Professional Development Platform

November 9, 2021 Reading Time: Minutes Contributor:

CLF Autumn Conference 2021-22

Key Note Presentations

Steve Taylor

Dan Nicholls

Sarah Lovell

Conference Sessions

Addressing disadvantage through dialogue

Session Facilitator – Fin McLaughlin

This session focused on the importance of classroom talk across the curriculum and suggested some useful starting points for teachers and leaders to consider taking this forward as a key strategy in addressing disadvantage in our academies.

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Attendance

Session Facilitator – Kate Richardson

This session focused on collaborative problem solving around a shared case study of a learner experiencing disadvantage, Jamie. For Jamie, attendance was a barrier to his education. Collaboratively we discussed how we could and should support learners like Jamie in our classrooms.

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Belonging

Session Facilitator – Sally Apps

The aim of this session was to gain an overview of how oracy can be used to improve outcomes for all children and particularly those experiencing disadvantage. We focused on the reasons why an oracy focus is a strong idea, using examples from within and beyond the trust.

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Journal Pages

Presentation Slides

Presentation Video

Benevolent Childhood Experiences

Session Facilitator – Sally Apps

This session outlined the concept of ACEs (Adverse Childhood Experiences) and BCEs (Benevolent Childhood Experiences) with an emphasis on the latter, and how schools and their communities can work consciously to increase the ‘dosage’ of BCEs for those children who most need to experience their mitigating effect.

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Journal Pages

Presentation Slides

Presentation Video

Equity through assessment

Session Facilitator – Helen Angell

The aim of this session was to consider what we mean by the question, “Is assessment fair?” We thought about the continuums of assessment design and use and looked to answer this crucial question: “how do we plan for and use assessment to really know our learners?”

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Equity through curriculum

Session Facilitator – Helen Angell

This session built upon our understanding of curriculum design and the choices we have made.  We considered ideas about the importance of concept building, the development of narrative and the multiple meanings of the term knowledge.  We also remembered the importance of helical planning and learning and what we really by gaps.

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Habits of planning

Session Facilitator – Alison Fletcher

The aim of this session was to delve into our habits of planning and to emphasise what we know from cognitive science and evidence, which could help to refine existing practice. It also emphasised why we must ensure we plan teaching so that the learning is made accessible, and we remove barriers to learning, for all learners and especially those who have experienced or are experiencing disadvantage.

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Journal Pages

Presentation Slides

Presentation Video

Masking SEN

Session Facilitator – Clarice Jopling

Chances are, we can all picture a student who spends their time avoiding learning by either hiding, walking the corridors, or displaying challenging behaviours that result in them being sent out of lessons. This session discussed the needs that this student could be masking, why and how they have developed this masking behaviour and specific strategies for all school staff to support these students. 

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Journal Pages

Presentation Slides

Presentation Video

Mental Health and Wellbeing

Session Facilitator – Kate Richardson

Mental Health and Wellbeing awareness and promotion are an important feature of our work this year. Supporting students in these areas has been made ever-more paramount throughout the pandemic. This session focused on collaborative problem solving around a shared case study of a learner experiencing disadvantage.

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Journal Pages

Presentation Slides

Presentation Video

Oracy as the key enabler

Session Facilitator – Sally Apps

The aim of this session was to gain an overview of how oracy can be used to improve outcomes for all children and particularly those experiencing disadvantage. We focused on the reasons why an oracy focus is a strong idea, using examples from within and beyond the trust.

Click to access resources + recording

Journal Pages

Presentation Slides

Presentation Video

Pedagogy that privileges

Session Facilitator – Susie Weaver

This session explored, through case studies, research and dialogue, the preferred pedagogical approaches that are proven to support our children to learn effectively.

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Reading requirements

Session Facilitator – Rachael Symons

This session looked at the barriers which prevent some students from engaging with text, whether they are at primary or secondary school and looked at a ‘typical’ day at a primary and a secondary school within our trust. We saw how students experience reading at school – including elements of learning to read and reading to learn. All students are either currently experiencing or have experienced disadvantage.

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Subject matters

Session Facilitator – School Improvement Team

The aim of this session was to use our motivations for becoming teachers to understand the choices we make in our classrooms for our learners every day.  We considered ideas of subject greatness and subject passions and how we enable all learners to aspire to this too.

The curriculum game

Session Facilitator – Helen Angell

The aim of this session was to uncover our motivations for subject leadership.  We discussed how we build our expectations for and expertise with subject greatness in our teams and with all of our students. We also considered how we talk about curriculum, its enactment and standards.

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Understanding disadvantage

Session Facilitator – Dan Nicholls

This session explored what it is to be disadvantaged, supporting colleagues to reflect on their own experiences and exploring ways of seeing the world through the lens of disadvantage. It also explored how we apply equity to move the dial for the children and families that most need us.

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Professional Services Sessions

Central Journal

Attendance

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Belonging

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Disadvantage

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Professional Development

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