Partnership College Teacher Education Newsletter

Summer 2012-13

‘The wheels (of change) are still in spin’ Dr. Clive Opie Reflects on continuing changes in ITE

OFSTED Inspection Success Teaching of Phonics (February 2013) Partnership Awards-Flipped Teaching-Mentor Training Contents

04 ITE – ‘The wheels (of 08 CPD Training 12 Flipped Teaching - Is it a change) are still in spin’ Opportunities new pedagogy? Is it Dr. Clive Opie’s Editorial Details of forthcoming courses sustainable? at The technique of moving the 06 Alumni Visiting theoretical content out of the Students from 1965 09 BOOKER at St. Bart’s classroom and replacing it An ex-student of The The ongoing project to ensure with active learning Margaret McMillan Memorial kids enjoy reading Training College reflects on a 14 Stephen Fairbrass recent visit to their 10 Vive l’échange! Reflections on his time spent Alma Mater Two PGCE Primary French teaching PGCE Secondary students lament on their time Citizenship at Bradford College 07 OFSTED Inspection spent on placement in France Success 15 Mentor Training 2013-14 Bradford College Primary 11 Howard Lisle Dates of delivery for the Language Team provide Reflections on his career forthcoming academic year an account of the recent teaching geography inspection

New Appointments and Departures Jill Todd will be joining the Maths Team from September 2013. Andy Thorpe will be joining the Secondary Team from September 2013 and will replace Stephen Fairbrass following his retirement. Peter Sellers - Employment-based Routes tutor will be retiring this year . Howard Lisle is retiring this Summer and leaves the Primary Humanities Team. Lynne Clegg - BEd (Hons) Primary Course Leader and EPS Tutor is leaving McMillan this Summer to work in school.

Partnership •• Created by Ben Tillett •• Edited by Dave Howard The aim of this publication is to keep partnership institutions informed of events and changes within Teacher Education and Continuing Professional.

Page 02 Rob Senior

n March 28th this year daylights out of people and put to experience an encounter with we sadly lost a dear them first both at the same time! ‘Webster’ the tarantula, corn snakes, tortoises, all sorts of stick colleague and friend. Rob There are two things that Rob will O insects and many other creatures. Senior, a retired Primary Science be best remembered for … his He loved this aspect of his role and tutor, passed away after being undeniable support of students. it is a great shame that he did not poorly with cancer. During his He gave time and support get longer to continue with this in illness I visited Rob on a number unconditionally and aimed for the early years of his retirement. of occasions and always came every student doing the best they away amazed at just how ‘typical could in science and teaching more It is difficult to find the words to do Rob’ he was throughout it. For generally. justice to someone who had such anyone who knew him they might a positive influence on so many A reflection of this is the number recognise the characteristics … people but maybe one of Rob’s of students he maintained a story that could be told in 2 idols can help… minutes was not a Rob story unless contact with long after they had it took at least three times as long; graduated and their presence at “The love of all creatures is the meticulous detail with everything the service which celebrated his most notable attribute of man” he did especially his writing with a life. The second thing is his alter- (Charles Darwin). ego of ‘Spiderman’ where, without fountain pen and blotting paper; (Leigh Hoath, colleague and friend) a generous and caring man who exaggeration, thousands of pupils managed to frustrate the living in schools had the opportunity

Partnership Awards 2012/13 Nine Schools Gain Recognition

n May and June of this year, we recognised The following schools were awarded some of our outstanding schools for their Primary Partnership Awards: Icontribution to partnership. Having received •• John Jamieson East SILC a huge number of recommendations from students and college staff, we were faced with the •• Low Ash Primary School difficult task of deciding who to award – there were •• Marshfield Primary School many, many wonderful comments made. We were •• Elland CE Primary especially impressed with comments made by our trainees. •• Hebden Royd CE Primary These are just an example: The following schools were awarded “Enthusiastic, passionate mentors who care deeply for their students” Secondary Partnership Awards: •• “I never want to work anywhere else ... Really sad to leave. Then they gave me a job!!” •• Grange Technology College •• Grammar School “Made me realise that I have the potential be an outstanding teacher” •• Cathedral , Wakefield

“A nurturing and supportive school. Just brilliant”

Page 03 ITE – ‘The wheels (of change) are still in spin’

existing alliances and requesting ITE Dave Howard, this alliance has places, this has increased to 125. completely revisioned ITE. Consisting For those of you who read our last We are also proud to announce that of an alliance of 32 schools, with the newsletter (Winter 2012-13) you will through the sheer hard work of all number of schools growing steadily understand the misquote of the above those involved in these partnerships, through 12-13, School Direct students line from Bob Dylan’s iconic song. and against anecdotal evidence to offered a place for 13-14 will not only Then we wrote to you expressing, on suggest that generally across the UK have their school placement based the one hand, our concern over the recruitment to School Direct ‘requires within at least two schools in the radical changes facing ITE with the improvement’ we have offered places alliance but will also work across a introduction of School Direct whilst, to around 80% of this allocation range of schools within it to enhance on the other, our decision to embrace and we expect to fill them all for their educational experience during School Direct seeing it as a means of September 2013. their ITE year. Students will have all augmenting our already successful their subject and academic teaching Enhanced Partnership work in order What follows is firstly a précis of within the alliance schools provided to accrue continued benefits for all the three School Direct ‘alliance’ by a combination of College and/ concerned with the professionalism of partnerships and then a reminder or school staff as befits the content, teaching and the education of future of the other ‘Enhanced Partnership’ taught in a range of school settings. generations of pupils. work in we have always been involved. As the accredited provider QA is These activities reflect the College’s With regards to our concerns around being assured by the College, through commitment to exploit the key mentor training as required and School Direct, six months on and much benefits of School Direct whilst at of what the last newsletter noted two members of College staff Hazel the same time not losing sight of Niemczyk (Primary) and Joanne about the potential negative impact of the vital importance of collaborative this implementation has not changed Courtney (Secondary) will be working working in ensuring strong and robust in close partnership with the alliance and indeed the concerns continue to ‘partnerships’. Our view is only the grow. But, rather than dwell on these, to help ensure its success. QA is also latter will ensure the longer term assured through the auspices of the the intention for this newsletter is to stability of any alliance. We did not reflect on all the positive aspects we lead school, John Jamieson, working set out to increase our School Direct very closely with the College. How it have been able to advance from the numbers by over 50% preferring to changes brought about by School works will be the feature of a future limit numbers so as to ensure we newsletter but already other schools Direct and our close ‘partnership’ had the capacity to support and collaborations. have expressed an interest to join the sustain our alliance ‘partnerships’. alliance for 14-15. The term ‘partnership’ continues to Increasing numbers, as we have, was a be re-defined by the government measured decision arrived at through ‘As one of the first Teaching Schools who, it seems almost on a weekly close negotiation and agreement in the country we are proud to basis, introduce yet another change with all concerned that they could be working in partnership with to further the locus of control of ITE be effectively managed and impact Bradford College to deliver innovative with schools and delimit the role of positively on pupils. approaches to Teacher Training. Our HEI. However, in close collaboration Alliance with John Jamieson relationship is based on trust and a with a number of school alliances the Special and Inclusive Learning clear understanding that each of us College has developed three distinct Centre (SILC) has a fundamental role to play in the School Direct ‘partnerships’ to address future development of ITE’ our allocation of 125 ITE places. The partnership with John Jamieson These ‘partnerships’ have arisen (SILC) has been heralded by the Damian Chubb from existing strong relationships Teaching Agency, now the National (Head of Inclusive Teaching and evolved through an open and College for Teaching and Leadership, School Alliance (John Jamieson)) honest appraisal of each other’s as just what the Minister ordered. strengths and weaknesses identifying It developed after the College Separate ‘group’ alliances with what would work best to maximise was selected for interview by John several schools the educational advantages for all Jamieson (apparently the only school in each of them. We started with an in the country to do so) to be its The second ‘partnership’ is a group allocation of 80 School Direct numbers strategic partner. Built on mutual trust of 7 separate alliances who, whilst but as a result of our positive working and respect and not inconsiderable wishing to work with Bradford College relationships, which has seen either hard work from the Head of Teaching as their accredited provider and keen existing alliances increasing their School at the SILC, Damian Chubb, to be involved in Recruitment and allocation or other schools joining and the College’s Head of Partnerships Selection, took the decision, at least

Page 04 for 13-14, to leave the main bulk of very well but as a consequence of which support their school ITE training as has existed in previous the government’s decision to change improvement plans – this is the years. Christian Bunting, Enhanced mid-year from Computer Studies to essence of our ‘Enhanced Partnership’ Partnership co-ordinator, has been Computer Science recruitment has work. Over the last few months this the prime driver in the development been problematic. However, as with has included school based support for of these alliances. They have formed our other alliances, we are working Maths KS1 work; Creative Art projects; as a result of close negotiation and a with the school to address this position support for a Science Week; EAL shared understanding of the potential – but it does highlight one of the training and installing an IRIS system benefits of working in partnership with continuing concerns of government to help achieve good teaching for both the College on the School dictate. school staff and ITE trainees. We are a conduit for the latter system and Direct programme. “our strong ‘partnerships’ would be pleased to talk with anyone They consist of: interested in exploring the use of this •• Yorkshire Inclusive National and commitment technology. These are examples of Teaching School based at John to open and honest our other commitments to schools Jamieson, Leeds and we are open to discussion on dialogue in order any area which seeks to enhance •• Bradford Birth to 19, National seek mutual benefits the educational support for school Teaching School, based at St. improvement plans. Edmunds Nursery School and for the ultimate aim Children’s Centre, Bradford Perhaps one of our most significant of improving the areas of support in terms of School •• Dixons Academy, Bradford educational opportunity Direct has been in helping four schools •• Horton Grange Primary School, submit Teaching School applications Bradford for all continues - and having three of these realise successful outcomes. It is one of these •• Byron Primary School, Bradford unabated”. successes, St. Edmunds Nursery and •• Batley Girls High School, Wakefield Hopefully the above reflect our Primary School, which is set to see commitment to our ‘partnership’ School Direct and the ‘partnership’ •• Pennine National Teaching alliances. Other schools have expressed with the College grow substantially for School based at Castle Hill Special an interest in joining them through the 14-15. School and Moorend Technology academic year 13-14. At the moment Academy, Huddersfield We began by indicating that concerns whilst we are focusing on growing over School Direct still exist and will Interestingly through the year other existing alliances, where there is continue to cause us some unease. schools, recognising the positive and genuine interest to be involved, we are What the future holds none of us can open relationship that existed with also involved in discussions which, if predict. However, hopefully what the the College and the alliances, have they come to fruition as we hope they above developments show is that our joined some of the alliances which in will, will undoubtedly lead to exciting strong ‘partnerships’ and commitment turn has led to an increase in student new developments details of which will to open and honest dialogue in order allocation. We fully expect these form the focus for future newsletters. seek mutual benefits for the ultimate alliances to grow for 14-15 and indeed We are though cautious about aim of improving the educational expect some will metamorphose into expanding our range of variation of opportunity for all continues unabated. an arrangement more akin to the John alliances and our reasoning for this is We make no excuse for ending, as Jamieson model above. threefold. Firstly we believe the range we have done, links which are not underpinned by such a philosophy, Dixon’s Academy alliance of alliances above probably reflects a as we firmly believe it is only through Finally there is a specific alliance with spectrum of engagement from which, such collaboration by all parties that Dixons Academy in Bradford which whilst working collaboratively with future educational advancement can will cater for all Secondary Computer new partners and ensuring their needs be achieved and, more importantly, Science provision. This is not, in are met, we can cover most interests sustained. the true sense of the word, a new of future involvement with School alliance as the relationship has been Direct. Secondly we are committed We are working assiduously with in operation for a number of years – to ensuring sustainability and quality the alliances above and if you are reflecting past HEI-ITE links which the of anything we are involved with and interested in joining any of them College championed. Here the College expanding alliances which require or would like to talk with us about pays part of the salary for a member increasing variety of input is likely to possible new ventures please do not of Dixon’s staff to co-ordinate and impact negatively upon this. hesitate to contact us. oversee the Computer Science ITE Thirdly involvement in School Direct is Dr. Clive Opie work. The subject training takes place only an element of our ‘partnership’ Dean of McMillan School of within the school with technical and we want to ensure our other Teaching, Health and Care support, access to resources etc. all school-focussed activity can also be Titular Head of ITE additionally funded but the students maintained. work with other ‘core’ allocations at the College for their academic studies As previous communications have leading to the PGCE qualification. To indicated we are committed to date this ‘partnership’ has worked working with schools on activities

Page 05 Alumni Visiting Students from 1965

anuary 1963. Six young women, and sometimes risque memories. The complete strangers to fact that visitors were not allowed in J each other, arrived at Forster rooms; especially men!; curfew was Square railway station. It was the at 10 during the week and 10.30 at worst winter of the 20th century; weekends (unless you had a signed Freezing, snowing, icy, dark, dour and passout, called an ‘exeat’ form!); definitely Bradford. Each had travelled weekends away were disapproved of; from a different part of the country but we were allowed to smoke! We and each had chosen for different attended dances at an American base reasons ‘The Margaret McMillan at Menwith Hill without the knowledge Memorial Training College, as her of the staff; travelled to York to attend teachers’ training college. Each had a dances at the men’s college there; organisation and group work and we background also very different from we smuggled boyfriends in through struggled at first to find out how we each other. But these six young ladies ground floor windows; we had one were supposed to be teachers. But became close and lifelong friends. telephone in each wing of the building we made it. And we hope too that we and took turns to answer it. Despite all campaigned and fought for the rights After annual/biennial and sometimes this we all managed to find husbands, of children and for their best interests. more often reunions together with and we are still with them. The lecture their respective husbands, this group It seemed on our visit that all of these block was recognisable but very of women (minus one! More of that are so very much at the forefront of different as it had grown so much. But later!) decided that on the 50th studies at McMillan College. Our 6th we very much enjoyed the tour and anniversary of their arrival in Bradford, friend emigrated to Australia early in marvelled at all the new facilities and they should return to Margaret our careers and taught in an open air/ activities. The differences at Margaret McMillan College and reminisce about free curriculum/child led school and McMillan between 1963 and 2013 are their experiences and time there. The was a pioneer in child led education. many as are the targets, curriculum most intrepid of the group, Dorothy, We are very proud of her and are still and inspections of the education approached the Dean, Dr Opie, to very much in touch. So fifty years later system and yet the education and ask permission to revisit the College and we have retired. But we will not care of children is still paramount. and look around on a ‘nostalgia’ trip! forget our Alma Mater. It brought us Margaret McMillan campaigned for He was more than welcoming and together and helped us become good Nursery education for all, for better arranged for a sharing of experience teachers. health facilities, for support and help and past times with himself and for families and a belief in learning Thank you McMillan may you continue his staff and students. And lunch! through experience. We were often and thrive against all odds. So, in January 2013 we arrived in ridiculed by older teachers for our Bradford. Cold, wet, freezing weather Dorothy Wrigley somewhat ‘modern’ ideas but it was welcomed us. No change there! We proven that children did learn if they Shona Tate were surprised and disappointed actually were involved in the process. that our residential building was Jean Berry It seems we are now asked to revert no longer there as it had been the to Dicken’s Gradgrind and ’FACTS, Jan Osborne source of many happy, sad, exciting FACTS, FACTS. What a shame. But it won’t last! Hazel Wilson We often had classes of 48 with (Pauline Jarvis’ c/o Australia) very few resources. We had children who were sewn into their clothes in Autumn and removed them in Spring. We had little or no curriculum and so had to devise one which we felt was appropriate for our pupils and their environment. Our lecturers had given us little advice on classroom

Page 06 OFSTED Inspection Success (February 2013)

s most of us are aware a specific driver in education ••  Tutors from the language team have provided remains the Teaching of Early Reading .It is a valuable guidance and training for mentors and A significant focus for the government and consequently conducted joint phonics lesson observations with link the Language Team all primary teacher training students and tutor colleagues. schools. The Language Team has recently had a no-notice •• Centre-based training is of good quality overall and is OFSTED inspection focussing specifically on the teaching provided by a team of committed and creative of phonics. This was the first such inspection that has taken language specialists with appropriate subject place nationally and was conducted by the Chief Inspector knowledge and recent and relevant experience. responsible for Teacher Training Reform. The Inspectors : •• Discrete training and practice in phonics is included in all language and English modules. •• observed four lessons taught by second year BA with QTS trainees during the first week of their •• Good attention is paid to teaching phonics across the second school experience and four newly qualified Early Years Foundation Stage and both key stages on teachers (NQTs). all training programmes regardless of trainees’ age phase specialism. This means that trainees teaching •• observed three English training sessions taught by in Key Stage 2 are able to draw on phonic strategies tutors to first year BA with QTS trainees. used with younger pupils to support pupils struggling •• held discussions with groups of trainees from all with their reading. three training programmes, trainees and NQTs ••  Centre-based training session evaluations are used working in partnership schools, tutors, leaders and well to ensure subsequent training caters for the managers and mentors and head teachers. needs of individual and groups of trainees and build •• reviewed a range of documentary evidence including their confidence and competence. phonics training materials, evaluations, impact studies Thanks are due to the students, ex-students and schools and improvement plans. that took part, particularly at such short notice i.e. we were The language tutors were subsequently delighted that our notified less than a day before the Inspection began. provision was deemed to be GREEN ie top of the range, The English tutors are only too happy to support with no recommendations for improvement! The following development work in schools. We are able to cover a wide comments are amongst the most significant and a source of range of language related matters in addition to Early great pride. Reading (including systematic , synthetic phonics). •• Training is carefully planned and structured to ensure Please make contact if these feature in your development all trainees receive the necessary core experiences to plan priorities. enable them to become effective teachers of phonics, language and English. Send an email and one of us will get back to you. •• The use of a well-structured reading observation pro- [email protected] forma and the requirement for trainees [email protected] to complete a series of school-based tasks ensure centre and school-based training links together Look out also for our FREE catch up sessions well. for NQT and RQT teachers.

•• There are clear procedures for auditing, testing and Sue Hayes tracking trainees’ subject knowledge and practical Subject Team Leader Language experiences of phonics. •• All trainees are observed teaching phonics in school experience and trainees have to go through a verification process which checks they have met the requirements of the Teachers’ Standards in relation to phonics at the end of their programme.

Page 07 CPD at Bradford College Masters in Education Behaviour Management Masters in Education, Leadership and Management, Early •• September to December 2013 Childhood, Inclusive Education. Also being introduced this This module considers behaviour with regard to general year is our a new Masters course; ICT in Education. Courses classroom management and the management of start in September and January. All modules are delivered individuals who may present more challenging behaviour. in the evening and some may require weekly attendance It will encourage individuals to explore their own practice for up to 12 weeks but some are delivered mainly through and the challenges they face in terms of behaviour tutorials. You will do 60 credit points (cp) per year and so management. complete over 3 years. For information on all of the above courses please Understanding specific contact [email protected] learning difficulties 01274 438938 •• Tuesday evenings January to March 2014 Preparing to Teach in the Lifelong A module examining the definitions and causes of e.g. Learning Sector dyslexia, dyspraxia and dyscalculia and effective teaching •• Fee: £300 and learning strategies. This can lead to a 15 cp module at Do you have staff who are involved in training their level 5. colleagues or who want to have insight into teaching but don’t deliver any? If so the Preparing to Teach in the Mentoring and Coaching Lifelong Learning Sector will be very useful. An 11 week •• Tuesday January to March 2014 course one morning or evening per week, February and A series of sessions that looks at the techniques used in October starts. If you have 12 or more staff interested we mentoring and coaching. You will also examine the skills can deliver on your premises with a start date to suit you. and qualities necessary to be a successful mentor. This can The course teaches the basics of planning and delivering a lead to a 15 cp module at level 5. session in an active, experiential way. Understanding Autism For further information on this course please contact •• Tuesday evenings March to May 2014 [email protected] The purpose of this module is to develop students’ 01274 436389 knowledge and understanding of autism and to explore The listed courses are available to our partnership the implications for affected individuals, their families schools and organisations. Please get in touch if you and educational practitioners. You will be encouraged to or any of your staff would be interest in undertaking evaluate a range of teaching and learning strategies that any of the above. can be used to meet the needs of learners with autism.

Introducing the Bradford College Education Trust. Bradford College Transforming the lives of young people in the Bradford District region. Education Trust The Bradford College Education Trust is a The Trust currently includes the following International Food & Travel Studio multi-Academy Trust based in Bradford. The Academies and schools: Location - 88 Thornton Road, Bradford, Trust was developed by Bradford College to BD1 2DX. School Type – 14-19 – Studio oversee a group of Academies and schools School. Principal – Jean Watt Location - Woodside Road, , in the Bradford District region offering W: www.iftstudio.co.uk Bradford, BD12 8AL. School Type wider school support services including T: 01274 438971 – All through 3-19 – primary, secondary school improvement, marketing and and sixth form. Principal – Helen Jones The Trust is continually looking to grow management support. The Trust is working W: www.appletonacademy.co.uk the family of schools and academies closely with others such as the McMillan T: 01274 600550 by supporting other schools in the West School of Teaching, Health and Care to Yorkshire region. achieve a common goal to transform learning, educational achievement and Samuel Lister Academy For more information about the Bradford life opportunities ensuring successful Location - Cottingley New Road, Bingley, College Education Trust, please visit progression for children and young people BD16 1TZ. School Type – 11-19 Secondary www. bradfordcollegeeducationtrust. of the local and adjacent communities, and sixth form. Principal – Bec Treacher co.uk or call 01274 438971. so that they can fulfil their potential as W: www.samuellister.co.uk individuals, as citizens, as employees and T: 01274 567281 as leaders in a rapidly changing world.

Page 08 BOOKER at St. Bart’s Bradford College Students completing their Primary PGCEs at St Bartholomew’s C of E Primary School in Armley, Leeds, have been given the opportunity to deliver a bespoke reading programme to selected children in school.

Booker (Bartholomew’s Outstanding and Ongoing Project to Ensure Kids Enjoy Reading) is a version of the undergraduate TRIP (Teaching Reading Intervention Programme) but has been tailored to meet the needs of pupils in the school, and be incorporated into the final PGCE placement. Following planning meetings between Bradford College and Literacy Managers at St. Bart’s, students had an initial briefing where the programme was outlined and activities and resource ideas shared. Students then met their two pupils, who were selected from Reception, Year 1 or Year 2 to whom they would be delivering daily 20 minute reading/ phonics sessions. St Bart’s has a diverse pupil make-up, so the profile of pupils covers a range of ethnic backgrounds and also children who receive the pupil premium. Initial assessments were carried out to identify gaps in learning and starting points for the sessions. From here, students planned activities to address their pupils’ individual needs. As well as playing reading/phonic games, children read daily using the PM reading scheme, used in Every Child a Reader intervention. “Taking part in the BOOKER project has so The students have worked well together, sharing successes far proved to be a rewarding and worthwhile and resources ensuring learning time is maximised. Although, experience for myself. I have greatly enhanced initially quite daunted by the project, students have my knowledge of Phase 2 and 3 phonics and feel quickly seen the benefits. Class teachers at St. Bart’s have I have delivered my lessons in such a way that has commented on the enthusiasm of the children to attend their sparked interest and enthusiasm in the BOOKER session. All students have identified one of the key benefits for themselves is their improvement in confidence in focus children.” delivering phonics activities to address specific learning needs. Tim Roche Improved knowledge and understanding of phonics has also All of the students were excited by how obvious the been seen as a success. improvements were for all pupils in such a short space of time. “It has been a good opportunity to watch two children progressing over the space of a few days, remembering and applying their knowledge of sounds when reading and telling me they love phonics.” Anna Toner Although currently only half -way through the project, the positive impact on both pupils and students is evident. The buzz of learning in the shared area, where sessions take place, is infectious. This is another example of how working in partnership with Bradford College benefits the learning of children, students, schools and the college. Emily Thornton & Kath Brown (Literacy Leads at St. Bartholomew’s C of E Primary School, Leeds)

Page 09 Vive l’échange!

GCE Primary French students Rachel McFie and Danielle Graham share their experiences of their Poverseas placement in a Year 2 class at Ecole Roussillon in Limoges, France….. Rachel: Before arriving in school, we had a reasonable idea of the subjects that would feature on the timetable from the national education website. However, we were not prepared for how differently the French teachers approach the teaching of their subjects. Take phonics, or “Letters and Sounds”, as an example. This followed the same weekly pattern. Firstly, the children were encouraged to discriminate and isolate a single target sound from a story, rhyme or oral game initiated by the teacher. Next, they would work orally on other words featuring the sound, telling the teacher where in the word the sound was placed. Towards the children learn about other religions through the end of the week the children searched for words with Humanities. However, cultural references rooted in the sound in their reading books. Only in the very final religion were frequently observed in the classroom; ‘La session did the children “discover” – through questioning galette des rois’, a name day and Christmas being a from the teacher – how the sound was represented. few examples. It was interesting to note, in spite of Having spent time in Reception observing pacey Letters the ethnic and cultural diversity of the class, that these and Sounds sessions where the phoneme-grapheme references were always noted to stem from Christianity. correspondence is the linchpin throughout, I found this In the absence of objectives to learn ‘from’ or ‘about’, approach very interesting. then cross-cultural learning within the classroom may be limited. Reading too was entirely different. The whole class worked together on the same text, in this case “Bon No doubt the curricula ‘divergence reflect’ each appétit, Monsieur Lapin.” We didn’t see reading schemes country’s view on how best to promote equality. or individual reading books at the child’s level changed on a daily basis… Rachel McFie and Danielle Graham Danielle: As a practising Catholic, my understanding of a secular education system amounted to an awareness that the cross I usually wore around my neck should perhaps remain hidden. On our arrival at our placement school, we saw a poster at the gate reminding parents that the wearing of veils on the property was against the law for both children and their parents; I realised then that the sanctity of the secular could make for some rather more fundamental differences. This is reflected in the French curriculum; contrary to the compulsory status of R.E. in UK primary schools, in France the subject does not exist as such although

Page 10 Howard Lisle fter a most amazing twenty years it is with mixed emotions that I have decided to hang up Amy banana boxes! I also think that in that time I have done my training on the M62….750,000 miles at my last calculation. In 1993 the job specification had the usual personal and job specifications, but the request that really excited the ‘geography nut’ was the opportunity to teach and promote my passion and to put McMillan Geography ‘on the map’. I am pleased and surprised when visiting schools or delivering CPD/INSET events and co-teaching across the country how many former Bradford College students I meet and how many of my College lessons and pedagogies are still in use in classrooms. •• Driving the Dalton Highway in a wet snow storm My teaching career began in September 1970 and in August; that eventually led to my work in Advisory and Support •• Staying on a cattle ranch in Australia; Servi8cesw for Tameside and Bradford LEAs. It was all so much fun, in fact my last school could have been a •• Being chased by a gun man in Portugal because my model for Grange Hill and Waterloo Road, but without colleague Mick took his parking place; the agro, just the humour and mutual respect. These were halcyon days; for example: •• Stepping foot in Afghanistan in April 2001 with our personal guard ‘bought’ from the barracks in The former pupil, who on achieving his RAF wings flew Peshawar, Pakistan; over school and dipped his wings as a thank you; •• Being dropped from a PIA flight in Karachi because The 12 years of February half term at the Hotel of a strike and one bursting in to the Head Office to Palmasol in Benalmadena, Spain in the service of ask what they were going to do about moving us to Geography fieldwork; Islamabad; The chartering of aeroplanes to fly around the North •• Driving, contrary to Police advice, along footpaths West of England at 1000ft. for fieldwork (most children to avoid the Belgium lorry blockade; were airsick within 30 minutes!); •• The day in Egypt when Police challenged why we The borrowing of moon rocks from NASA to teach every should be studying in an oasis. ‘Because I have a primary school in Tameside in one week…and I did it map of Egypt in my head’ , is all I could think of. three times!!; As Kate, my former History colleague, said many times, A weather forecast conducted with Fred Talbot on ‘Once in foreign climes you are suddenly imperialistic’. Granada TV from my classroom. (I blame my Father and his Indian experiences.) So with such innovative experiences could I develop these into a HE programme for ‘beginning teachers’? On top of all this there was actually some teaching in You bet!!! College. So with all of these memories I finish, but don’t really. I have three very young grandchildren who are I have to thank all of the Senior Management teams already eager geographers and so will fill a lot of my that I have worked with for ‘giving me my head’, time. enough rope and the money to develop this passion. These extra-curricular experiences have all developed I must thank College for all of the support, the on the spot pedagogies, primary classroom ideas and opportunities and the ways in which our good name a great deal of fun. Though as a husband of one of my enables one to participate in ‘scholarly opportunities’ former partners said, ‘These experiences are always on such as ‘Ready Steady Cook’, ‘Teachers TV’ and BBC the edge. Safe, but with the tinge of fear.’ I didn’t know Primary Geography’s Bafta award winning programmes. what he meant. What is not normal about? …… What else could a job give you?? •• Conducting vertical geography fieldwork on the So it is Farewell, Thank you and as I take this glass floor of the Toronto CN Tower; opportunity to reflect at this time of writing two legends have retired. •• Knocking on the door of a Yukon riverside house and asking to rent their 3 float planes for a Ferguson, Beckham…… and now…. Lisle!!!! geographical experience around Whitehorse; Howard Lisle

Page 11 Flipped Teaching - Is it a new pedagogy? Is it sustainable?

Introduction spaces or visits out of the school. Others were recognising that Flipped Teaching creates a more inclusive n 2012, two science teachers in Technology plays a vital role in Flipped classroom, as the teachers have an the USA were becoming frustrated Teaching becoming an effective increased amount of time to use I at the amount of time they were pedagogy. The advent of new Internet alternative tasks to support all spending in the classroom delivering technologies allows teachers to students in the class (Ropchan and theory to their pupils and how little blend the use of virtual and physical Stutt, 2013; Lage et al, time they had for active learning. learning spaces, and education should 2000). Recorded sessions also allow The science teachers had no time make more use of the new media. learners who were absent to catch up to carry out actual experiments in Especially as the workplaces that (Strayer, 2012) and Flipped Teaching the classroom and often reverted to eventually employ qualified students allows teachers the freedom to take setting the pupils homework tasks are changing through their use of students out of class to learn in other to develop their knowledge and technology (Cigman and Davis, 2009). contexts (Ryan and Healy, 2009). ensure that the content was covered. Altering the way in which learning Additional benefits that arise from Bergmann and Sams realised that they is delivered raises the question using Flipped Teaching include could record a video of their teaching of whether or not this is a new flexibility of teaching methods, the sessions and upload them to the pedagogy? We should also question ability to review the learning online Internet. They encouraged their pupils if this way of delivering learning is at any time, and the development to view the video before they came to effective and whether it can it be of problem solving skills through class. Once in class, the pupils could sustained. classroom activities. then work on tasks and experiments “Flipped Teaching allows Even though Baker (2000) and Lage related to the online videos with the learners to preview the and Platt (2000) believe it is possible teachers present to support their materials at their own to deliver Flipped Teaching without development. pace, at a time that suits online material, Strayer (2012) argues The method Bergmann and Sams them and review it when that it is the development of Internet based their lessons on was a style of required.” technology that has allowed Flipped teaching called ‘Flipped Teaching’ Teaching to be effectively used by all (Bergmann and Sams, 2012). This What is Flipped Teaching? teachers and the learning process to technique of distributing lectures becoming more manageable. online, to be watched before class, is At the turn of the millennium Baker Web 2.0 technologies allow teachers increasing in popularity in the (2000) published a paper that to upload and amend documents, USA and Europe (Pink, 2010, discussed how science teaching could presentations, audio, and video September 12). Educators are benefit from an approach called ‘The on the Internet through intuitive seeing that there are a range of Classroom Flip’. He described his interfaces (Farkas, 2012; Davies & benefits in placing recorded technique as moving the theoretical Merchant, 2009). This has brought a lecturers online to be viewed before content out of the classroom and shift in what is perceived as normal lessons and, as a consequence, replacing it with active learning. Baker teaching and an expectation that increasing active learning taking place created a series of video lectures learning technology will be embedded in class. that were available online for students to watch before class; he throughout the curriculum (Clark, Flipped Teaching allows learners to then participated in activities with 2010). The increasing ease of which preview the materials at their own the pupils in class to practically online technology can be used has pace, at a time that suits them and demonstrate the knowledge they had driven up the popularity review it when required. They can then learnt from the videos. of Flipped Teaching (Pink, 2010; work with their teachers to anchor September 12). this theory and use it in different At the same time, Lage and Platt The current Flipped Teaching delivery context during classroom tasks. (2000) were releasing a series of style includes a video presentation of Flipped Teaching allows educators papers that were based around what material with an inset video of the to concentrate more on actually they termed the ‘Inverted Classroom’. teacher addressing the viewer and supporting learning. It also has the They had also recognised the possible talking through the content. There is potential to allow educators to make benefits of encouraging students to also a series of associated assessment more use of physical learning spaces, complete their homework before class activities to support the knowledge as teachers can be flexible as to where in preparation for active learning development. The inclusion of video the active learning takes place and when they arrived at the educational showing the teacher talking offers can make use of open social learning institution.

Page 12 what is known as ‘immediacy’, as other (Hartman et al 2007; Testa, Even though Flipped Teaching is not the viewers feel the tutor is talking 2007) and the Flipped Teaching pioneering pedagogically and there is directly to them. It also provides strategy needs to acknowledge this. no evidence that it improves students’ ‘hypermediacy’, in which information The real-time discussions that take results, there are tangible benefits. is provided to the viewer in more than place in a classroom during knowledge The use of new technology through one format (Loveless and Ellis, 2001). delivery are more than a method this technique provides flexibility to reach a learning outcome. They for teachers by offering alternative Beyond just videos of lectures also allow critical exploration of the methods for delivery and the ability online, success in Flipped Teaching content (Faigley, 1992). Therefore, it to mix the use of physical spaces. It is dependent on these presentations is important that these discussions are also emphasises active learning in the being nonlinear and containing a planned into the session, either online classroom and allows teachers more level of interactivity (Zhang et al, or in the classroom, and that teachers time to support learners one-to-one or 2006). It is also important to think encourage the development of social in small groups. about the social nature of learning communities. and identify where this can be Teachers must also understand that “The benefits of Flipped planned into the pedagogy (Cigman students’ perceptions of technology Teaching are in its use of & Davies, 2009). Support for this can are varied, as is their understanding of existing effective pedagogical be provided through the development how this fits into the whole process of techniques in a different way.” of communities online and learning learning (Ginns & Ellis, 2007). through social constructivism and connectivism (Farkas, 2012; Garrison There is the misconception that all The technology use in Flipped and Kenuka, 2004). Flipped Teaching young learners are digitally literate Teaching, or money saved through the is developed with the students in and can intuitively navigate the web reduced use of estate by using this mind and it is important to structure (Prensky, 2001). However, some young method, should not drive pedagogical classroom activities and online learners are confident in using a select change within an organisation. material to match. few websites and are not necessarily The benefits of Flipped Teaching proficient at transferring these skills are in its use of existing effective to other contexts (Ben-David Kolikant, pedagogical techniques in a different Issues raised during the 2010). way. If it is to be sustainable it should implementation of Flipped be the teachers who act as agents Teaching The need to create the teaching material before class does help for this change and they need to be To enable Flipped Teaching to work teachers plan for learning and, as the involved in the trialing of Flipped there is a number of factors that need learning resources are then already Teaching from the outset to see value to be taken into consideration. First of prepared, there is more time in class in it and invest (Ertmer & Ottenbreit- all, teachers would have to work with to work on the tasks. This does mean Leftwich, 2010). students to develop their expectations that teachers will require time to Loveless and Ellis (2001) state, of learning. They would need to view develop this material. Flipped Teaching ‘Technology doesn’t change practice; the material first before taking an potentially requires two lesson plans people do’ (p. 73). active part in the lesson. This could (one for the online learning andone be quite a shift of ownership of the for the classroom) and more in-class Richard Nelson learning for some students that are activities to be created. used to more didactic methods. Handling the students’ expectation is Conclusion something teachers have a possibility Through the use of new technology, to affect. However, a more difficult Flipped Teaching presents itself as perception of learning to address is new pedagogy. However, there is not a that some parents believe there should fundamental change to the education be no homework at all. They believe process in Flipped Teaching, only the that all schoolwork should be covered way it looks. Flipped Teaching makes in class (Nielsen, 2012). Therefore, if a use of elements from different existing school or college is to make wholesale pedagogical models. Therefore, it changes to delivery methods then is important to remember to make there will need to be a concerted effective use of existing good practice effort in consulting with parents and when planning Flipped Teaching; guardians about these changes. this includes the recommendation of In essence, Flipped Teaching is limiting the number of objectives for encouraging a degree of independent each session and repeatedly working learning through the expectation of on these in a number of different ways watching the videoed lectures outside in the online material and active tasks of the educational institution. It in the classroom (Kozma, 1986). has been suggested that we learn better in social situations where we can work in collaboration with each

Page 13 Stephen Fairbrass

Hello, I’m enquiring about the possibility of you taking a PGCE Citizenship student on placement in your school this term” … “Citizenship? What’s that? … You mean you’re actually training people to teach that stuff? … But what are they going to do when they finish, how are they ever going to find a job?.

In August 2003 I was appointed to group; a closed group within which Co-ordinator for his school). Lifelong set up and run Bradford College’s they share resources, teaching ideas, friendships have been forged not just new PGCE Citizenship course, and news of CPD opportunities, sources within a year group of students, but in September 2003 I had countless of funding for mini projects, job across generations, and most I now conversations like the one above, as opportunities – and, it has to be said, consider friends as well as just former I contacted 95 schools across West an awful lot of banter. They’ve spread students (I’ve been pleased to have Yorkshire in my efforts to place 15 far and wide. Most are living and been invited to the weddings of two of eager pioneers (or guinea pigs if you teaching across Yorkshire and them, and to the wedding of the son prefer) for their school experience. The Humberside, but several are in the of one of them!) student teachers were a revelation. Manchester area, and others are in After the best part of 10 years, it’s Most really understood their subject Derbyshire, Lincolnshire, Leicester, time for me to move on, to retire from and its mission, they were evangelical Nottinghamshire, Oxfordshire, teaching – my energy (but not my about promoting it, and were very Somerset, London, Surrey … and four enthusiasm) has gone. Those who quick to point out to some of their are teaching abroad (Mexico, Sweden, have known and worked with me know host schools where those schools Dubai and Malaysia). Most are in that I hate paperwork, admin and the were going wrong. By June 2004, mainstream secondary schools, like, I have a healthy disrespect for every single one of them had secured but 3 have moved into primary, 2 ‘authority’, and I detest meaningless a teaching post for the following work in PRUs, one is in a school for box ticking and kowtowing to the ever September, and 13 of them are still children with severe physical and changing diktats of Ofsted, Gove and teaching in schools (one returned mental disabilities, and one teaches others. (To quote my good friend and to study after 4 years, and went on Citizenship at HM Prison Haverigg, former colleague Mike Arnold; “the to undertake a PhD and take up a Cumbria! trouble with education today is that Lecturer post at the University of the people in charge of it show no sign Leeds, and one returned to a former Two of our Citizenship graduates have been consulted by staff at the of having benefited from it”). Teaching career in publishing – but remains is and always will be about people, an ‘active citizen’ having recently EU to help design teaching resources about European Citizenship, two have about developing and changing lives been elected to sit on Oxfordshire for the better. As a teacher educator at County Council). become ‘holocaust educators’ after study courses to Auschwitz and Bradford College I have hoped to help 10 years on and over 130 high class Yad Vashem, two have recently been my students to grow and develop, to graduates in Law, Politics, Economics, to Pakistan as part of a Citizenship fulfil their potential, and to encourage Sociology, History, Philosophy and Foundation exchange visit to share their passion to help the young people related disciplines have successfully ideas about Citizenship education, they work with fulfil theirs. It has been completed the course. The vast one is on the national management my privilege to work with the most amazingly talented and committed majority had a 2:1 or better, many committee of the Association for student teachers – most of whom will had MA or MSc. There have been 5 Citizenship Teaching. qualified and experienced solicitors be far better teachers than I ever was. (including the former Chief Litigation We’ve created a ‘Bradford family’ of I shall miss nothing about Bradford Solicitor at Yorkshire Water), 2 Citizenship teachers (because even College but the joy of working with Barristers, 1 Accountant, and 1 former those who have gone on to teach these people and watching them Captain in the British Army. 90% of all other subjects - be it RE, History, succeed. English, ICT, Sociology, Politics or the successful graduates have gone on Stephen Fairbrass to enjoy successful teaching careers – Law - remain at heart Citizenship very many enjoying rapid promotion folk). The vast majority of our current to Head of Department, Faculty or students (and this has been true Year. I am still in contact with over for about the past 4 years) find 100 of them. About 90 of them themselves mentored on placement are members of a ‘Bradford PGCE by previous graduates of the course Citizenship Graduates’ Facebook (and one of our graduates is the ITE

Page 14 Mentor Training 2013-14

Please find details below mentor training opportunities for school mentors for the academic year 2013/14. These events are free to all partnership schools.

Primary and Secondary Training (specific) for new mentors – this event is suitable for teachers who have never mentored before, or who may have worked with trainees as ‘host teachers’. It focuses specifically on Bradford College documentation and procedures that are used and followed whilst PGCE trainees are on placement. (You only need to attend ONE event). The primary and secondary sessions will be run at the same time in parallel.

Date TIME VENUE Weds 18th September 2013 16.30 – 19.00 Bradford College Tues 15th October 2013 16.30 – 19.00 Bradford College Mon 13th January 2014 16.30 – 19.00 Bradford College* Thurs January 30th 2014 16.00 – 19.00 Bradford College* *Mentors will be paid £50 for attending the ‘new’ mentor training afternoon/evening events (specific/generic) at Bradford College.

Training for experienced mentors (primary and secondary) – this event is suitable for mentors who have previous experience of mentoring trainees. It explores ‘wider’ mentor skills such as working with potentially outstanding trainees and writing action plans to support identified weaker trainees. (You only need to attend ONE event)

Date TIME VENUE Mon 11th November 2013 16.30 – 19.00 Bradford College* Tues 11th February 2014 16.30 – 19.00 Bradford College* Please bear in mind there are limited places on these events, it is advisable to apply early to ensure a place. Bespoke Training opportunities—Bespoke mentor training opportunities are available (primary and secondary). Minimum number of participants is six. Please contact the staff below for further discussion/details.

Primary: Eve Pay Tel: 01274 43 1612 E mail: [email protected] Secondary: Joanne Courtney Tel. 01274 43 6457 E mail: j.courtney@bradford college.ac.uk

Page 15 Bradford College & Partner Schools

Meeting Individual Needs A week of innovative practice-based events

For practitioners, students and anyone working with children

•• Monday 11th November - Saturday 16th November 2013

special guest: Hannah Cockroft MBE

Keynote speakers include:

•• Professor Lani Florian (University of Edinburgh) •• Dr Wendy Joliffe (Head of Scarborough School of Education at the ) •• Lorraine Petersen OBE CEO NASEN (National Association of Special Educational Needs) •• Professor Mel Ainscow EARLY BIRD (University of Edinburgh) BOOKING •• Kongosi Mussanzi (Nobel Peace Prize Nominee) DISCOUNTS •• Kieran McDermott MARKET (One Education) PLACE OF RESOURCES

Log on and choose your workshops: ON SATURDAY www.meetingindividuals.co.uk

Full day Conference: Monday and Saturday Workshops in school and college: Tuesday - Friday