we remain https://www.guildhe.ac.uk/blog/world- Language Teachers Benefit from Cultural Immersion 18 Escape the Room 20 positive and pro-active. In order to class-teachers-world-class-education/. Treading in Shakespeare’s Footsteps 22 increase the supply of high quality I welcome any feedback you may have. Creative Writing Competition 24 teachers to this region and beyond, the Primary English CPD 26 Institute of Education has been I hope you enjoy this issue of Ed Plus University of Chichester Academy Trust Update 28 developing a range of partnerships and that you find the contents Teacher Conversion Course – Secondary English and Maths 31 with other ITT providers across the interesting. If you would like to find out Festival of Sport Review 32 country to develop an innovative more about how we might work Coach Education Programme 33 approach to teacher education. We together please get in touch at Masters Level Courses 34 have also joined (with our University [email protected] Early Years Initial Teacher Training (EYITT) 35 Foundation Degree Teaching and Learning Support 35 of Chichester Academy Trust Current Research activities – Spotlight on conference attendance 38 colleagues) the Ambition School Books to fall in love with 42 Leadership Alliance to enable the local Dr Jon Spence Quick Guide to our professional learning and consultancy provision 44 delivery of National Professional Director of the Institute of Education Are you thinking about becoming a Secondary School Teacher? Back Cover Qualifications (see news item on page 6).

2 | University of Chichester ED PLUS | 3 round-up Full STEAM Ahead News Putting the Arts into STEM Many of you will have heard about our new Engineering and Digital Technology Park, or even seen the buildings rise from the ground opposite Butlins in Bognor Regis. The Tech Park is due to open in September 2018 and this new development brings with it excellent opportunities for schools and University Lecturers Win National Award colleges in the region. The development will allow the University to offer for Innovative Module around 500 new undergraduate and postgraduate student places in STEAM subjects, including Two of our lecturers from the Institute of Education have won Engineering, Digital Technologies and Mathematics a national award for their innovative teaching module which related subjects. encourages students to make a significant difference in the community. Dr Duncan Reavey and Dr Linda Cooper were With cutting-edge teaching labs containing brand announced as the winners of the ‘2017 Teacher Education new equipment and apparatus, students will enjoy Advancement Network (TEAN) commendation’ for world-class facilities for engineering and creative effective practice in teacher education. technology education.

Duncan and Linda urged their classes of teacher trainees to Engineering & Design lead projects which benefit nearby schools and charities and A 400 square-metre, double height space for delivering practical engineering design-build-test experiences help children to learn. More than 120 teacher-trainee ● Practical project-orientated engineering workshop and teaching facilities students in around 35 individual groups undertake the ● Dedicated electronics and mechanics laboratories module during each academic year. Recent projects ranged ● Fabrication laboratory from building a World War Two air raid shelter at ● Specialist 3D printers Fishbourne Primary School near Chichester, to creating an adventure trail at the Weald and Downland Museum in ● Facilities to teach Computer Aided Design West Sussex (See feature article, pages 12-15). ● Hands-on education spaces for partnerships with schools and colleges ● “We challenge our final-year Primary Education undergraduates to make real change happen in their Creative & Digital Technologies workplace” said Dr Duncan Reavey, Principal Lecturer. “One day a week, across four months, self- 250 square-metre, three-storey high sound stage (one of only three in the UK capable of holding a professional selected groups of three to five students work to provide genuine products for community groups ● orchestra) and schools.” Dedicated 75 square-metre green screen stage for motion capture and Chroma work ● Post-production area consisting of nine edit suites alongside our Soho standard dubbing and master suite “The students manage the work themselves, from finding an idea to sourcing materials to build the ● Professional recording studios and live room developments, and forging close relationships with schools and community groups” explained Dr ● Screening theatre Linda Cooper, Senior Lecturer in Primary Education. “It means they graduate from Chichester with ● Mac and PC editing suites (including a wide range of industry standard creative software packages) the experience to lead projects and the confidence to tackle problems and try out new ideas.” ● Animation and VFX labs ● Ideas lab As part of the module, the BA (Hons) Primary Education students are assessed on the outcome of ● their projects and are rewarded for clear thinking and creativity as well as for the lasting impact of Further details can be found at: www.chi.ac.uk/techpark their work on children, teachers and the wider community. In addition to the developments above we will be reviewing our CPD offer in STEM subjects for 2018 incorporating To find out more about the BA (Hons) in Primary Education visit the use of the facilities for teachers and faculty managers. In the next edition we will provide information about how www.chi.ac.uk/institute-education/our-courses. Schools and Colleges can become involved in the project. We would be pleased to hear your thoughts – do contact us with any feedback at [email protected]

4 | University of Chichester ED PLUS | 5 News round-up Taking IT into the Classroom

The new Computer Science Society CSS, launched by a group of our IT students, seeks to highlight the importance of coding amongst both students at the University and in schools. Student teachers wishing to enhance their IT knowledge and skills and put them into action in the classroom will benefit from this new society which aims to facilitate easy, relaxing, and fun based computing related activities, workshops and various other events. A collaboration with ComputingAtSchools (CAS) has resulted in the University being considered as a regional CAS Hub. This relationship with CAS is expected to give CSS a further opportunity to contribute to local schools and the Dr Duncan Reavey Nominated for Most society hopes to be able to offer a range of outreach activities in the future. For further information about CSS please contact Dr. Kamaran Fathulla at [email protected]. Innovative Teacher of the Year Fresh from his recent win at the TEAN Awards, Dr Duncan Reavey has been nominated for one of the country’s highest teaching accolades for his pioneering modules in outdoor education. Duncan was shortlisted by the Times Higher Education awards in recognition of his teaching in the woods, where students learn through storytelling, bushcraft, and science investigations.

The Principal Lecturer from our departments of Adventure Education Institute of Education Joins National Alliance and Institute of Education was shortlisted for the category of ‘Most Innovative Teacher of the Year’. His teaching is partly based on ideas National Professional Qualifications (NPQs) - Available in Academic Year 2017-18 from the Forest School movement which gives young children a new We are pleased to announce that we are part of the new National perspective on learning. Professional Qualification (NPQ) Alliance, led by Ambition School Leadership. This is a national alliance that brings together over 50 multi- “Forest Schools in primary schools have many documented benefits. It is academy trusts, teaching school alliances and teaching schools – a very new approach for undergraduate learning but the same principles including the University of Chichester Academy Trust and groups such apply” explained Duncan. “At Chichester we have developed it more than anywhere in the country, informed in part by as Ark, Outwood Grange and Oasis Community Learning – with literature on pedagogy of place, emotional geography, mindfulness and child-centred learning. For some courses, all the regional school groups from across the country. We will deliver the learning takes place in a piece of Sussex woodland. Students are there for a day every week, whatever the weather. NPQs through the Alliance’s experienced facilitators, tailoring Leading a Forest School has an impact on university teachers too: I talk less, listen better, trust my students more, and programme content to meet local challenges and each leader’s dare to be creative.” development needs. Duncan, a National Teaching Fellow who specialises in environmental education, developed the approach to The Alliance offers: give his Chichester students the opportunity to be creative in their university learning and in the workplace after • Scale – with over 50 partners nationwide, encompassing more than 1,200 schools, the Alliance will draw on the they graduate. extensive skills, experience and best practice of its members to design and deliver programmes that have real impact The annual Times Higher Education awards, now in its thirteenth year, recognises the outstanding academic • Local adaptation – our flexible approach to partnership means that content and delivery will be tailored to local achievement at universities throughout the UK. Winners will be announced at a black-tie ceremony in London, contexts and the needs of every school. Programmes align with school improvement plans and leaders’ strengths and regarded as the Oscars of higher education, in front of a thousand development areas, as well as partners’ capacity to deliver and customise programmes in-house academic and professional university staff on Thursday 30th • A clear pathway to leadership – NPQs now stretch from middle leadership to a brand new qualification for executive November. leaders of multiple schools. Drawing on expertise and experience across the full spectrum of leadership, the Alliance can help partners to build sustainable pipelines of talent, offering school leaders a clear pathway of expert career To find out more about Dr Duncan Reavey and his progression innovative teaching and research at the University of • Strategic partnership – Ambition School Leadership is committed to supporting school-led delivery and working with Chichester go to www.chi.ac.uk/education. Alternatively partners to understand their system-wide leadership needs to create strategic and sustainable solutions. for more about the Times Higher Education awards, including details of the most innovative teacher of the year accolade, Working together to test, to learn, to innovate – the Alliance will support the education system to do everything it takes go to www.the-awards.co.uk to raise the aspirations and attainment of every child, no matter what their background.

For further information please email [email protected]. Alternatively, visit www.chi.ac.uk/institute-education/professional-learning/national-professional-qualifications

6 | University of Chichester ED PLUS | 7 Conference and Event Reviews

The University of Chichester is proud of the range of conferences and events it hosts every year. Here are reviews of some of the recent events from the Institute of Education.

Modern Foreign Languages 2; phonics in a foreign language and Over the duration of the day, Conference, 14th June 2017 more. The expert Joe Dale, an teachers had the opportunity to This year’s Modern Foreign independent languages consultant, engage in a number of interactive, Languages Conference for both once again shared a wealth of ideas ‘hands-on’ workshops designed to primary and secondary teachers for how ICT can support all areas of provide them with resources and offered the biggest programme since language teaching and learning. ideas that could be used in school to the event started five years ago. further strengthen their delivery of Providing an excellent opportunity A unique feature of our conference science. These workshops included: for teachers of languages to gain is that our current Secondary and science and information ideas and strategies for the Primary PGCE Modern Languages communication technology (ICT); classroom, 24 workshops were on students present on the day, sharing science and mathematics; science The importance of providing offer throughout the day led by a practical and motivating ideas for the enquiry; assessment in science; children with the opportunity to range of local and national speakers. classroom. Prospective students Forest School science; and science, embed, extend and apply their “The integrated approach to learning is There was also a keynote speech by who have accepted a place to start technology, engineering and learning so that they are better the inspiring Dr Rachel Hawkes, past on the PGCE in September are also mathematics (STEM). equipped to think deeply through aligned with the ethos of the new President of the Association for invited to attend. We were also problem solving activities was Engineering and Digital Technology Park at Language Learning and Director of pleased this year that ex-students A theme that linked the sessions discussed during the assessment in International Education and ran workshops for us which were together was the importance of science, science and mathematics, Bognor that aims to bring together science, Research across six schools. extremely well evaluated. integrating STEM into lessons across Science and ICT and the STEM Alongside the workshops there was the curriculum. Rather than always workshops. The Forest School technology, engineering, arts and maths.” a packed exhibition. This event is now a firm part of our teaching the four disciplines of session challenged teachers to calendar so save the date for 2018: science, technology, engineering consider whether the very personal, Secondary teachers had the Wednesday 13th June. For more (design technology in primary very individual Forest School journey opportunity to attend input on information please email Elaine school) and mathematics as separate has space for science and provided The integrated approach to learning The Institute of Education and the content and language integrated Minett on [email protected]. and discrete subjects, STEM teachers with the experience of is aligned with the ethos of the new outreach team are planning to learning; teaching listening and integrates them into a cohesive working creatively in an outdoor Engineering and Digital Technology deliver further workshops to model reading skills effectively; links Primary Science Conference, learning paradigm based on real- learning setting, with a focus on Park at Bognor Regis that aims to how STEM may be integrated across between literacy and language 11 July 2017 world applications. A key aim of the collaboration and inclusivity. bring together science, technology, the primary curriculum. For further teaching; GCSE preparation; and A collaboration between the conference was to help teachers to engineering, arts and maths. To details, please contact Dr Debs inspiring ideas to motivate learners. Institute of Education and the consider how to stimulate children’s A ‘hands-on’ and ‘minds-on’ further develop the value of an Wilkinson, Senior Lecturer in Primary colleagues were able to Outreach and College Engagement curiosity through enquiry. approach to learning (why popcorn integrated approach to learning, Education, at choose from exciting ideas for team saw the fruition of our first pops, how to make charcoal, making teachers were each provided with a [email protected] starters and plenaries; linking Primary Science conference which Shakespeare's ink from oak galls, STEM resource pack that could be languages to other areas of the was attended by 70 teachers from using fairy blankets, troll bogeys and used in after-school science sessions curriculum; assessment at Key Stage our partnership schools. dragon's breath to make fire) was so that children can be inspired to employed. value the importance of STEM subjects.

8 | University of Chichester ED PLUS | 9 “inspiring, passionate and motivational”

Annual Special Education For participants there were Supporting Pupils for whom Conference, 25th May 2017 workshops by Edukey and Clicker, English is an Additional This year the focus of the Sensory Guru and Communication Language, 22nd March 2017 conference was ‘Creative in Print and our University staff ran Our primary team held its annual Approaches Using Technology in hands-on workshops on introducing conference that focuses on the Inclusive Classrooms’ with the iPads in the classroom, using iMovie, needs of pupils for whom English is Keynote given by Helen Caldwell Plickers and Blogging. Edukey proved an additional language. Conference A Mathematical Mingle, event back in March. Participants TeachMeets – always come away from the University of very popular as it gave SENCOs an delegates were offered a range of 30th March 2017 started off with a mathematical feeling inspired.” Northampton. Her expertise covers opportunity to learn about online keynote lectures and workshops What do you get if you cross a conundrum to work together on in the use of technology across provision mapping tools and they covering an array of topics including: mathematical mingle with a toy table groups with prizes up for grabs TeachMeets are free to attend and primary school subjects and were introduced to the updated practical strategies for supporting camel? A University of Chichester (kindly sponsored by Rob Eastaway). are always held as a twilight session. implementing the computing Clicker 7 being used in many schools pupils; voices and insights of bilingual Maths TeachMeet of course! If you think you would like to lurk or curriculum and assistive technologies to improve literacy skills and make learners; resources that are available; TeachMeets are held all over the This was followed by the indeed participate, the next one is for SEND. Her research interests the curriculum more accessible for and how to approach challenging country and are an opportunity for presentations which were varied and scheduled for 21st November at the include eLearning and social pupils with SEND. Sam Mubokie, a topics like refugees and migration in classroom practitioners to get engaging. Topics covered included: Bognor Regis campus, 5 - 7pm. Sign networking in Higher Education and teacher working in a special school primary school. Delegates together and share good practice. 50 Shades of Grey in China; a up at http://teachmeet.pbworks.com computing and digital literacy in and a student on our MA Inclusive commented that the range of suggestion for an engaging and /w/page/19975349/FrontPage or special education. Helen shared Special Education, received excellent speakers were 'inspiring, passionate You can sign up as an ‘interested conceptual way for students to Google TeachMeet and look for the three strands of her recent work reviews for his workshop on and motivational' who developed an lurker’ whereby you want to come explore trigonometric graphs using PBWorks page. Alternatively use about current trends in the use of Communication in Print; “great, very 'increased knowledge of how to and listen to all the good ideas and spaghetti; teacher well-being and #chiTMmaths on Twitter for further technologies to support inclusion engaging and great to have someone identify and relate to the need of experiences that others want to happiness in the classroom; a details or email Karen Nanson, across the curriculum, as well as using it to share their ideas”. pupils'. For further information, share, or you can attend as a different take on bus stop division; KS2/3 Mathematics and Teaching emerging pedagogical approaches in contact Dr Glenn Stone, Head of participant. Participants sign up to problem solving for all learners in Programme Coordinator, at the teaching of computing for pupils Next years conference will take BA (Hons) Primary Teaching, at commit to either a 3 minute or 7 the maths classroom; and how to [email protected]. with SEND in schools: place on Thursday 24th May 2018 [email protected]. minute slot and use this opportunity engage reluctant learners in maths • key assistive technologies and will look at promoting mental to share ideas, research or anything using the outdoor environment. All The University of Chichester is also supporting pupils with SEND in health and wellbeing in schools. For mathematically pedagogical with of this was interspersed with holding an English themed mainstream schools further information and details, other likeminded people. If you run networking opportunities over TeachMeet at the Bognor Regis • immersive and multisensory please contact Diana Seach, Principal over your slot, in the light hearted coffee and cake. campus on 7th November. For approaches supporting special Lecturer in Special Education, at and friendly spirit of the event, then further details on this, contact educational needs and inclusion [email protected]. you get a toy camel thrown your We received great feedback on this Rebecca Webb on • the relevance of unplugged way. inaugural event, with delegates [email protected]. approaches in planning meaningful commenting “Such a great buzz”; ...... and inclusive computing tasks We were very pleased to host our “Meeting lots of inspiring maths across the ability range inaugural and very successful cross- teachers sharing loads of good ideas”; phase mathematics TeachMeet “Wow – what a turn out” and “Love

10 | University of Chichester ED PLUS | 11 Wanted: Agents of Change

An award-winning module challenges Primary Education undergraduates to make real change happen in the workplace.

Dr. Linda Cooper, Primary The pitch to our students is “You • Motivating disengaged secondary Education Senior Lecturer, and have a problem to solve. Solve it. school pupils in literacy Dr. Duncan Reavey, Principal Anything goes. This is the way the • Helping children understand how Lecturer Learning and world works and what we reward. Now technology shaped the navy Teaching, want University of do it in your first job.” • Developing a website on coding Chichester NQTs to be to help update subject knowledge motivated self-starters, ready One day a week from September to of the computing curriculum and willing to be creative in April, groups of 3-4 students work • Creating a sculpture trail in the everything they do and to be to create genuine end products for grounds of a local school prepared to face – and external clients. Schools and NGOs • Building a woodland walk overcome – any setbacks on approach the University with ideas • Imagining, developing and the way. for projects and each year around 35 resourcing an outdoors maths diverse projects happen. Students trail have every incentive to make their • Producing a promotional video Primary teaching students created an enchanted hobbit hole at Great Ballard School projects work – not only do they get for a school (photo: Chichester Observer series) marks towards their degree, but the products are very visible to the For a more in-depth project focus, outside world – and great to show read about the Roundhouse and Newly Qualified Teachers look back If you have an idea for a real world off about in job interviews. Anderson Shelter projects (pages 14 on the experience positively, project that will challenge our “It prepared me and 15). commenting: primary education students – and if To give an idea of the range of the “It prepared me for taking you are ready for them to go a long for taking projects, here are some recent Students are full of praise for the responsibility ... and made me feel way beyond their initial brief! - challenges set by schools and projects, saying: “I loved it. Really more confident tackling school issues” please contact us at responsibility ... NGOs: inspiring and got us thinking outside [email protected]. Projects • Engaging non-English speaking the box”, “I grew in confidence and will “I learnt to deal with different levels – are confirmed in June each year for a and made me migrant families with school use a lot in my own practice” and “Our from school governors and heads to September start. • Learning approaches to engage communication skills are now other teachers.” feel more children who are fire-starters awesome.” For further information, contact Dr. • Creating calm spaces for special And employers emphasise end Duncan Reavey at confident needs children products as ‘uplifting and fascinating’ [email protected] or Dr Linda • Achieving Green Flag status at an and stress their need to employ Cooper at [email protected]. tackling school inner city school ‘motivated self-starters’. • Hospital learning for long-term ill issues” children

12 | University of Chichester ED PLUS | 13 Project Focus: Time posts and, from their research at the Travelling – A Journey Back farm, the older children were able to to Iron Age Times wattle between the posts (weaving Former BA Primary Teaching and willow between each post, filling in Education students Jessica Glenard, all the gaps). A mixture of mud, clay, Suzanne Mohabir, Jacob Short and crushed chalk, hay and water was Gabrielle Surman were given the mixed together to form ‘clunch’ task of building a small world play which was smoothed onto the area of an Iron Age Roundhouse wattle until all of it was covered. The and animal pen for Chidham roof was made from rolled up reed Parochial Primary School. matting which was attached to a wooden structure in the middle of Following an initial meeting with the the roundhouse. school the group realised that they The students with their Anderson Shelter needed to carry out research to Through emulating Iron Age equip them with enough subject processes and techniques the knowledge to even begin the children were able to build their Project Focus: Bringing Mrs Naomi Day, Headteacher at The allotment garden gave the Wattling the roundhouse project. A good starting point, that knowledge of the period. The group Learning to Life Fishbourne CE Primary School, said children the special opportunity to was to become a vital source of was careful to involve the children in Former BA Primary Teaching and “The team of students from the grow their own food to help with information, was provided through a all stages of the building process so To the delight of the teachers and Education students Lauren Hall, University of Chichester have worked the struggle of rationing. class trip to Butser Ancient Iron Age that ownership of the project and children an ‘Iron Age’ civilian, a Charlotte Green, Emma Cornell, so hard and we are truly appreciative farm in Hampshire. At the farm the learning opportunities was volunteer from Butser Ancient Farm Megan Brackstone, Amelia Warren of everything they have done – “I felt so happy when we could see the group were able to learn how Iron maximised. The students wrote an made a guest appearance. and Alyce Hickman worked with planning, fundraising, and delivering a shelter ready for use and the Allotment Age Roundhouses were constructed article on the project, explaining the Year 2 pupils at Fishbourne CE brilliant piece of real life, memorable Garden ready for the children to start acquiring understanding of the skills, process of building the house, which Reference Primary School to create a realistic learning for our young people”. sowing their seeds” said one of the materials and techniques needed for was published in the journal Primary Glenard, J., Mohabir, S., Short, J.,& Anderson shelter and allotment student teachers. “And I feel this project. History: 73, Summer 2016. Surman, G. (2016) ‘Our Iron Age garden. Pupils were taken back in time with immensely proud of what we have Challenge’, Primary History, 73:.48- the extraordinary creation that was accomplished throughout this process Back at the school the students set The house was completed and 50 or see Supported by the school and local built in their playground. The and hope that the children enjoy using about constructing a model ceremonially opened to staff and https://www.history.org.uk/primary/ companies, the students obtained Anderson shelter helped the the shelter and garden for many years roundhouse with the children. They parents during an ‘Iron Age’ categories/754/resource/8871/our- the materials needed to construct a children empathise with those who to come” were careful to follow the afternoon. Here the students iron-age-challenge safe, historically accurate – and also lived through World War 2, giving ...... techniques used by Iron Age builders organised the children to act as aesthetically pleasing – shelter and them a taste of the struggle of living and the children were able to subject experts to show how they garden. Help also came from during the bombings. When in the involved in the whole process, had been involved in making the supportive parents willing to give up shelter the children could hear the starting with digging out stones and house as well as directing a whole their time to make the build a sounds of sirens and bombs whilst in plants to prepare the foundation. range of other Iron Age related success. the most basic of living spaces. Pea rods were used as structural activities.

14 | University of Chichester ED PLUS | 15 ISPU Update

The positive educational benefits that international teachers bring to West Sussex schools

Over the past thirty years, the One of the distinctive features of examining the different types of

International Short the in-service training programmes lesson that participants will be International teachers at Programme Unit (ISPU) in the over the past six years has been the required to teach, vocabulary and Chichester High School Institute of Education has inclusion of relevant extended concepts and provide international established an international training placements for experienced teachers with the necessary support reputation as a centre of international teachers in local to enable them to be effective. excellence in providing Secondary and Primary schools for professional development periods of between two and eight There are many benefits to the Feedback from Schools, teach British students, which was really training for international weeks. As part of their professional schools involved, such as: Parents and International great.” teachers. development, these international • Curriculum enrichment for British Teachers teachers have the opportunity to pupils “These international teachers have “The school offered us a well-organised teach pupils in local schools, • Opportunities to deal with given our pupils as much as we have schedule. I saw various kinds of classes enriching the educational experience cultural issues given them. The benefits are mutual.” and learned a lot. of the pupils, for example, by • Possible future links with Senior member of staff in a local introducing their culture, customs, international schools Secondary school, July 2017. The teacher who was in charge of traditions and history to them, whilst • Opportunities to further develop Korean teachers gave us great at other times the teachers have the Classroom Assistant role “Today my son came home and told opportunity teaching British students. been involved in subject teaching. • Pupil conversation with me most enthusiastically about what Before we taught the students, he did international teachers – tolerance he had learnt concerning Korean a lesson related to our lesson. Also, he The in-school experience is carefully and understanding culture and the difference between the prepared reflection time so that our monitored and formal assessment of • The equivalent to two or more life of a Korean pupil and himself. For lessons looked more well-organised. teaching performance is conducted extra members of staff to work in him, this is a window on the world. I We had great opportunity to join by University Link Tutors to ensure the school applaud the school for taking part in headteachers' meeting and sports day. We would like to thank all of the equity across the schools. this international initiative.” Overall, I strongly recommend this schools involved in this training International teachers are carefully What has emerged is a genuine Email from a parent, February 2017. school as next practicum school.” initiative to date. If your school is prepared for the attachment partnership with schools and a interested in welcoming an experience and we provide coverage dynamic relationship that we feel is “The Practicum at a British school was “The teacher worked very hard to international teacher and providing a of the education system in England of benefit to the international a great experience for me as a teacher. make us feel home and learn as many venue for a valuable educational and Wales, current educational teachers, to the schools and of It inspired me.” things as possible. Other school staffs initiative for all concerned, please get issues, the principles of the UK course most significantly to the Korean English Teacher, May 2016. welcomed us warmly and helped us to in touch. For further information, National Curriculum and the schools pupils themselves. learn more. There were many inspiring please contact Stephen Corcoran, to be visited. We develop the “The experience I had in the Secondary classes. I got many good ideas I may Director – ISPU, at practical skills to enable participants school was really amazing. I could apply to my class when I go back to [email protected] or to plan appropriate content lessons, learn how British students learn at Korea.” call 01243-812081 school and I also had a chance to Korean teachers, July 2017 ......

16 | University of Chichester ED PLUS | 17 Hola Tenerife

Language teachers benefit from cultural Immersion

Since September 2014, a This may present quite a challenge Students start by observing the Modern Foreign Language has for some schools which had not teachers in the school and by been a statutory part of the previously been teaching any foreign teaching English, then gradually National Curriculum in language. In order to meet the need become involved in teaching other primary schools. for excellent practitioners in primary areas of the curriculum. Young pupils languages, our Primary PGCE with abroad are always fascinated by daily Modern Languages specialism trains life here and how it differs from or is students to teach all subjects but also similar to theirs. In Spain subjects feel confident enough to teach their such as science are frequently taught own language classes. As they settle through the medium of the foreign into their teaching roles, they may language, in this case, English (known quickly be called upon to offer as Content and Language Integrated support to other non-specialist Learning), so our students have the colleagues with their own provision. chance to see how such an approach

Our trainees bring a variety of works in practice and contribute to PGCE Primary MFL students getting fully involved in Carnival in Tenerife language experiences to the course – this themselves. most have an A-level or equivalent in the language, while some have lived Teaching approaches can vary in abroad or studied the language at many respects in both Tenerife and The relationship between teacher culture whilst abroad, and this helps Park of Teide, Spain’s highest University. We offer a specialism in Belgium. Our students often find and pupils can be quite different them to share more authentic mountain, and the authentically French or Spanish as these are the themselves teaching lessons with abroad, as can the structure of the experiences with their pupils back in Spanish former capital, San Cristóbal languages most widely taught in our limited ICT equipment, which is school day. Perhaps one of the most England. This is often facilitated by de La Laguna, are not to be missed. primary schools. radically different from our schools powerful outcomes of this four- the warm welcome extended to Of course the shorter teaching day here where most classrooms are week experience is the way in which students by the teaching colleagues in Tenerife schools makes such visits As part of our specialism, trainees equipped with Interactive White students’ assumptions are challenged who will often invite the students out much more feasible. attend language upskilling and every Boards. There is considerably less and they find themselves questioning after work; it’s not unheard of for a year our students have the focus on differentiation in both things which previously they may progress review meeting to take If you would like further information opportunity to spend four weeks Belgian and Spanish classrooms and have carried out without thinking. place in the local café or bar! The on the Primary PGCE with Modern teaching in a primary school in our students often report that pupils Their time abroad also equips them length of the stay and this personal Languages specialism, please contact Spanish-speaking Tenerife or French- are expected to assume a high level to formulate their own philosophy contact make our students’ visits Elaine Minett on speaking Belgium as part of their of independence in their work. on teaching and the kind of very different from that of the [email protected] school practice. experiences they want to provide for average tourist, whose experiences ...... pupils in their own classrooms. of Tenerife in particular are sometimes limited to the coastal Students also make the most of resorts; Tenerife has a fascinating being immersed in the different history and the beautiful National

18 | University of Chichester ED PLUS | 19 Escape the Room

Pupils working together to solve puzzles using their language skills

On a rather chilly February Most were excited but more than a highlight of the day. One pupil morning, some 60 bemused few admitted to feeling just a little commented that he had learnt ‘How pupils from local schools nervous, especially as they were to to work as a team with people I arrived at our Bognor Regis be working with pupils from other don’t know’ and one reported that campus, wondering exactly schools and in different languages. one of the most enjoyable aspects how they were going to spend And then, to find they were going to of the day was that ‘I was able to the day be locked in a room…?! Well, we work with other schools, improving didn’t go quite that far! my social and linguistic skills’. Pupils As one participant said this year: ‘I The enrichment day is always very For further information on this worked in three different languages, can use my language in different positively evaluated by pupils taking event or on the Secondary PGCE For the uninitiated, Escape the room French, German and Spanish, even ways’. Previous days have included part. We see it too, as a good way Modern Languages course, please is an interactive real-life escape though they may only learn one or themes such as Lights! Camera! of thanking local schools who contact Elaine Minett, game, influenced by video games, two of these languages themselves. Action! The Oscars come to regularly support our work with Primary/Secondary Education- whereby participants are given a This required them to work as a Bognor, a movie-making day when trainees by offering placements for Modern Languages Senior Lecturer, specified period of time in which to team and draw on the skills they pupils had to create a trailer for a them. on [email protected]. work together to solve a series of possess as a whole group. It also film in a foreign language and ...... challenging puzzles in order to encouraged them to become prepare their award acceptance escape from a locked room. They languages detectives, to see if they speeches in Spanish or French; and have grown in popularity and are could decipher meaning in a Mord! Misterio! Suspense! where now a feature of many cities around language they have never learnt: ‘I pupils had to turn detective and the world – we even have one in have learnt words in the two solve the mystery of the murder of Bognor Regis. On this particular languages I don’t speak’. a competitor in a fictitious occasion, the challenges were international ping-pong tournament. languages-related and had been The Escape the room activities thought up by the Secondary PGCE formed part of the enrichment day These days require the Secondary Modern Languages students. Puzzles that is offered annually by the PGCE trainees to work together in a included authentic Spanish Secondary PGCE in Modern Foreign different way, often planning for vocabulary games, treasure hunts, Languages. Its aim is to bring onto learning outside the classroom, using language riddles, iPad games, map- campus pupils from Years 8 and 9 the immediate local environment reading, geography and cultural who are on the point of making and possibly incorporating outdoor challenges, and reading tasks. their choices for GCSE and hopefully learning opportunities. provide them with a positive Pupils were required to work in experience that demonstrates a teams with students from other wider application of language. schools and for many, this was a

20 | University of Chichester ED PLUS | 21 Treading in Shakespeare’s Footsteps

Since returning to school, a quiet becoming the lovers from ‘A Powerful school-University partnerships revolution has taken place in the Midsummer’s Night’s Dream’ to English department: the Year 7s are examine how dominance was provide many benefits now laying claim to pounds of flesh portrayed through the language. The in Venice, and the Year 8s are room was filled with a cacophony of bickering, brawling and biting their laughter and fun – all whilst real and thumbs in Verona. Drama opens the profound learning was taking place. A group of teachers from our The subject leader: The class teacher: door to students and encourages an partnership schools joined us For over ten years our English As English teachers we ask students entirely intrinsic form of motivation: The day really opened my eyes to a on a day trip to the Globe department has worked with the to write essays on how grief is even the most reluctant of students new way of thinking and teaching. I Theatre for a joint enterprise University of Chichester in an conveyed in a poem, or how humour will be wooed by the power of have been left with an overwhelming CPD activity. This increasingly mutually beneficial is created in a scene; but how can Shakespeare. appetite to inspire future generations multi-perspective article partnership, focused on recruiting, they really write anything worthwhile of pupils to enjoy, and continue to explores the benefits of such developing and supporting teachers if they themselves have not felt the The student teacher: love, the power of Shakespeare’s activities. who will stay in the profession. Most grief or laughed at the humour? In As an eleven-year-old child that was language and plays. recently, the University invited our never-ending quest to search out truly enthralled and inspired by their mentors from partnership schools to the metaphors and alliteration, we Year 6 leavers’ performance of The subject co-ordinator: share in its Globe Theatre training sometimes fail to encourage our Macbeth, I was excited by the This experience embodies the day. I was delighted to observe how students to feel and experience the prospect of another trip to benefits of partnership working and one of our two teachers had been effect of these techniques. Shakespeare’s Globe. The tour the subsequent impact that it can inspired to experiment and to adapt consisted of viewing all aspects of have on teaching and learning in the what she had learnt for a Year 7 This was the approach that our the theatre, where we were able to English classroom. class. The students were completely Globe practitioner took. role play as the audience in the tiers, immersed in the lesson, discussing, Throughout the day we attacked and on the ground and as actors on the With thanks for their contributions: trying out lines and postures, retreated as Montagues and stage itself. Yvonne Williams (subject leader) and dialogue and improvisations. They Capulets, waltzed like Romeo and Melanie Downham (class teacher), were learning without recourse to Juliet, traded sweet nothings and This experience gave us a fantastic, Portsmouth High School; Hannah glossaries or teacher explanation, insults as Helena and Demetrius, realistic insight into the area where Ransome, PGCE student; and really experiencing Shakespeare. In jeered and cajoled at Anthony, and Shakespeare’s plays were designed to Debbie Hickman, PGCE Secondary teaching, such golden moments entered the dark and twisted mind- be performed; it was easy to English subject co-ordinator at the occur. It was the teacher’s closing set of Macbeth and his dastardly understand how this could help to University of Chichester Institute of remarks that really clinched it: “I’m a wife. The entertaining exercises capture the imagination of pupils. Education. convert!” encouraged us to get to the heart of the scenes and had the power to The workshop ranged from acting For further information, please transform these from obscure words out the fight scenes from ‘Romeo contact Debbie at on the page to living and breathing and Juliet’ in order to explore the [email protected]. scenes of love and hate. roles of power and conflict, to ......

22 | University of Chichester ED PLUS | 23 Exploring Creative Writing

PGCE students nurture writing talent in their pupils

Continuing the long and The theme of the competition was ‘I Amidst the dust, I saw the glitter of positive relationship between heard it in the news’ and pupils were the sea, a squeal of joy bubbled up the University and its asked to take inspiration from an from inside me. Or was it fear? My partnership schools, student item of news from 2016. The feet burned as they rubbed against teachers from the secondary competition aimed to support and the scorching ground. The boat was English PGCE ran a creative nurture the writing talents and coming closer, closer and closer, writing competition with inventiveness of pupils, providing a without thinking twice, I leapt into pupils in their second school wider and broader audience for the boat, causing the whole thing to placement their work through the community shake- a ripple of anger passed of the University. through the passengers. At that moment, a bomb dropped only Here are some extracts from a few metres from where I was sitting- of the entries: then it exploded in my mind.

Once every four years, “KIERA! KIERA!!!” She had to be Our schedule clears, here… “It’s okay Yara, I’m fine.” I The alarm blurted out of the siren… The earth has lost To see more of the participating For our globe to gather to allow gasped a sigh of relief- which turned Lieutenant Winters dropped his a treasured son entries please visit the English page dreams to come true, into anger. She beat ME! As I Cornish mug full of a hot milky brew doomed by human folly of the PGCE website at But unfortunately this is only for a thought that the boat lurched to the and hurried to his personal flight no more to breathe www.chi.ac.uk/pgce-secondary- few, left, causing my blood to curdle- It cupboard immediately. He thought her giving breath english. Countries unite together, didn’t look stable. to himself ‘what if this is real and not no more to roam To make a games that will last One boat for one city. a drill’ as he clunked open his rusty her gentle form If you are interested in entering forever, Tilly Frayne, Portsmouth High for Girls cupboard door. Within a small what gifts he gave pupils from your school next year, A games that creates hopes and compartment in his locker out came dwell still in hearts please email Debbie Hickman, fears, a picture of his wife that fell like a that know him PGCE English subject co-ordinator, That may even bring tears, feather to his feet. He bent down for all he really was at [email protected]. Bronze, silver, gold, and picked it up, trying not to get it humanity has lost ...... Memories that could not be sold, dirty. He looked at it for a few a noble friend Athletes go to compete, seconds and placed it carefully back the price of ignorance To help our victory be sweet, into his locker behind his shaving has cost us again We go for glory, foam and razor. Winters quickly a teacher and companion To create history, dressed himself in his flight suit, a guardian and protector Elizabeth Landon, Crofton School knowing that if he waits any longer Harambe his captain will come and discharge Your light him from the Air force quicker than Is sorely missed. he can say “aircraft.” Mia Woods, Crofton School Ed Sherwin, Rodborough School

24 | University of Chichester ED PLUS | 25 Primary English CPD

Institute of Education Primary English CPD Developing high quality provision in all aspects of the English curriculum continues to be a high priority for many Primary Schools. Over the past year, we have introduced a number of new professional learning opportunities to support and enhance teachers’ skills both through University based short courses and through bespoke sessions commissioned by individual schools.

Boosting Reading @ Primary How to Teach Grammar Bespoke Courses This course is a great intervention for We have run some very well- Some schools have chosen to buy in Course feedback developing children’s reading skills. received sessions on how to teach our services to enable their staff to The ten-week programme sees grammar in an engaging and creative explore ideas as a team and the “There were fantastic explanations of children working one to one with a way, showing children how acquiring training is tailored carefully to the all the elements, great resources and a trained member of staff or volunteer, the skills can really develop their needs of the staff. Members of our great opportunity to meet with other developing their ability to decode and writing. These training sessions have team have worked one to one with teachers in the same Key Stage.” comprehend whilst still promoting a enabled staff to work collaboratively teachers to develop engaging units of real love of reading. We train with colleagues, introducing some work, very often introducing “The course offered good practical teachers, support staff and volunteers new ideas and sharing existing ones experienced teachers to new and ideas and games which can be in a two-day training course which between schools. In these sessions, exciting texts they may not have transferred directly into the classroom.” enables participants to see real we looked at what an effective come across before to revitalise teaching in action and giving them all sequence for the teaching of themes or topics and to develop “It has been a very informative and they need to run the intervention in grammar looks like. We also see how teachers’ ability to raise standards in interesting course. The suggestions of their own schools. The intervention aspects of Appendix 2 of the writing and spelling. Such an texts and exploring how to use these in was developed by Education Works National Curriculum for English can approach can be a really effective way the teaching of grammar was great.” and is very simple to run. Recent be embedded within rich learning of engaging teachers in small-scale results collected from 12 local experiences, linking them to the use research focused on their own Kirstie Hewett is a member of the authorities, involving 643 children, of high quality, exciting texts to inspire children, either in their class or Primary English team at the Institute showed that pupils made an average and challenge children. perhaps across the school, as well as of Education and previously spent a of 14 months progress in just ten enabling teachers to continue to number of years working as a weeks! Even if a school isn’t sure Guided Reading develop themselves as professionals. Primary School teacher. whether the intervention is right for This is a popular choice and we have them, the training course itself is great worked with staff teams to consider Details of upcoming courses can be professional development for the purpose of guided reading and emailed by contacting teachers and teaching assistants new how it can best be managed in order [email protected] to the profession who would value to support children in making great If you would like to discuss any the opportunity to really explore how progress through authentic and bespoke training, Kirstie can be children learn to read and develop interesting classroom experiences. contacted via email at good comprehension skills. These approaches have helped [email protected] and would teachers to develop increasingly high be delighted to hear from you. and purposeful levels of discussion within the classroom, both between teacher and pupil and between pupils themselves.

Professional learning: working together www.chi.ac.uk

26 | University of Chichester ED PLUS | 27 The University’s

Our Academies: Our community The Trust currently has twelve As part of the University of Academy Trust Academies located in Portsmouth, Chichester Academy Trust, Hampshire and West Sussex. The Academies gain specific benefits: Academies are all unique and serve • support and guidance from a their own communities but also Trust experienced in education A growing, dynamic and innovative Multi-Academy Trust with an work together to develop • a focus on teaching and learning, educational heritage and a strong belief that education is the key to opportunities for pupils and staff supported by the University of and to improve the quality of Chichester’s Institute of transforming lives and securing social mobility. education across the group. The Education Headteachers and Chairs of • freedom to plan the most Governors work as part of the relevant and engaging curriculum What are academies? • Procure services away from the The Trust’s strategic intention is to Trust’s leadership team to advise on for local children • State funded schools Local Authority develop a family of 30 Academies strategy, policy and practice to • access to specialist University independent of direct control by • Set terms and conditions for staff in the neighbouring counties of ensure that working as part of the departments to enhance the Local Authority • Change the ways schools Portsmouth, Hampshire and West Trust meets local needs and adds curriculum • Academy Trusts are self- operate Sussex, geographically situated in value to childrens’ education. • advocacy in the wider governing and non-profit making clusters to work together and share community entities About our Academy Trust best practice. Current Academies in the group • support to develop the role of the • May receive support from The University of Chichester was are: local governing body personal or corporate sponsors approved as an academy sponsor in Our Vision is for all young people • Arundel Court Primary School • assistance in financial and legal • Academies include: Free Schools; the summer of 2012. The Trust to be inspired by an excellent • Berewood Primary School matters, HR, premises and Studio Schools; University contributes to the University’s education that raises their • Court Lane Infant School communications and Technical Colleges; and New mission to be a learning community aspirations and enriches their lives. • Court Lane Junior School • collaboration with other Trust Schools that inspires and enables • Fernhurst Primary School Academies to share expertise, individuals to exceed their own Our Mission is to create a vibrant • Frogmore Junior School ideas and resources How are academies expectations. inclusive and aspirational family of • Highbury Primary School different? Academies, transforming life • Kingsham Primary School The Trust is uniquely placed to chances for pupils through • Langstone Infant School Freedom to: make a difference to the local excellent teaching and learning. • Langstone Junior School • Innovate in raising standards of education landscape. With access • Mill Chase Academy education to the University’s extensive • The Flying Bull Academy • Develop Curriculum in new ways resources, the Trust provides • Develop appropriate governance expertise both educational from the models University’s Institute of Education and from professionals within HR, Finance, ICT, Estates and Communications.

28 | University of Chichester ED PLUS | 29 Secondary Maths and English

Institute of Education Teacher Conversion Course

Working with the University “I enjoyed all the different challenges We welcome applications from The shortage of trained secondary maths and English teachers in British state schools has The Trust works closely with the that were set. My favourite was with those with financial, human been of concern to school leaders and parents for some time, and has been reported University to provide a range of the ropes and mats. It was very fun resources and estates experience, widely in the media. enrichment opportunities for pupils and I would love to go back. It was as well as from those with strong in Trust Academies. Activities amazing!” local community connections. If included Forest Schools and Daisy A, Highbury Primary School you are interested in becoming an outdoor education programmes, academy governor please contact such as rock climbing and caving. Opportunities to work with Helen Turner at the University of The Fine Arts Department provide the Trust Chichester Academy Trust on email students as artists in residence in Develop your career with the [email protected] for further Academies and the Music Academy Trust information and an application Department is also planning We place importance on staff form. workshops and opportunities for sharing our values and passion for instrumental taster sessions. the continual learning of all children Volunteer with your local academy and young adults. In return we There are many opportunities to Many Year 5 and 6 pupils visited believe that offering a supportive volunteer in our academies. the University campus at environment with a competitive Volunteers hear children read, Chichester this year to engage in a reward package, where individuals support clubs and trips, as well as range of adventurous outdoor have an opportunity to develop, will sharing their experiences and skills activities with staff and students be attractive and beneficial for all. If with the children. If you would like from the Institute of Sport. you would like to receive to get involved, contact the Feedback from pupils was very information about vacancies in our academies directly. Efforts to address this, such as the been trained in other subjects, but Other delegates commented: positive: Academies, please contact the HR expansion of the bursary system, who have been asked to, or may “The whole course was excellent – far “I enjoyed it as it challenged me to team on [email protected]. You can make a difference to have not addressed the issue already, teach in the mathematics or better than any expectations I had prior the peak of my ability” childrens’ lives. sufficiently to meet the demand of English departments of their schools. to starting. I fund the information Dovydas Budrikis, Arundel Court Become a School Governor schools. Supporting non-specialists in this way relevant, current, well delivered and very Primary School Local Governing Bodies are an The Multi-Academy Trust working helps to improve the quality of thought provoking.” important part of the governance of as part of the University of Debbie Hickman (English) and Jeremy teaching pupils receive, and helps “Thank you for making us have such a the Trust. Our vision for our family Chichester Smith (maths), subject coordinators schools in tackling a difficult situation. “The course ensured a strong level of wonderful time. It’s been such a of academies is to see each rooted “…inspiring and enabling individuals on the University’s PGCE course, are The course consists of seven subject confidence throughout, covering a range memorable time and I hope I would in its community, contributing richly to exceed their expectations”. approached all too frequently by study days in Bognor Regis, focused of topics. This has allowed me to take be able to go there again. I will to local life and benefiting in turn schools in search of specialist on developing pedagogical ideas back to school and quickly share recommend your university to my from connections with the wider To find out more about the teachers, commonly at the end of the understanding of a wide range of new ways of working. Very much valued friends saying “If I were you, I would neighbourhood. University of Chichester Academy school year, by which time all trainees topics, applied then in the teachers’ and ethical approach towards English go to the University of Chichester” Trust visit www.unicat.org.uk have secured posts as NQTs for the own school. teaching.” and hopefully that will be my following term. University” Participants have reported that the If you are interested in finding out Bella Roe, Berewood Primary School To help support schools to address subject knowledge and passion of the more information about next year’s this shortage, the University has set course tutor was great and that they course, please e-mail Debbie or “How to begin to explain what an up a “teacher conversion course”. enjoyed the sharing of ideas and best Jeremy at astonishing day I had? It was This short (seven day) programme is practice between the teachers on the [email protected] amazing!” aimed at qualified teachers who have course. Kotryna, Kingsham Primary School Professional learning: working together

30 | University of Chichester ED PLUS | 31 PE Continuing Professional Development

Festival Coach Education Programme The University of Chichester Coach Education Programme is run by the Institute of Sport and provides a range of coaching, officiating, teaching and CPD courses. These are of Sport aimed at students and the general public in order to enhance their CVs and provide local people with the skills and qualifications needed to coach in the community.

Courses on offer: Sports Coach UK: How To The British Gymnastics Over 800 students from schools throughout the south Coach Disabled People In Sport Teachers’ Trampoline Emergency First Aid Suitable for all coaches, this workshop Part 1 Award visited the University of Chichester for the Festival of The course will: teach you the will show you how you can make This 12 hour course covers: safety priorities of First Aid and approved your coaching more inclusive and and code of practice including Sport on 7th June 2017. code of practice; highlight common effective with just a few minor unfolding/folding trampolines; warm workplace injuries; explain the key adjustments to the way you work. up; basic kipping technique; body content of First Aid boxes; and looks You will learn how to include disabled landings; shaped and twisting jumps; at simple documentation. It will also people in sport, select appropriate basic combinations; half twist to and The event, organised by the “This is the second year that we've run the teachers enjoy talking to our staff look specifically at asphyxia and coaching activities and make your from body landings; swivel hips and Institute of Sport, provided the Festival Sport and it’s doubled in and sharing ideas and the students get resuscitation; heart disorders and coaching more inclusive and effective. roller; simple sequence construction; year 9 and 10 students with size from last year. More and more a fantastic opportunity to see where shock; conscious and unconscious (This is a 'Minimum Standard for British Gymnastics proficiency award the opportunity to participate schools have heard about what we do their interest in sport might take them. casualties; burns and scalds; and Active Coaches' requirement for scheme; and mechanics. in different sports such as at the festival and it's something they They also get to experience a day on wounds and bleeding. many governing bodies of sport.) trampolining, handball and want their students to experience” said campus at a university.” orienteering; learn about Professor Mike Lauder, Head of the Sports Coach UK: Safeguarding Teachers’ Tennis for Other courses on offer exercise and its effects on the Institute of Sport. “We've built an Kerry Eames, Head of PE at and Protecting Children Primary and Secondary Badminton Teachers Award body in various strength and event that's all about raising awareness Chichester High School, graduated This workshop will raise your This three-hour course has been Basketball Level 1 stamina tests; and find out of opportunities in sport before from the University of Chichester 15 awareness of the tell-tale signs of developed to give teachers the FA Football Level 1 & 2 what courses are on offer at students go to college. We'd like the years ago. She said, “What's on offer abuse and poor practice, and give you confidence and tools to deliver tennis Handball Level 1 & 2 the University. students to be aware of the courses at the festival is really impressive. It's the tools you need to deal with any to a class of children in a small space. Multi Skills Level 1 we study under the banner of sport an event that encourages students to issues sensitively, appropriately and The course is supported by an but we also want the students to go try other things. We've brought 20 PE effectively should the need ever arise innovative DVD teaching aid, which is For further details, contact Matt away having experienced university as students and they’ve had a great time. in your coaching career. (This is a pupil facing and delivers the Webber, Sport Administrator, on a fun place to be.” We've learnt a lot that we can take minimum standard* for deployment demonstrations and progressions [email protected] or call back into our teaching.” Her for any active coaches.) directly to the children. Each teacher 01243 816426. Book online at Alison Davis, Institute of Sport's colleague Julian Boniface, Director of that attends the course receives: a http://store.chi.ac.uk or at the Placement Coordinator and key Sport at the school added, “The schools tennis equipment pack; a Tudor Hale Centre for Sport organiser of this year’s festival, said festival is a fantastic opportunity for primary schools tennis DVD box set reception. “The students all come from schools GCSE students that are looking to go and handbook; a guide to schools where our university students have on to university.” tennis; a schools games tennis toolkit; been on placement. In one way the a tennis activity week pack (cross *'Minimum Standard for Active Coaches' festival is like a big thank-you for To find out more, contact Alison curricular resource); and an out of are seen as the basic standard every hosting our students. The schools can Davis at [email protected]. school hours tennis club toolkit. coach needs to meet to carry out their come here and have a fun day out and ...... role safely and effectively. try activities that they might not get to do at school. We've had students from 28 schools all over the south of England from Shoreham to Reading and Ringwood. It's great to see all these activities in one place and to see Professional learning: working together everyone joining in and mixing. I think

32 | University of Chichester ED PLUS | 33 Masters programmes Early Years /Teaching and Learning Support

Institute of Education Masters Level Courses Study With Us The University of Chichester provides a range of innovative and dynamic Masters We provide a range of training opportunities for those interested in working in the programmes, designed for anyone who wishes to continue their studies. These education sector. These includes qualifications in the Early Years sector and for Teaching programmes are designed to enhance and complement your work-based practice or Assistants and support staff who wish to further their knowledge. planned school-based professional learning projects.

Our Masters portfolio offers a choice The PGCiPP: National Award Early Years Initial Teacher Foundation Degree Teaching For more information contact Sian of programmes and awards: for Special Education Needs Training (EYITT) and Learning Support Howie, Programme Leader, at Coordination Over the past two years of the The Institute of Education offer a [email protected] or Debbie Hall, MA (Education) The University of Chichester is one EYITT programme at least 78% of very successful Foundation Degree in Programme Administrator, at MA in Inclusive Special of the key providers in the south of trainees have been promoted or Teaching and Learning Support for [email protected]. Education England running the mandatory gained new posts in the early years Teaching Assistants and support staff qualification for newly appointed sector within a year of the who wish to develop their Postgraduate Certificates in SENCOs. This PGCiPP is designed to programme start. professional skills, knowledge and Professional Practice (PGCiPP): enable SENCOs to undertake understanding to degree level with • Workplace Learning Development practitioner- based research to Our new mission statement for the the option of gaining QTS. This 3 • National Award for Special enhance their role in leading and programme is: year part-time route is taught on our Educational Needs Coordination managing SEND provision. “To empower trainees, through the Bognor Regis Campus for one day • Workplace Learning Development Contact [email protected] development of knowledge, per week and a number of (SEND Policy and Practice) understanding and critical reflection, to progression routes are available to • Bespoke provision for School 2018 Modules: become change agents who work gain a full degree and QTS. Business Managers Content modules on offer for effectively with setting communities and • Growth Mindsets Semester 2 (start date Feb. 6th) beyond to enhance children’s daily The programme team believe that A PGCiPP offers individuals, include Effective Pedagogy (MA Ed) experiences and subsequently enable professional learning for Teaching individual schools or groups of and Communication and Interaction children to make good progress and Assistants can have a real impact and schools the opportunity to (MAISE). improve social and academic outcomes this view is supported by our External investigate, by means of practitioner in the short and long term.” Examiner who wrote, research, a bespoke school-based Contact “I commend the University of focus. MA in Inclusive Special Education: For further information, contact the Chichester for continuing to offer this [email protected] Debra Laxton, Senior Lecturer in valuable and impactful programme in a PGCiPP Growth Mindsets MA (Education): [email protected] Education - Early Childhood Lead, at time of flux within schools. This (new for the academic year [email protected]. programme has a direct, tangible 2017/2018) For further information, please impact and provides an opportunity for The focus of this PGCiPP is to contact Sue Bentham, Coordinator students, who may not otherwise have explore the research and evidence of Masters Provision in Education access to undergraduate study, to be base surrounding mindsets in order [email protected] or visit successful in developing their careers. … to foster a growth mindset culture www.chi.ac.uk/institute- working with this programme has within the classroom, work education/masters-level convinced me that TAs and LSAs really environment or school. do make a difference.”

Professional learning: working together www.chi.ac.uk

34 | University of Chichester ED PLUS | 35 “Through fundraising by children in the UK school, their Ugandan partner school now have solar panels and can generate their own electricity that can be used by the whole community”

Heather Green teaching at Kafuro Primary School The pictures were then uploaded to the shared blog and it was quite remarkable how the children in both continents had actually drawn pictures that were incredibly similar A Shared – both of war and conflict. When the children in the UK viewed their Ugandan peers’ pictures, they made comments such as ‘They are the same as our pictures. That means they must be the same as us!’ Such an exchange had resulted in an incredibly powerful learning The cob oven at Kafuro opportunity. Primary School

Vision The two schools have gone on to share similar learning opportunities, such as building their own ‘cob Both schools have weather stations The aim was to explore with them a Local school children have been benefitting from a unique relationship ovens’ and sharing cultural traditional and share the data about their own vision of developing our Centre for foods and recipes. Teachers from weather and the data is then used Special Education and Disability with children from a school in Uganda Kafuro Primary visited Liss Junior within maths and geography lessons. Studies at the University of school and used their cob oven to Chichester through shared CPD teach about Ugandan style meals. Through fundraising by children in opportunities and research During my visits with colleagues we the UK school, their Ugandan opportunities for the benefit of A joint online blog allows the In 2014, I was fortunate enough to conservation based, bringing have been able to do the same, partner school now have solar SEND provision in both countries. children to share ideas, become a member of the Queen together the staff, schools and share British recipes using the Kafuro panels and can generate their own From a shared vision that began exchange work and forge a Elizabeth Parks Project which was communities of both parks in each cob oven. Both schools also keep electricity that can be used by the between two international rangers, I closer relationship. Heather created after a chance meeting continent. bees and have been sharing their whole community. Funds raised by am hoping to develop our own Green, Senior Lecturer in between rangers from Queen learning about the importance of charging a small fee to members of shared vision for the benefit of Special Education at the Elizabeth National Park, Uganda and As a teacher, I was fascinated to see bee keeping and harvesting their the community to charge their inclusive education on a global scale. Institute of Education, explains Queen Elizabeth Country Park in first-hand, how powerful such an own honey, which they can then sell mobile phones are reinvested back more about this fascinating Hampshire. Both rangers shared a opportunity of shared learning could and invest the money in the in to the school, for the benefit of This partnership between two project involving Liss Junior vision of exchanging knowledge, be between children that were in development of their own schools. the children’s education. schools in different countries is School in Hampshire and experience, and the promotion of schools some 4,000 km apart. As an proving beneficial to students, Kafuro Primary School in conservation by connecting other example of this, teachers at both The use of technology has been This year, I completed my fourth visit teachers and the wider community. Uganda. rangers between the two parks. It schools played ‘Mars’ by Holst to fundamental in sharing teaching and to Uganda. I met with Dr Stackus If you’d like to find out more or get was not long before the project the children and asked them to draw learning. The schools have shared Okwaput, Senior Lecturer and Head involved in a similar project, please grew to include schools within both pictures of what they envisaged as blogs – visit kafuroliss.primary of Department for Special Needs contact Heather Green at parks. The Queen Elizabeth Park they listened to the music. blogger.co.uk as an example. Studies at Kyambogo University in [email protected]. Project is now community Kampala, Uganda......

36 | University of Chichester ED PLUS | 37 Current Research activities

Spotlight on conference attendance

This edition of Ed Plus focuses The British Educational • What personal and professional upon some of the conferences Research Association (Bera) factors contribute to variations that the team have either 2017, The University of Sussex, within this socialisation? organised or attended. Some 5th-7th September 2017 of these conferences involve Dr Sue Bentham gave a paper partnership colleagues and will Dr Glenn Stone gave a paper entitled Making Pupil Voice Count. give you a flavour of some of entitled Variations in the the research being undertaken socialisation of organisational An exploratory case study was in the Institute of Education professionalism of student teachers. conducted in two primary schools ISPA (International School From the analysis of questionnaire Association for Language with colleagues from schools. and two secondary schools to Psychology Association), data and school records pupils Learning Conference, This research explores how Higher compare and evaluate various means Manchester, 19th-22nd deemed vulnerable to transition to Nottingham, 24th-25th Education Institutions, and the of engaging pupil voice. Teachers July 2017 secondary schools were identified. March 2017 structures that underpin Initial and TAs within these schools trialled Teacher Education, support the a number of pupil voice activities Dr Sue Bentham gave a paper All pupils in the class were asked to Elaine Minett and Laure Jackson socialisation of student teachers into with pupils who they deemed to be entitled Supporting vulnerable record their views relating to presented their research exploring organisational professionalism. disengaged. Building on research by children in transition from primary learning within motivational journals. the mutual benefits of combining Structures underpinning Initial Cremin, Mason and Busher (2011), to secondary school: Can a The researcher and the teacher two areas of the primary Teacher Education, Higher where teachers gave voice to Motivational Journal Make a worked together to create activities curriculum – Languages and Dance Education and teachers’ working disaffected secondary pupils by difference? for the motivational journals, analyse – through the exciting theme of practices in primary schools are seen inviting them to take photographs pupil responses and implement pirates. to be influenced by New Public and make scrapbooks to represent While extensive literature has individualised interventions for those Management, a form of public their views, this study used a focused on primary/secondary pupils deemed vulnerable. Journal They shared the findings of their service reform. Whilst some manage variation of this method. Further transition, with more recent activities included reflections on research investigating the impact of the demands of organisational pupil voice activities included the use research on the transition preferred praise style, using an learning languages through the professionalism, others find it of emotional barometers (G mez- experiences of pupils with SEND emotional barometer to note context of dance and considering difficult to negotiate their Chac n, 2000) and having studentsὀ (Deacy et al., 2015; Evangelou et al., changes in mood over the school pupils’ responses to engaging in understanding of professional reflectὀ on both their perceptions of 2008), research on the transition day and reflecting on their dance taught in the foreign language. expectations with alternative how they experienced teacher needs of vulnerable students is aspirations and fears for the future The project involved creating, perspectives of the professional role praise and their preferred manner of limited. An exploratory case study through visual metaphors. piloting and trialing a resource pack of teachers. Therefore, the paper praise. over the course of one academic with primary pupils. They shared the reported on findings that seek to year was conducted in one year 6 results of their research and some address two research questions: primary class. All pupils completed of the activities that ensured • In what ways are student teachers questionnaires (Burden, 1998; PASS, engagement and progression in both socialised into organisational 2016) designed to measure attitudes subjects. professionalism? to learning.

38 | University of Chichester ED PLUS | 39 British Society for Research Institute of Education There is a lack of research in regard into Learning Mathematics, Educational Research to this area at a local (i.e. school University of Oxford, Conference, University of based) level but the common thread 10th June 2017 Chichester, June 2017 is that the needs of students in receipt of PP funding are 'complex', Lorna Earle and Caroline Rickard Our annual research conference individual and require a multitude of presented their research that champions the role of school-based 'threads'. The intervention involves Debra Ward and Darryl Morgan, Stratianna Davi, Bohunt School: Cynthia Phillips, St Edmund’s explored formal methods of inquiry/research and celebrates the one-to-one support with a TA who The Ridgeway Community School: What are the characteristics of the Catholic School: School based study division from the perspectives of role that research can play in is a geography specialist but who is Research and Developing a “Finding outstanding school visions? on TEEP (Teacher Enhancement primary children and trainee improving practice and enhancing also instructed to act as a mentor out Culture" in our school and Effectiveness Programme) and its teachers. pupil learning outcomes. Dr Sue and 'go to' for pupils who are in Teaching Alliance. The benefits of The educational vision has been impact on teaching and learning. Bentham welcomed the following receipt of PP funding. The aim of the using research and how it can be researched for the last two decades The presentation outlined their speakers: intervention is to provide the used as CPD. but despite this it is often hard for This presentation included: 1. An innovative approach to the use of students with transferable school leaders to articulate a clear examination of the underpinning place value resources to teach Rachel James, Bourne Community confidence, organisational and This presentation discussed: The vision and communicate it research in TEEP as a holistic model division and how they used this College: Our Journey to a Growth memory skills that can be universally Engagement Profile in action; how effectively. During this enquiry the of teaching and learning; 2. A critical method to support trainee teachers’ Mindset School applied across their subjects. we have used the Engagement various definitions given to the vision review of TEEP perceptions of both learning using a ‘flipped classroom’ Findings from this ongoing research profile to engage those students were examined and conflicting views teachers and students at the host approach. This research, in the form of an and ways forward will be discussed with SEN who are difficult to engage around aspects of vision were school, using a mixed methods evaluative case study, explores how in the presentation. in core subject areas; and what the discussed. From this qualitative approach; and 3. Conclusion relating World Conference for the team have endeavoured to implications of the Rochford Review research Davi concluded that an to the long term impact of the Computers in Education, embed a growth mindset ethos Jane Flood and Matt Perrett, The are. effective vision is one that is simple implementation of this type of CPD Dublin, 3rd Jul, 2017 within the school community over Oaks Learning Federation, and clear, that establishes a standard in schools and other educational the last four years. As the school’s Copythorne Infant School: Leading Sarah Sadler, Highbury Primary of excellence, it transcends the establishments. Dr Chris Shelton shared the results growth mindset coordinator, Rachel a research informed approach to School: How to develop a model of status quo but shouldn’t be over of his research into teaching discusses the journey the school has improving outcomes for summer enhanced CPD to ensure the transcendental and aims to create a As can be seen, the Institute of computing. taken to include: relationships with born children: A study across a impact of professional learning on citizen with multidimensional abilities Education is involved in a wide range our primary partners; practical Federation of three small Infant pupil progress and attainment. like interpersonal, intrapersonal, of exciting research projects, only Based on the results of a systematic techniques and strategies for Schools in England. emotional, mental and some of which are detailed here. literature review of inclusive practice creating change and ways of This presentation discussed the organisational. in school computing lessons, he addressing some of the barriers that Adopting the principles of a PLC, journey the school has taken in We look forward to developing this identified some key inclusive hinder the transition to becoming a and in keeping with the factors regard to CPL in view of the work with more partners in practices and challenges for Growth Mindset school. identified by Brown and Zhang underpinning literature and 2017/18. Research is fascinating! teachers. These including ensuring a (2016) of teachers using research theoretical models. The outcome of relevant and authentic curriculum Emma Hughes, The Angmering informed enquiry to trial and this work has been the creation of a For further information or to make that focuses on depth of School: An exploration of enabling evaluate the impact of new bespoke model of CPD that enables contact with us, please e-mail understanding; promoting culturally students in receipt of pupil classroom approaches, a two year staff to engage in learning, create [email protected] relevant tasks and pedagogies; and premium funding to achieve their project began across the Federation new meaning and personal ...... ensuring teachers create an inclusive potential in geography. in 2015 in partnership with ETC knowledge in order to maximise environment that challenges bias. Teaching Alliance. pupil learning outcomes.

40 | University of Chichester ED PLUS | 41 Books to Fall in Love With

Subject Librarian Ruth Clark, There is a Tribe of Kids who discovers his love of music based at the University of by Lane Smith when a rock band comes to town. Chichester’s Bognor Regis When they leave a guitar behind he 11+ This book won the Guardian Out and About Campus, shares some of her becomes Hendrix the Rocking Children’s Fiction prize and is about by Shirley Hughes favourite new books. Horse and entertains his sleepy The Bone Sparrow a boy called McKay living on a town! by Zara Fraillon council estate. Life has been tough since his mum died and his dad is I have really enjoyed reading these We are Giants working all hours to keep the bailiffs books and would like to recommend by Amber Lee Dodd from their door. His older brother them to you. I would love to hear has his own problems keeping out of your favourites too. Please tweet to trouble on the streets at night. @chiunilib. This book is the 2017 winner of the McKay and his friends decide to help Kate Greenaway prize for out a friend one adventurous night illustration. A young boy travels the but end up on the wrong side of the Picture Books world finding “a colony of estate. A book about friendship, Another collection of poems for penguins…a pod of whales…a family, and loyalty – brilliantly told younger children by the much loved The Journey parade of elephants” but as he by Francesca Sanna with a twist of humour and great Shirley Hughes. Katie and Olly go travels he longs to find his own kind. characters. outdoors through changing seasons This is a cleverly illustrated tale of and weather. From the seaside to curiosity, discovery and what it Winner of the Carnegie Amnesty Poetry the countryside, this book perfectly means to belong. Could be shared prize 2017, this is the story of Subhi captures the small adventures in the with children of all ages. who has been born in a detention Zim Zam Zoom! world of childhood. Written by a former University of centre and has lived his whole life by James Carter Ages 7-11 Chichester Creative Writing surrounded by fences and “jackets”. student, We are Giants was One day he meets a girl called Non –fiction Hendrix the Rocking Horse shortlisted for the 2017 Branford Jimmie who lives on the Outside and Big Book of Bugs by Gavin Puckett Boase award. The story is about they strike up a friendship across the by Yuval Zommer Sydney, age 9, her sister, Jade, and fence. This book is a real page- her mum who has dwarfism. turner and reminds us about the Nominated for (and winner of) According to Sydney her mum is a importance of freedom, hope, and numerous prizes, this is a beautifully perfect height "big enough to eat the telling the stories of those who have illustrated and accessible book for ice-cream in Asda, small enough to no voice to tell them. children that deals with the hard eat the kids' meals at McDonalds". topic of a family fleeing from their Her dad died when Sydney was five Crongton Knights home, and everything they know, to and he used to joke with her about by Alex Wheatle escape a war. Useful as an opener "shrinking techniques". Sydney, for discussing refugees. however, is frustrated that she A collection of poems that are continues to grow and, as perfect for reading aloud in the A gorgeously illustrated book about circumstances change for the family classroom. Want to travel in a minibeasts in all shapes and sizes. A good introductory book for and they have to move house, this rocket? Search for a grump dragon? The conversational, funny text is full children starting independent book explores the issues Make your own monster? Then use of facts and tips on how to become reading. A humorous story about an surrounding growing up, family and this collection to start your fun, a bug spotter. I really didn’t know ordinary horse in an ordinary town love. imaginative journeys. there were so many different bugs in the world!

42 | University of Chichester ED PLUS | 43 Quick guide to our professional learning provision

date course title duration location contact

Negotiable Postgraduate Certificate in Professional 4 taught sessions School based, subject [email protected] Practice for School Business Managers and 4 onsite to sufficient enrolments tutorials

Negotiable PGCiPP: Workplace Learning 10 sessions over School-based [email protected] Development 12 months

Negotiable Physical Education (various/subject to By agreement Primary and Secondary Professionallearning request) @chi.ac.uk

4th Oct 2017 Developing Spelling - Primary 1 x whole day Bognor Regis Campus Professionallearning and 21 Oct, 25 and 4 further @chi.ac.uk Jan, 15 Mar & half days, am. 6 Jun.

19th Oct2017 N-Q-Tea 4.30-5.30pm Bognor Regis Campus [email protected]

7th Nov 2017 Chi Teach Meet English: Inaugural meet 4.30pm-7.00pm Bognor Regis Campus Email: Rebecca (Refreshments Webb from 4.30- [email protected] 5.00pm) Twitter: @ChiTeachMeet #chiTMenglish

21st Nov2017 Chi Maths TeachMeet 5.00–7.00pm Bognor Regis Campus [email protected]

Feb 2018 start PGCiPP: until January Bognor Regis Campus [email protected] Growth Mindsets 2019

Feb 2018 PGCiPP: until January Bognor Regis Campus [email protected] start Leading Research and maximising the 2019 impact of research in schools

March to July Teacher Conversion Course – 7 days Bognor Regis Campus Jeremy Smith 2018 Secondary Mathematics [email protected]

Mar to Jul Teacher Conversion Course - 7 days Bognor Regis Campus Debbie Hickman 2018 Secondary English [email protected]

14th Mar 2018 NQT Conference 9.00am-4.00pm Bognor Regis Campus [email protected] (tbc)

13th June 2018 MFL Conference 9.00am-4.00pm Bognor Regis Campus [email protected]

For further information and the latest on our professional learning events, visit: http://www.chi.ac.uk/institute-education/professional-learning/professional-learning-events

Bishop Otter Campus, College Lane, Chichester, PO19 6PE Bognor Regis Campus, Upper Bognor Road, PO21 1HR

44 | University of Chichester ED PLUS | 45 Quick guide to our Professional Learning and Consultancy

Our professional learning and consultancy provision can be tailored to meet your particular request. Conferences, school INSET and staff workshops are popular features of our provision. Coming 7 popular school choices Examples of our work with schools soon … 1. Observation of teaching with o joint or singular observation with feedback provided against the Teacher Standards’ feedback to teachers, Framework AUTUMN 2017 | ISSUE 4 middle/senior leaders

2. Curriculum design and o working with subject leaders and their colleagues to inform the design of a relevant and In this issue development motivating curriculum that meets contemporary and statutory requirements Next Edition: + The University's Academy Trust o developing an embedded reflective approach to teaching and learning to respond to the question ‘How successful are we for all pupils?’ • Read about a local teachers' experience of delivering of a Social Science CPD programme for secondary teachers in Daxing District in South East Beijing 3. Departmental/subject audits o review of subject delivery, including pedagogical influences such as differentiation and inclusion of all learners • Look out for our 2018 summer term conference programme

4. Subject knowledge o providing subject knowledge workshops that are aimed at supporting individual • We will feature news that illustrates how teachers and University staff have enhancement teachers’ professional learning needs worked together to bring evidenced based practice into school o promoting an environment through which practitioners learn from one another If you'd like to contribute to any of these features or have any feedback 5. Whole school INSET Whole-school regarding this issue, please contact us at [email protected] o behaviour for learning o assessment for learning Learning at the Globe Theat Festival of Sport 6. Gifted & Talented support o identifying strategies to support gifted and talented learners o support teachers to employ strategies that promote maximising of potential

7. Training for peer coaching o staff development workshops that enable teachers to undertake peer coaching responsibilities within and across subject areas The Rose Museum Beijing

Contact us: [email protected]

46 | University of Chichester ED PLUS | 47