INSPIRED TO TEACH Primary & Secondary NQT Conference 21 September 2018
Sara Jacobs Director of WCTSA Gail Holmes Director of NDTSA Jan Baker Director of VTSA
INSPIRED TO TEACH Primary & Secondary NQT Conference 21 September 2018 Our 2018 annual conference offers NQTs a unique opportunity to come together, to network, learn, find inspiration and discover how they can ensure the successful completion of their NQT year.
INSPIRED TO TEACH Primary & Secondary NQT Conference 21 September 2018 “The thing to hold onto, though, during the tough first year, is that you can make a real and genuine difference to your children’s lives. And at some point in the future they may look back and remember you as someone who really mattered to them. What other career could offer such a wonderful reward?” ― Sue Cowley, How to Survive Your First Year in Teaching
Advice to an NQT Friday 21 st September 2018
6 things I wish I’d known
25 20 15 Paperwork Lessons 10 Planning Time 5 0 PGCE NQT NQT+1 NQT+2 Congratulations
1. You got the job (for a reason)
2. Steal everything….but not everything
3. “Don’t take the kids home with you”
4. There is no such thing as a stupid question, but don’t be that person.
5. Build relationships…but not just in school.
6. Always self reflect
Organisation is key to an easier life. Be disciplined enough to use your PPA time wisely. Look after yourself. Try new things. Know your schools policies (and dress code!) Be willing to say yes. Other Miscellaneous Tips
Session 1 Developing pupils’ oracy skills
Promoting Oracy in the Classroom Friday 21 st September Ciara Moran
Executive Headteacher Plymouth Woodfield Primary School Age 2-11 1 form entry + 52 place Nursery 42% Pupil Premium Salisbury Road Primary Age 4-11 3 form entry 26% Pupil Premium 30% EAL
Why?
Closing the Gap In school-aged children the likelihood of being identified as having SLCN is 2.3 times greater for children eligible for free school meals and living in areas of disadvantage. Gaps evident by 18 months At age 3 children are on average 17 months behind At age 5 children are on average 19 months behind
Poor communication skills impact on... Mental health Behaviour/vulnerability Educational achievement 40% of 7 to 14 year olds Early spoken language 2/3 of 7-14 year olds referred to CAMHS had skills are THE best with serious a language impairment predictor of literacy at that had never been behaviour problems 11 suspected have language impairment Disadvantage Cycle Criminality Employability Children from low income 65% of young people families lag behind high 50% of businesses not in young offender income counterparts by satisfied with school leavers’ institutions have nineteen months in skills in communication communication vocabulary at school entry difficulties
In areas of “Over 20 major international Employers rank verbal deprivation 50% of studies make it clear that communication as the the quality of talk within a children start school “over 20 major international most important skill for classroom raises standards” studies that make it clear with below average employees that the quality of talk within Prof. Robin Alexander language skills classrooms raises standards” “The capacity to display strong “Our research shows that On average, teachers do communication and debating when students learn how to 90% of the talking with skills, and act in a confident use talk to reason together, individual students saying manner at interview” they become better at approximately four words SMCP Commission: ‘Non reasoning on their own” per lesson Educational Barriers to Elite Prof Neil Mercer R. Page 2005 Professions’ "Leaving education without By the age of 3, children adequate speaking skills is a from privileged families Three in four people serious blight on young hear 30 million more suffer speech people's lives & a major words than children from handicap when they're anxiety underprivileged looking for work." backgrounds Katja Hall, D. Director CBI
The 10 Skills Employers Most Want In 2016 Graduates 1. Ability to work in a team structure. 2. Ability to make decisions and solve problems. 3. Ability to communicate verbally with people inside and outside an organisation. 4. Ability to plan, organise and prioritise work. 5. Ability to obtain and process information. 6. Ability to analyse quantitative data. 7. Technical knowledge related to the job. 8. Proficiency with computer software programs. 9. Ability to create and/or edit written reports. 10. Ability to sell and influence others. The National Association of Colleges and Employers (NACE), Autumn 2015
EEF Report ‘ Spending more class time on meaningful dialogue that encourages pupils to reason, discuss, speculate, argue and explain, rather than simply give the expected answers can boost primary pupils’ Maths, Science and English results, a report published by the Education Endowment Foundation (EEF).’ [EEF Press release, 2017]
Education Endowment Foundation Toolkit ‘Pupils who participate in spoken language interventions make approximately five months’ additional academic progress over a year.’ A recent rigorous study for the Education Endowment Foundation (Jay et al., 2017) found a significant uplift to attainment in English, Maths and Science after teachers introduced dialogic techniques in their classrooms.
Little known to teachers … and young people themselves Recent polling (Millard and Menzies, 2016) found that only just over a quarter of teachers see spoken language skills as contributing ‘a great deal’ to pupils’ employability. In another survey, only one in five of 18- 24 year olds saw lack of communication skills as a barrier to employment (Reed in Partnership, 2010).
Stark Social Disadvantage Differences Vocabulary at age 5 has been found to be the best predictor of whether children who experienced social deprivation in childhood were able to ‘buck the trend’ and escape poverty in later adult life.
The Language Children Hear yes yes yes yes yes 616 no no no no no no no no no no no words per hour yes yes yes yes yes yes yes yes yes yes yes yes 1251 no no no no no no no words per hour yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes yes 2153 yes yes yes yes yes yes yes yes yes yes yes yes words per hour yes yes no no no no no Hart and Risley, Meaningful Differences, 1995
Used most, taught least Listening Speaking Reading Writing Learned First Second Third Third Used Most Next to Next to Least most least Taught Least Next to Next to Most least most
What?
Dialogic Talk – Robin Alexander As we know, talk is the true foundation of learning and yet it has considerably lower educational status ascribed to it than other areas of the curriculum. We know that children construct meaning not only from the interplay of what they newly encounter and what they already know, but also from the interaction with others.
Discussion and scaffolded dialogue have by far the greatest cognitive potential. But they also, without doubt, demand most of the teacher’s skill and subject knowledge. DT deals not just with what is to be learned but how. It explores the learner’s thought processes. It nurtures the student’s engagement, confidence, independence and responsibility. And there are considerable overlaps with PSHE, Citizenship, Meta-cognition and AfL Knowing this, do we provide and promote the right kind of talk? How can we strengthen its power to help children think and learn even more effectively?
The Five Key Principles of DT Collective – teachers and students address learning tasks together as a group or class Supportive – students articulate their ideas freely without fear of “being wrong” or embarrassed – they help each other to gain a common understanding Reciprocal – teachers and children listen to each other, share ideas and consider alternative viewpoints Cumulative – teachers and students build on their own and each others’ ideas and chain them into coherent lines of thinking Purposeful –teachers plan learning that is meaningful to students
Shared Language and Expectations Oracy Skills Framework We have divided oracy skills into four categories: Cognitive The deliberate application of thought to what you’re saying Linguistic Knowing which words and phrases to use, and using them Physical Making yourself heard, using your voice and body as an instrument Social and Engaging with the people around you; knowing you emotional have the right to speak
Oracy Skills Framework – some games
angry sad excited “I like to eat bananas, mainly in the morning” nervous worried confused
Oracy Skills Framework – some games
Oracy Skills Framework – some games
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