dworker.bsky.social
Deputy Headteacher | Teaching & Learning | History teacher | NPQH | Future Leaders cohort 2020 | MA Education
BLOG: https://aleaderslibrary.wordpress.com
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Continually depressing to me how there is no policy area where you don't have to keep litigating the same shit. Essentially every old wealthy country has tried both approaches and we KNOW that having a curriculum that focuses on knowledge, not 'the skills of the future' works better.
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Same can of course be said of group work in which lack of accountability allows passivity to go unchecked.
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The phrase ‘teachers deliver to passive students’ gets me. In what ways are students listening to effective explanation, engaging in Q&A and deliberate practice passive. Of course possible, but not the intention.
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Attention to Learning has actually been one of our focus for CPD this year. Looking at ratio, attention contagion and means of participation. I think this is probably one of the most important things we can focus on in the classroom.
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I’ve never seen much point in writing a T&L Policy. But certainly there is a need to communicate a school’s vision for T&L in some way. But making that vision lived is surely about implementation. And that requires effective training and follow-up.
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📊Pupil absence is a key, and growing, driver of the disadvantage gap. If disadvantaged pupils had the same level of absence as their peers, the gap at age 11 would be almost 1 month smaller, and at age 16, over 4 months smaller. In fact, absence fully explains the gap-widening at age 16 since 2019
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This is a really important part of the discussion which needs to be had around SEND.
FFT published some interesting data on SEND figures and season of birth. Paper on it available here: sticerd.lse.ac.uk/dps/case/cp/...
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FFT links to interesting paper on this outlining implications of the data.
sticerd.lse.ac.uk/dps/case/cp/...
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So important! We’ve tried to build time in department into our CPD . So after whole-school training teams can discuss and plan their implementation. Giving Heads of Department time in advance to think about it, so they can lead their teams through this. We want fidelity to principles not uniformity.
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I find this a really interesting point. I suppose my instinct is that a lot of the TLAC style techniques are really useful in developing a mental model which expert teachers can draw on. But there needs to be deep subject-specific thinking and discussion around how these work in different contexts.
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100% agree with this. And I wonder how variations in PCK change the way teams work together. Does the shared pedagogical approach in a Science team change the way they work together? How do they have to work together differently to the way and an English team has to work together?
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Taking this further, perhaps different operational need impacts on the nature of collaboration? History teams often collaborate around shared approach to teaching procedural knowledge (e.g.source analysis). Little need for collaboration on logistics. In practical subject this is needed much more.
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Interesting. Can definitely see that. My thinking is a little superficial on this at the moment. But things like practicals in Science, use of technicians in Tech, fieldwork in Geography come to mind. They impact on the way the teams have to operate together. Although examples are operational.
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I think so!
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Rather than being in conflict with the previous Head, he should work with her. Jen clearly had many strengths as a leader, whose support and guidance could be leverage. But I think a candid conversation needs to be had about the situation. Better to have this directly and get in the open.
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Interesting. I wonder whether in this case it will require two phases. The first will be about ‘getting stuff done’, addressing urgent issues around marking. The second, about ‘collective endeavour’, changing the culture. Individual actions can then be considered in this context.
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Being ‘transactional’ may be beneficial in terms of offering clear guidelines in a challenging period for the school. But relationships and context are important in leadership. So risk is people don’t buy into what he is trying to do.
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Love this! ‘This is just how we do things here’!
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Clarity will build trust. There will be an appropriate time to acknowledge mistakes made. But publicly the focus should on amplifying the positive. In this case the positives of professional conduct. Make it clear in every meeting this is valued by acknowledging when it is evident.
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A priority for me would be reestablishing professional conduct. Especially on marking. Review policies, talk about this in briefing, narrate it in meetings.
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In clip it is pretty pacy. But that was the problem I found in practice. And why I’ve started using seating plan to do it. Adds some accountability for me to scan and tick off names on seating plan to make sure 100% on task. Good use of the ‘golden silence’ before I start circulating.
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Been working on ‘narrating the positives’. Saw a great @steplab.bsky.social clip with a teacher writing names on board and ticking off as they met the MOP. Worked great with Y7 and been using my seating plan to so same with Y10. Found it so useful I showed the clip in staff briefing.
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7/ I’d love to hear ideas from others on what they will be doing to make the different with Year 11.
Comment and share!
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6/ I’ve written another 11 ideas on this blog post if you are interested in more ideas for marginal gains with Year 11.
aleaderslibrary.wordpress.com/2025/01/18/m...
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5/ ORGANISE REVISION SEMINAR
In the final weeks, collapse the timetable and hold targeted revision seminars based on upcoming exams.
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4/ SHARE A FORTNIGHTLY FOCUS
Introduce a fortnightly theme for Year 11, such as “Motivation” or “Exam Resilience.” Roll this out through assemblies, tutor sessions, and staff briefings to ensure consistency of message.
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3/ ASSIGN A HALF-PAPER EVERY FORTNIGHT
This not only helps develop exam technique but also provides valuable data on progress and gaps in understanding. Use this data to adjust your teaching and focus on areas where students are struggling.
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2/ EXAM QUESTIONS EVERY LESSON
Deliberate practice is one of the most effective teaching strategy. Plan for students to complete exam-style questions in every lesson. This builds exam resilience and provides a focus for live marking and feedback.
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1/ LIVE MARKING
With limited time left, shortening the feedback loop is essential. Build opportunities for live marking into lessons – check work as students complete it and provide immediate, actionable feedback.