Over the next two months details will be added to this page sharing the presenters and agenda for our 4th annual teaching and learning conference at Eggar’s School in Alton.
So far 40 teachers have taken up the challenge from last year and will be sharing their work on improving their practice with outcomes as their starting point. The #teacher5aday themes have run through each event and this year I’m really looking forward to learning and connecting more than ever.
If you would like a ticket details are here
I’m very pleased to announce that Sue Roffey will be delivering the keynote this year. Sue has pioneered work on well-being in both Australia and the UK and was one of the inspirations behind #teacher5aday.
Find out more about her work here http://www.sueroffey.com/
Sue has spent much of the last seventeen years in Australia where she founded the Wellbeing Australia network and developed the Aboriginal Girls Circle – a program for Indigenous young women, based in the Circle Solutions principles and pedagogy, which is proving to be an effective intervention for developing healthy relationships, resilience and student responsibility. She is now back in the UK where she is focused on the Growing Great Schools project to addresses whole child, whole school wellbeing – including the wellbeing of teachers.
Sue is in demand as an international speaker and consultant. She is a prolific writer and several of her books have been translated. Read Sue’s most recent blog on Wellbeing as Core School Business: What it Is and Why it Matters, and her article in the Guardian Education on the UK Report on Behaviour (15th Feb 2012).
A full list of her publications is here: Sue Roffey Publications
She is an Associate Fellow of the British Psychological Society and a member of the Editorial Board of Educational and Child Psychology.
Follow Sue on Twitter: @SueRoffey
This year I have decided to charge £10 to reduce the impact of dropouts. Last year I turned people away as our school hall has a limited capacity and despite my best efforts we still had spaces left on the day. All donations will go to the school PTA who have bought kits for our sports teams with your kind donations over the past couple of years.
To see how things went last year look at the #Pedagoohampshire17 page here
and if you have any questions please get in touch.
Thanks for your continued support,
Ros Farrell @RosFarrell1
Session – Ethical education – is it for me?
Having taught in and lead mainstream primary schools I joined Educate Together Academy Trust in 2014. We now have 4 schools in the UK offering our unique ethical curriculum called Learn Together to primary aged children. At our session we will explore how establishing the schools as ethical organisations and teaching ethically can lead to a better work-life balance, enrich the curriculum, engage the children and also help achieve high academic standards.
As teachers are increasingly under pressure in many areas we will look at how an ethical approach can help.
Lorna Taylor @JollyBack
Lorna Taylor is a Chartered Physiotherapist, specialising in occupational health, ergonomics and paediatrics. She’s been working within education for over 10 years. Known as a sincere and active campaigner for improved health and wellbeing, health promotion and injury prevention, Lorna developed the Jolly Back chair for early year and primary teaching professionals. She speaks regularly at national events, contributes to research and also enjoys her role as a secondary governor (linked to SEN, PP and MA).
Session – The new “Musculoskeletal health in the workplace: a toolkit for employers” – Education sector specific
- To have a thorough understanding of the new national toolkit “Musculoskeletal health in the workplace: a toolkit for employers” created by Public Health England and Business in the Community.
- To be aware of the impact and costs of musculoskeletal problems to employees and employers.
- To understand the importance and benefits of good musculoskeletal health (MSK) for employees and employers.
- To be able to identify MSK risks to employees with the education sector.
- To be aware of the interconnected relationship between MSK and mental health.
- To be able to recommend practical advice to create a “Musculoskeletal Healthy Environment”
- -help reduce the risks of MSK problems
- -help maintain those with existing problems in work
- -aid recovery where possible
- -promote health and wellbeing throughout schools you support to benefit employees and employers (and the children and young people we serve).
- To know where to go for further advice.
Gemma Singleton @MrsSingleton
Gemma has been teaching science for the past 13 years. She started her career teaching in Hull and ventured down to Surrey in search of the next step. The move enabled Gemma to develop her skills in all aspects of school life from a KS3 coordinator to head of department, head of year, director of teaching and learning, a chartered science teacher and is now enjoying the role of director of Science for The Beacon School and the teaching and learning lead for Science across the GLF multi academy trust. Gemma has recently gained accreditation for a specialist leader in education for science as well as completing her Masters of education in leading innovation and change. Gemma has a passion for making science accessible to every student and is excited to share her ideas of how to support lower attaining and SEND students in the new GCSE. Email:email@example.com
Anita Devi @Butterflycolour
Anita is Founder & Director of ADL, a company focussed on bespoke innovative solutions to capacity-build in education. She is a trustee for Healthwatch, a Regional Lead for #WomenEd and chairs a social enterprise. Anita’s expertise is utilised by The UK National Commission for UNESCO (UKNC). In 2017, Anita was awarded The Influential Educational Leaders Award. Anita is working to towards completing her PhD in 2020, but equally she makes time after 5pm and weekends to chill out with family and friends. www.AnitaDevi.com
Session – Does my current class really include a future Prime Minister?
In this session, I seek to explore our notion of future aspirations and what that means in the now. I consider how classrooms need to involve to create and support #ChangeMakers As an SEND Specialist, I am not just focusing on the more able, but diving deep into our constructs of ‘Inclusion’ now and in the future. The workshop style format will allow us to collectively unpack SDG 4 of Agenda 2030. Attendees will leave with practical takeaways to transform their classrooms from crucibles of communication to innovation incubators for maximising human potential through active learning. Are you up for the challenge?
Mal Krishnasamy @malcpd
Session Rapid & impactful coaching skills in 50 mins!
- How to build rapport in less than ten mins!
- Explore a range of coaching models to get on the path to becoming an ‘Agile Coach’
- Build your list of powerful questions to challenge & empower your coachee
Bio: I am a former senior leader of ten years in a variety of London schools leading Teaching & Learning & CPD. As an education consultant, I specialise in leadership development, coaching in schools and SMSC. I support educational leaders to create a self-sustaining culture of professional development through Institute of Leadership & Management (ILM) recognised coaching & leadership development courses or bespoke on-going support. I introduce, sustain and embed a coaching culture in to organisations; training all staff in coaching skills and enabling leaders to inspire, challenge & empower their teams. I also devise bespoke leadership programmes for schools and am a Leadership Development facilitator at the Institute of Education for the NPQML/SL courses. As a passionate advocate of both staff & student well-being, I am an independent SMSC consultant at the Citizenship Foundation and a member of the Steering Group for the National SMSC Quality Mark. I am also a Regional Leader for WomenEdSE and the Dorset Advocate for the MaternityCPD Project & a Healthy Toolkit Advocate. I am a former senior leader of ten years in a variety of London schools leading Teaching & Learning & CPD. As an education consultant, I specialise in leadership development, coaching in schools and SMSC. I devise bespoke leadership programmes for schools and am also an NPQML/SL trainer at the Institute of Education. I introduce, sustain and embed a coaching culture in to organisations; training all staff in coaching skills and enabling leaders to inspire, challenge & empower their teams. As a passionate advocate of both staff & student well-being, I am an independent SMSC consultant at the Citizenship Foundation and a member of the Steering Group for the National SMSC Quality Mark. I am also a Regional Leader for WomenEdSE and the Dorset Advocate for the MaternityCPD Project & a Healthy Toolkit Advocate.
Lorraine is Assistant Curriculum Leader for an English department in Hampshire. She has been teaching for 10 years mainly in London and Kent. She is interested in teacher wellbeing, making English literature accessible and the application of Psychology to education. Inspired by her recent experiences teaching the new GCSE and reading ‘Make it Stick’ she is currently working on a project with her department to explicitly incorporate cross curriculum concepts from art, PRE, drama and history into the English GCSE curriculum to help students understanding and communication of complex topics.
Phil Naylor @pna1977
Session – Don’t believe the hype- the use of research and evidence in education – Evidence based Science teaching
My short bio: Phil is currently seconded from his second senior leader role to be an Expert Adviser for the Teacher Development Trust heading up its Blackpool Hub. Phil is also the Assistant Director of the Blackpool Research School, a Science SLE for the Catholic Teaching Alliance, a former Science AST for Lancashire and sits on the EEF Science guidance working group. Phil is a Governor at his children’s Primary School and is an experienced Professional Mentor. In his spare time is studying for an MSc Science and is a UEFA A Licence Football Coach.
Phil speaks on:
Research and evidence based CPD and its implementation in schools Evidence based Science teaching
Victoria Hewett @MrsHumanities
Session – This year Victoria will be sharing her journey with mental health from breakdown to recovery. Poor mental health is a growing issue within the teaching profession and Victoria feels passionate about driving down workload and helping teachers to manage work-related stress. In this session Victoria will share her experiences, the impact on her mental health and her journey to recovery. Along with the strategies she has implemented to reduce workload and improve wellbeing.
Bio – Victoria is better known as the twice nominated UK Blog Awards Finalist, Mrs Humanities. Currently Head of Geography and previously head of Humanities. Creator of #teacher5adaybuddybox and collator of #MagpiedPedagogy. Victoria is passionate about wellbeing, feedback and reducing workload.
Jean Knapp @MissJK24319629
Jean Knapp has had a career in Mathematics teaching over 22 years (involving her first post in Greenwich and 7 years as a Mathematics Coordinator/Lead Teacher and AST in Hillingdon). Jean has been involved in Mathematics Consultancy for the last 14 years (starting in Hillingdon LA) delivering hundreds of courses and in-house school development, writing publications for the DfE and BEAM and delivering conferences all over the UK and one in Cologne in Autumn 2018. Jean has also worked as a Primary Mathematics University Lecturer at Kingston University for 7 years and in 2018 made the decision to return to a part-time school post, combining classroom teaching with consultancy.
Session – As both teacher and consultant she has been constantly interested in how we crack the barriers to support children in solving word problems. Word problems are not going away, language is increasing in our Mathematics curriculum. Answering questions such as, is it time to ditch RUCSAC? Are numberless word problems a solution? What role do verbs have in our assessed curriculum? Which methods assess understanding?
Many of these ideas were shared in April 2018 BCME and used throughout my current teaching and consultancy. This will be a chance to debate and share ideas tried and tested.
Website available in the next few weeks.
Clare Erasmus @cerasmusteach
Clare is a secondary school teacher at Brighton Hill community school, who is widely recognized for helping spearhead mental health and wellbeing strategies in schools. In 2015 she was one of the first in the country to be appointed in the pastoral role as The Head of Mental Health and Wellbeing for a large comprehensive secondary school in Surrey. She was also announced as the runner up for the 2015/16 Community Champion Award. The Community Education Awards recognised Clare for making an outstanding contribution to helping children become positive community members. Clare delivered in April a TEDXNorwhichED talk with her daughter, Rosie, on the concept behind the values for #FamilyMH5aday.
Session – I’m a teacher who works 5 days a week. This also means at least a few hours at the weekend to stay on top of it all. With pressing deadlines and daily exhaustion Sometimes it felt easier to disconnect from my family than make real time connections It was not long before the warning signs were there and I realised I was going to lose what was most precious to me …..
#FamilyMH5aday is about taking back control in your life and prioritising the mental wellbeing of your family through living the GREAT-values . In this session you will explore YOUR version of the GREAT-values and have something to take back home ……to make a start ….
Kiran Satti and Vivienne Porritt @ViviennePorritt @KSunray3
Session #10%braver to #Pressforprogress
Description: Womened is a grassroots movement travelling at full throttle changing and shaping lives. In our session, we will explore #womened impact on teaching, leadership and wellbeing. Our work is grounded by our values and so we will interrogate the idea of authenticity and how #womened enables teachers and leaders to focus on their why and move forward. How can you focus on your why and move forward? It starts with being #10%braver.
Amanda Fleck @AJTF71
Session – Language and literacy demands of KS3 and KS4 science and the implications of this on the accessibility of assessments in science.
Amanda is an educational consultant and a part-time science teacher based in South London. Amanda has two decades’ experience of teaching science from KS2 to KS5 in and around the London area. Her current lead PiXL science associate role involves visiting science departments across the country to provide support and advice on effective leadership and teaching strategies. Amanda combines this with coordinating the writing and production of science resources for PiXL science and the delivery science specific CPD for PiXL and a number of other training companies. After three years as a consultant Amanda is delighted to be returning to work full time in a school in September 2018 leading on science and whole school assessment.
Philip Anderson @dukkhaboy
Session – “Mindfulness in the classroom and the staffroom”
I am on twitter as @dukkhaboy and have a blog which is www.dukkhaboy.wordpress.com
I teach at St Edmund’s which is a girls secondary modern in Salisbury. I am head of Geography but also teach mindfulness to year 10 in the curriculum, have been teaching mindfulness in some of our feeder schools to year 5 and 6s this year and have recently started teaching the MBSR mindfulness course to staff. My presentation is aimed at anyone who wonders if mindfulness might be useful for them personally and their own well being or who wants to know how mindfulness can work in a whole school setting.
Kat Howard @saysmiss
Bio: Kat is an English teacher in a secondary school situated in South Leicestershire. In her sixth year of teaching, Kat worked as an Area Manager in the banking sector. In between teaching and baby juggling, Kat founded and runs Litdrive, a collaborative shared resource bank for English teachers worldwide. A strong advocate for professional coaching and all things collaborative, Kat spent her maternity leave undertaking the MTPT project accreditation for her CPD and has just returned to work.
Session: Ten Things Babies Taught Me About Teaching
Not just for those with small folk to take care of, this workshop will explore the different ways that maternity leave allowed Kat to find balance and forge out her own CPD. Packed with practical strategies that you can take away and implement into your own day-to-day teaching and CPD, the workshop will focus on various time-saving (and effective) ways to find balance for yourself as a teacher.
Abbie Mann @abbiemann1982
Abbie is Head of English at a state school in London. She has 10 years teaching experience and her debut book Live Well, Teach Well was a number one bestseller on Amazon this year. As a promoter of the #teacher5aday initiative, she plays an active role in improving the wellbeing of teachers both in her own school and across the UK by sharing ideas to support staff and schools. This year, her focus has been on leading change in a very successful English department, whilst also keeping a sharp focus on the wellbeing of both staff and students alike.
Session: Teaching to the Top
This session is all about stretching the minds of the young people we teach. It will focus on practical ideas that promote challenge and progress for all students no matter their starting point. Teaching to the top doesn’t require hours of planning, countless differentiated tasks or endless individual marking. Come along to steal some ideas and, of course, share your own.
Kay Bowen and David @kay90bee
Session – David and I are going to talk about building trust as leaders, in leaders and through leading.
My ‘bio’ is that I am a veteran triathlete of no repute, a generalist Primary teacher who accidentally always got to lead Maths, now learning how to be a Headteacher, having led St John’s for two full on years. I love outdoor learning, risk taking education, community learning, real life learning and building up teachers to believe in themselves. I can never answer the question about my favourite year group to teach as I love teaching them all. Currently enjoying building our team through living our value of trust, and exploring how that looks in leaders. Going to try to talk, with David, our deputy head, about trust in our leadership team and beyond.
Tina Murray @mrstinamurray
Bio: I have been teaching for nearly 23 years, wearing a multitude of hats. My current roles are Lead Teacher; Coach; TEEP trainer; Mentor and Teacher of Science. I’m a mum, a crafter, an all round positive thinker and I love what I do. Teacher well-being is an issue close to my heart and I never stop learning.
Session: Creating and sustaining a culture of peer coaching.
- To share experiences of current coaching practices
- To share the benefits of peer coaching and the effect on staff well being
- To explore barriers to peer coaching
- To discuss ways to implement, develop and sustain and coaching culture in schools.
So that we can build our teachers up, using the amazing wealth of expertise that already exists in all schools. I hope you will be able to leave with a set of ideas for moving your school on, whichever point you are at in the peer coaching journey.
This is most definitely a workshop for sharing and developing solutions. Come and join us.
Joe Burkmar @joeburkmar
Session – SOLO Taxonomy
Joe has been teaching PE for 8 years at Poole High School and for the last two years has led a SCITT of 20 or so trainee teachers. He started TeachmeetPoole and is passionate about sharing practice. He has used Solo Taxonomy for a few years and has seen its impact in the classroom in his own teaching and by observing trainee teachers using it.
During his session he will teach you using the technique allowing you to see how it works. If you know nothing about SOLO, just come and give it a go!
Robert Brooks @ScienceLP
Session Title: Supporting Trainee Teachers and NQTs over Initial Hurdles
Bio: Robert is currently a Lead Practitioner in Science for GLF Schools in Surrey and has worked in three secondary schools in London and Surrey with responsibility for improving progress outcomes in Science. As a PiXL Science Associate, Robert has contributed extensively to resource writing and presenting at PiXL Science conferences. Robert has also presented at various Teach Meets, such as #TMLeatherhead. Robert has worked as a Science Subject Consultant and is an Examiner Team Leader. Robert is an experienced NQT, PGCE and SCITT mentor and assessor. From September 2018, he will be working as an Associate Assistant Headteacher leading on School-centred Initial Teacher Training (SCITT) for the GLF secondary schools. Robert has a passion for recruiting, training and retaining excellent teachers.
Helen Blanchard @blanchhistory
Session – My first year as a SENDCO and my experience of managing/meeting need for students with SEND.
I’m a secondary SENDCO in a large Catholic academy in the north of Birmingham where I have worked for the last six years. I took up the position of SENDCO at the start of the current academic year following three years as a HoY.
Adrian Bethune @AdrianBethune
Adrian Bethune is a Healthy Body and Mind Leader and teacher at a primary school in Hertfordshire. He was awarded a ‘Happy Hero’ medal at the House of Lords on the UN International Day of Happiness in 2013, and has been on stage with the Dalai Lama and Lord Richard Layard in 2015 talking about teaching happiness in his school. Adrian is author of Wellbeing in the Primary Classroom (Bloomsbury, Sept 2018) and founder of www.teachappy.co.uk
Session – ‘Wellbeing in the Primary Classroom’ – why is the wellbeing of pupils and teachers important and how can you weave wellbeing into your teaching practice? This talk shares the ‘science of happiness’ and gives practical ideas to put into action.
Drew Morris @drewmorrisok
Drew Morris has been teaching Drama for 12 years. He has been a Head of Department and more recently Head of Year. He has just taken the step into SLT at the Aureus School in Didcot as assistant headteacher, leading on community and transition. He has a keen interest in pastoral, behaviour for learning, character education and global citizenship.
Follow @drewmorrisok @AureusSchool
Session – How can we develop our pupils into true global citizens?
Exploring ideas and tools to develop citizenship in your school.
Julian Dance @DanceWhyNot
Bio – A science teacher of 10 years teaching at various school in Hampshire and Surrey and a Head of Science for the last four years, I have a deep interest in Science Education and how we continue to encourage pupils to pursue a career in STEM subjects. Currently, one of my main interests is using research evidence about metacognition to shape and develop Science teaching practice, encouraging children to think ‘deeper’ and develop more resilience in the classroom.
Session – The heightened demand and challenge of the new GCSE’s in Science requires a different approach to teaching new skills and knowledge. Children need to be better prepared to be able to think ‘out of the box’ and as teachers we have to help them develop better skills that support problems solving and unfamiliar contexts in Science. At Eggar’s School we are currently building a Science curriculum which aims to do just that, based on a model of Precise Learning and innovative approaches to teaching in the classroom. Pupils need to be able to apply the new knowledge they acquire to develop innovative solutions to problems using their skills and independence of thought. Developing a model of teaching coupled with the opportunity for children to really have a think about ‘what’ and ‘how’ they are thinking has got us all thinking about what it is we really need to teach and how to best go about it. I look forward to sharing with you some of the highlights and challenges we have met in implementing this approach to teaching and learning.
James Mosley @Jmosley_history
Bio – I am a history teacher (with 5 years experience) one of my key roles is the literacy coordinator for the department with a focus on improving literacy and oracy. I also organise and run TMSouthHistorians which arranges a TeachMeet organised by History Teachers for History teachers. I am passionate about Teaching and Learning and about finding techniques to try and close the attainment gender gap.
Session – Embedding Literacy and oracy into your lesson, department and whole school
This session will look at the process that I took in my department to improve literacy and oracy. It will look at some simple and quick strategies, activities, resources than can be done in lessons and added to schemes of work. Hopefully you will leave with some practical ideas you can easily implement on your classroom the very next day.
Ruth Golding @LearnerLedLdr and Nina Elliott @senoraelliott
Session – Jointly led by Ruth Golding @LearnerLedLdr and Nina Elliott @senoraelliott from Tor Bridge High, Plymouth
Taking Back Control
A year ago we completely overhauled our CPL programme. From whole-school, top-down, thumb-twiddling, directed-time to open, individual action research projects for ALL members of staff based around our key school priorities. This session will look at what we’ve learnt so far and how taking back control of our own professional learning can give us hope, but also fear.
Nina Elliott has been Curriculum Leader for Modern Languages for over 10 years at Tor Bridge High in Plymouth. She also leads a whole school Aspire Programme which aims to raise aspirations of all students. A serial organiser and attendee of TeachMeets and Pedagoo events, Nina also loves the odd slow jog in support of #Teacher5aDay @senoraelliott firstname.lastname@example.org
Ruth Golding has been a teacher for 20 years. She is the Mental Health Lead at Tor Bridge High, and is also a representative on the Local Authority Emotional Health and Well-being Steering Group which leads the Mental Health Strategy across Health, Education and Social Care in Plymouth. Passionate about inclusion Ruth places student wellbeing at the heart of everything she does. As national leader for #DisabilityEd she works with colleagues to support full representation and reasonable adjustments for all people with disabilities including those with mental health conditions to thrive in education.
Simon Warburton @simon_warburton
IVC has been working on supporting wellbeing and mental health in the staff and students for over 20 months and has made considerable progress. We have implemented a number of changes following our annual staff review consultation and last year tasked Simon Warburton, Assistant Principal, to make progress in well-being for all in the college a strategic priority. IVC recently made its commitment to improving mental health public by joining a range of leading business in making a Time to Change Pledge led by Mind and Rethink Mental Illness and is now working towards completing the Carnegie Mental Health Award led by Leeds Beckett University and the Carnegie Centre of Excellence.
In this session, we will explore the key changes in our journey and share our experiences of mental health support that schools may find useful in benchmarking their activities against. We will also outline our main focus for the coming year and tie this into staff recruitment, absence management and staff induction – many of the key challenges facing schools’ leaders today.
Heather James @LDNHumsTeacher
Session – How I eliminated 90% of my marking
As an NQT four years ago, I was drowning in endless lesson planning and marking, across KS3, KS4 and KS5. Although I didn’t feel my marking was effective and that student’s weren’t pulling their weight in the feedback process, my school was impressed with my marking? I was confused. Over the years I have honed my feedback practice to mean that the emphasis is now wholly on the students and not on me. Parents are also involved in the feedback process, and the responsibility to improve is firmly no longer on my shoulders. It now takes me 30 minutes to mark a set of 30 KS3 books, I never take marking home (because I don’t need to) and my student’s actively improve due to the feedback given.
Bio – First and foremost, Heather is a 26 year old with two cats who has recent got married and lives in South London. For her, teaching is no longer a lifestyle but a passion that is constantly being honed and crafted; it comes second to everything else. As well as teaching Politics and History, she is 2 I/c of Teaching and Learning and Head of Personal Development and Wellbeing. She believes strongly in a balance between wellbeing and innovative pedagogy. Heather is also an Author with Hodder Publishing and tweets at @LDNHumsTeacher
Jenna Watson @thefinelytuned
Jenna Watson is an Early Years and Year 1 Teacher at the University of Cambridge Primary School. She’s been teaching through play-based methods (through the EYFS but also through project-based learning and the Reggio Emilia approach) for almost 10 years now and engages keenly with evidence to inform and improve her practice.
So this year I’d like to present on the work my colleagues and myself are doing on incorporating playful inquiry and playfulness across our curriculum.
Session – ‘Playfulness vs Pressure to perform: A false dichotomy?’
Summary: Learning through play or playful learning has recently come into the spotlight as Early Years practitioners respond to Ofsted’s Bold Beginnings Report and the review of the Early Learning Goals. There has also been a groundswell of interest in the past decade in using high quality learning in year groups beyond that of the Early Years. In this session I’m going to share some of the ways we use playfulness across our school and in my Year 1 class and how it is used in education more broadly in contrast to school cultures of performativity and how play is not the enemy of academic progress.
Rachel Atherton @AthersScience
Session – Following a full on first year as an Assistant Head teacher I hope to share some trials and tribulations, some takeaways and steal some ideas from others to use in the future when trying to measure the impact of school leadership.
As a passionate Science Teacher teaching AQA Science in I would like to share some techniques for retrieval practice that may help in teaching subjects that have large amounts of contents that students are expected to recall.
Kimberley Evans @evanskimberley
I have been a teacher for 19 years across the Primary age range. I have seen the job change and develop during those years and faced many challenges dealing with workload and a family. What has really helped manage my stress levels and happiness is being healthy, I haven’t been ill for 3 years! I am about to leave the profession to run my own business, Nourish the Workplace, which helps prevent teacher burn out. I am passionate about keeping amazing teachers where they belong, in the profession by helping schools to value their staff’s health and wellbeing.
Session – Rest, Refuel and Recharge – the new 3R’s
We will discuss why a healthy lunch is so important for you as a teacher and why taking a break from the classroom can actually make your day easier. Learn about the effects good food choices have on your body and how to make nutritious, easy lunches, fun, practical and manageable!
Rosanna Raimato @RRaimato
Biog: I have had a varied journey through my career and am a great believer in individuals making their own way through our profession led both by their hearts and authentic, compassionate leadership. Over the past 25 years, I have been an MFL teacher, middle leader, senior leader, worked on school improvement as a Head of Programmes at SSAT, a recurring school governor and Deputy Headteacher (twice). A family move abroad allowed for an ‘extended sabbatical’ where I accidentally became a KS1 teacher (the best teaching CPD ever) and started my MA in Educational Leadership, currently being completed. My area of interest is the influence of external pressures on how we act as school leaders and the impact on our school cultures. I’m currently an in-house consultant for the Olympus Academy Trust, a volunteer coach for the DfE/TSA Women in Leadership register and within WomenEd networks, a Fellow and Lead Mentor for the Chartered College and setting up WomenEd Italy. I write when I can, tweet as @RRaimato and blog at www.aconstanteducation.blogspot.co.uk
Session: The School Culture Detox Plan
What are those things that we do in our schools that make them feel ‘toxic’ without us realising and without understanding their impact? What can we do to ‘detox’ how we work in school, in our culture, relationships and leadership, with colleagues, students, parents and ourselves? Do we always realise which are the words, gestures and actions that can cause unhappiness, resentment, exhaustion and even fear?
There is so much that can cause us to adopt habits that lead to a stressful, unhappy working culture that it is often hard to stop being so busy, stand back and take the right steps back to a happier place. In this session, we’ll explore research and real school examples of the causes that lead to negative behaviours creeping up on us, consider their more obvious and more hidden effects and begin to create a School Culture Detox Plan of action to share with colleagues.
Kelly Campbell @K_M_Campbell
Session – Creating a Love of Learning
My session will focus on approaches to help close the gap between student attainment from KS2 and in preparing students effectively for final exams at KS4. Through this I will share a range of strategies to encourage curious minds and create students who love learning. I will share strategies that encourage students to geek up their studies at home and to always enquire about the world around them making links with learning in the classroom, after the lesson has ended. I am Lead Practitioner in Geography at Harrow Way Community School. I have been teaching for 6 years and have been Head of Department as well as supporting other local secondary schools with their curriculum and improving progress. I am interested in effective T&L ideas to foster a love of learning and encourage students to ask questions to further their studies outside the classroom.
Karen Collins FCCT FRSB @kcoscience
Session – Back to Basics: reducing teacher workload by stripping down to the essentials. This session involves the critical examination of pedagogy and is an opportunity to look at your own practice and that of your team no matter your curriculum area.
Karen is an educational consultant with 20 years science teaching experience, including 10 years as an Assistant Head Teacher. She is a former Head of Department and a SENCO, under the new code of practice. A large proportion of her current role involves working as a Lead Science Associate for PiXL responsible for the delivery of training at a local and national level as well as the development of teaching resources linked to the new curriculum. Karen undertakes a number of other roles including being an A-Level Practical Advisor for AQA Chemistry, preparing STEM learning materials and the design and delivery of intervention sessions for GCSE and A-Level students. Karen is looking forward to returning to higher education by completing an MSc in Science Communication at UWE.
STEAM Co. @ST3AMCO
STEAM Co. is a non-profit community enterprise that was founded by a group of parents after a visit to Camp Bestival eight years ago to take the creative vibe back to their own children’s primary and they’re now rolling out to every school across the UK.
We spell STEM with an ‘A’ because Art connects – it engages learners, creates careers and connects communities.
- Maker activity: Join the STEAM Co. Rocket Star scientists in ‘The Art of Rockets’ activity to design, make and fire paper rockets with nothing more than a bike pump. But don’t be fooled, these rockets can go more than 200 feet high. You can also design your own #ILoveArt T-shirt.
- Talk: STEAM Co. Co-founder Nick Corston says he’s “just a dad” who was so inspired after a trip to Camp Bestival seven years ago, seeing a TED talk and reading half a book that he gave everything up to co-found STEAM Co. a non-profit community enterprise to power school communities to inspire their children with creativity. He’s been described as a ‘man on a mission’ by The Guardian and Wired magazine.
In this talk, for primary and secondary teachers and leaders he will show how important art and creativity is in schools, work and lives and ponder why ask why we are allowing them to be dirty words at best, and die off completely at worst, in our schools. He’ll share what he’s seen travelling across the country in how school leaders and teachers are working hard to offer a broad and balanced curriculum against all odds.
Nick will also preview his new crowd funded book ‘ART: What’s that all about then?’.
Joe O’Reilly @edu_wellbeing
Coming in to education late has been a real eye opener to me. Starting my career working in mental health, I went on to work in the criminal justice system- firstly working re-housing ex-offenders before moving on to working in prison addressing substance related offending. Following this I managed a drug treatment service for children and young people. This gave me great knowledge and experience in the process people need to go through when changing any maladaptive behaviour. I then went on to work for Southampton City Council heading up their Integrated Working strategy for the children and young people’s workforce – addressing such issues as safeguarding and emotional wellbeing. I then had a short term in professional football – supporting the wellbeing of young professionals. However, my heart was in teaching and I soon took a role as a primary school teacher in an extremely deprived area. Here I became Deputy SENCO and managed an internal class supporting the social, emotional and behaviour needs of children at key transitions. Now, I am a Deputy SENCO heading up literacy in a secondary school. All this knowledge has come together to enable me to have a fresh approach to teaching.
Bridging academic progress and emotional wellbeing
Behaviour Management is a fallacy! Teachers are good, some are fantastic, but to believe we can make someone behave in a way they do not want to is a stretch too far! However, a good teacher will be able to influence the behaviours an individual presents. This presentation discusses the huge impact you can make in the classroom to help children and young people behave in the way that is suitable for learning and in the large amount of times in a way they actually want to behave. Come and discuss the process a person needs to go through in changing their behaviour – a process only achievable with you. Come and discuss how we can bridge the gap between behaviour, academic social and emotional fragility. Come and discuss how we can support emotional distress and support a child to make the decision to manage their own behaviour. Begin to forget that WE change behaviour. Children and young people need to be empowered and respected to be able to take the responsibility for managing and changing their own behaviour.