tag:blogger.com,1999:blog-22937803960328912842024-03-04T22:37:59.090-08:00Teacher's NotesMrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.comBlogger51125tag:blogger.com,1999:blog-2293780396032891284.post-41300281485805701642023-09-09T13:10:00.005-07:002023-09-09T13:32:05.399-07:00One year down as a Deputy Head: teaching is a people business<p>I<span style="font-family: "Helvetica Neue"; font-size: 13px;">n retrospect, I’m aware that I stopped blogging probably when I had the most important things to say.</span><span class="Apple-converted-space" style="font-family: "Helvetica Neue"; font-size: 13px;"> </span></p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">It was when I started working in an area of deeply entrenched disadvantage. I just couldn’t find the words to talk about people’s lives that were so different from my own. And to not talk about the people who were at the centre of everything we did as a school felt impossible. Dishonest, even.</p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">I was ultimately conscious of telling what was other people’s stories to tell. I have always wanted to advocate but whenever I started to type I couldn’t find the words. At times, it felt like poverty porn.</p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">More practically, I’ve also had every spare minute taken up by being a mum. Which, whilst wonderful, is time and soul-absorbing in ways I couldn’t possibly have imagined when undergoing the fertility treatment that made me one.</p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">It’s why I’ve always kept up the ‘Nurture’ blogs. It doesn’t matter what I say about myself. I don’t care if people think it’s trite or crappy. It’s only about me and what does that matter?</p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">But then A-Quigs read my 23/24 blog and challenged me to share some of what I’ve learned as a new Deputy Head. And since then there’s been a nagging desire to get back to blogging in a way I haven’t felt since pre-Covid and pre-baby (two states intrinsically linked for me).</p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">And so here I am on a Saturday night on the first evening since our second bout of sleep training with time to spare to consider what I might write in response to that challenge and all I can think is: to be a school leader you have to really like <i>people.</i></p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">My sister is the Director of a company with 10+ employees and she’s spoken of the pressure of realising you’re responsible for other people’s mortgages. Boy, does that now resonate. As Deputy Head leading staffing, I’ve felt keenly aware that I am now responsible for whole families, not just individual teachers.<span class="Apple-converted-space"> </span></p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">Whether it is approving leave to attend an event at a child’s primary or navigating the complexities of long term illness, the decisions I take have the power to reverberate through the walls of family life in homes I may never visit.</p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">And yet, the decisions you take in this role won’t always be easy. You won’t always be able to say ‘yes’ to the things you’d very much like to say ‘yes’ to. You’ll be keenly aware that if budgets don’t balance then there won’t be a school to employ the people that work there. And that if students don’t have a qualified and consistent teacher in front of them then their life chances will be affected more quickly than others might possibly imagine.</p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">Thankfully, I also now know the impact of getting it right. Having open and honest meetings about absence can establish trust and enable support to be put in place that as a school you simply didn’t know was needed. When I first wanted to lead in schools it was to secure the very best outcomes for young people. What I’ve now realised is that this has to start with securing the very best for the incredible adults that work with them day in day out.</p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">To be in a position to directly create change where things need changing can also be dead exciting. Our school now routinely informs women about their ability to use Shared Parental Leave to get paid for school holidays. The next stage is to create a school policy that will be the gold standard for supporting the number one group to leave teaching: women aged 30-39.<span class="Apple-converted-space"> </span></p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">Undoubtedly, the link between school leadership and employment law was one I was naive about before becoming a Deputy Head. I didn’t envisage that I’d need to seek legal advice. I’d had no direct experience with the LADO. The idea of giving a solicitor a quick bell was alien even after having bought a house and navigated the life events that comes with pushing 40. But, if it wasn’t for just that - and a hotline to my Union rep - my first year could, at times, have gone quite differently.<span class="Apple-converted-space"> </span></p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">Despite these challenges, I’ve held firm to the belief that being yourself is the only way to navigate school leadership and stay sane. You have to be prepared to share yourself: swear (when appropriate), say sorry (frequently), and, vent (when it’s needed). I’m keenly aware that being a mum has become intrinsic to who I am - in much the same way being a fan of pro-wrestling has been for a good many years. If I don’t share that then you can’t know me. If you don’t know me then I reckon it’s harder to trust me. So apologies for singing the praises of Dr Ferber and Tony Khan in equal measure.</p><p class="p2" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px; min-height: 15px;"><br /></p><p class="p1" style="font-family: "Helvetica Neue"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 13px; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal; margin: 0px;">So, what have I learned after my first year? Teaching is a people business. Luckily, seeing the good in <i>every </i>person isn’t anywhere near as difficult as you might imagine. Learning to see the good in yourself each day, when you’re conscious you’re learning and balancing different identities, now that is somewhat harder.</p>Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com0tag:blogger.com,1999:blog-2293780396032891284.post-90610270218225909312023-08-11T13:16:00.001-07:002023-08-11T13:16:15.526-07:00Nurture 2022/23<p>I wasn't going to blog this year. I wasn't going to blog again ever, to be honest. As I get closer to Headship the appeal of social media has waned in inverse proportion to my recognition of the vulnerability it brings. Sharing your soul with anonymous readers opens you up to misunderstanding and criticism that starts to make you wonder if it is, quite simply, worth it.</p><p>As Edu-Twitter falls, local networks have strengthened and grown which has also loosened Twitter's sway. I can gain from reading the blogs and ever-increasing Twitter threads without feeling the need to engage in the verbal sparring that comes with 'putting yourself out there'.</p><p>And yet, this blog has been birthed: its impetus a visit to a house we think we might want to buy. We weren't 'looking' to move (our house wasn't even on the market) but it jumped out at us from the pages of RightMove and has gotten us imagining a different future to the one that was unfolding before us. It therefore feels apposite to return to where I wanted to be a year ago and to set down intentions for the year ahead.</p><div>In my blog last year, I put metaphorical pen to paper to commit to my goal of becoming a Deputy Head. 7 weeks later, I'm proud to say I reached that goal. I had no idea that my aim would become reality so quickly - after a single application - but the stars truly aligned. My new school is where I undertook my PGCE Teaching Practice 16 years ago and so feels like a homecoming of sorts. It's also a school with 'good bones', centred on people, tradition, and community. Having started in September, it already feels like home and I know I will be happy there for many, many years to come.</div><div><br /></div><div>In my last blog, written just a week after returning from maternity leave, my goal was to model happy, sustainable leadership. Starting at a new school and being keen to prove I'm 'up to the job' has undoubtedly challenged that commitment. But I'm proud to say I feel like I've stuck to it. I start early but pick up my daughter 4 days a week, leaving school by 4.30pm on all days bar one. It's not always easy, but my Head and fellow Deputy are understanding, empathetic, and hugely supportive. For that, I'm immensely grateful. It's also made easier knowing I want to do my daughter proud and teach her that, as a woman, career and family are absolutely compatible. After all, we no longer live in the 19-bloody-50s.</div><div><br /></div><div>My final wish last year was for my brilliant husband to find his niche after moving away from his career in the music industry. Absolute legend that he is, he's followed his second passion of gaming, securing his dream job at his dream company. He's soon off to San Francisco with work and watching him thrive inspires me more than he knows. Most of all, he's a living reminder that life is far too short to not be happy. Be brave. Be persistent. Make those changes.</div><div><br /></div><div>And so...</div><div><b><br /></b></div><div><u><b>3 positives of 2022</b></u></div><div><u>1. My family</u></div><div>Even the most challenging day at school is no competition for 10 minutes with Matt and Hana. 15 years on as a couple, we're at our best when we spend more time together not less. Our daughter is a joy and Matt is a better dad than I could possibly have imagined when we first flirted in The Blessington Carriage. And husband, for that matter.</div><div><br /></div><div>In a ten minute radius we also have my mum and dad, my in-laws, my sister, and Hana's cousins. Our wider family is spread round the globe and that only reinforces the precious nature of our core gang. Being able to jump in my car and go to see every person I love is far more valuable to me than anything any exotic location can offer.</div><div><br /></div><div><u>2. My friends</u></div><div>I've got a mate with a matching tattoo with who I've also co-presented at ResearchEd. I've got mates with which I can discuss the passive aggressive discourse between Mummy and Daddy Pig before dancing to Hole's 'Live Through This'. I've also got mates I don't see anywhere enough of (Shirsten, I'm looking at you). And I've got mates in Japan I miss more keenly every year older our daughters get.</div><div><br /></div><div>There is nothing more restorative than time spent with people you can be 100% yourself - warts and all.</div><div><br /></div><div><u>3. My career</u></div><div>I am immeasurably grateful to work in schools. There is absolute joy to be found working with young people. Teaching is also fascinating. An intellectual challenge. And something that, for most of the time, feels like an achievable challenge. That it also pays my bills I consider a serious blessing.</div><div><br /></div><div><br /></div><div><u><b>3 wishes for 2023</b></u></div><div><u><br /></u></div><div><u>1. House</u></div><div>OK, so where we live wasn't our first choice. Or even our second. By the time we came to stand in front of the stained glass front door and look up at its red brick we were seriously burned by missing out on two other properties. The rose tinted specs helped us to overlook some pretty serious defects. It had been badly neglected for many years as a couple's long marriage crumbled in line with the overgrown conifers and peeling paint. It's left us - two horribly impractical and busy millenials - with too much work to do and to little money to do it. We've already attempted a move but I'm unsure how that'll pan out. My wish is that we do our current pad proud or pass it on to someone else who can.</div><div><br /></div><div><u>2. Make Teaching and learning at my school exciting!</u></div><div>I've been biding my time this year. Listen. Listen. Learn. Wait. But the time will soon come when I can start to share some of the things that fire my soul - cog sci, ResearchEd, evidence-informed practice. I hope I can do justice to the 'why', provide clarity about the 'what', and maintain teacher autonomy around the 'how'.</div><div><u><br /></u></div><div><u>3. Decide what my 40s are going to look like</u></div><div>With birthdays just a few days apart, Chloe and I have had an Ibiza trip planned for many years so the festivities themselvwa should be a doddle. What's clear is what I look like as a 40 year old. And I don't mean physically - to be clear, I'll settle for Naomi Watts in The Watcher or wrestling personality Renee Paquette - I mean, in terms of envisaging the next ten years as a school leader, mum, and whole woman. If vision is crucial for leadership then I reckon it's at least equally important for being happy in life. I don't yet have this older 'me' fully formed and it'd be nice to have some idea what it looks like.</div><div><br /></div><div>So, once more into a new year we go. May yours be as full of potential and optimism as mine is shaping up to be.</div><div><br /></div>Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com0tag:blogger.com,1999:blog-2293780396032891284.post-53599411958935018102021-12-31T14:12:00.006-08:002021-12-31T14:58:37.610-08:00Nurture 2021/22<div>Nurture blogs and that odd in-between time sandwiched between Christmas and New Year make great companions. They’re a chance to take stock, remember what was important 12 months ago, and realign and adjust priorities for the year ahead. Now that I blog so little they’re one of the few posts that seem to still come easily.</div><div><br /></div><div>2021, fall its flaws, will forever be known as the year I became a mum. As you might expect, <a href="my first wish of last year" target="_blank">my first wish of last year</a>, whilst heavily pregnant, was that our daughter would arrive safely. And she did. She flew into the world with arms and legs stretched straight out – her WomenEd power pose already perfected. Since then we’ve spent every day (even the ones where everything seems covered in poo) pinching ourselves that we get to be parents to such a funny and beautiful egg. As I type this, she’s pulling wooden carrots out of a toy and chewing on them Bugs Bunny style. She’s a delight.</div><div><br /></div><div>Having returned to school for 7 days before the Christmas break, I’m yet to fully grasp how being ‘mum’ will change the way I work as a teacher and leader. But I have an inkling. Whereas once I’d be reluctantly dragging myself away from the job pile, it’s no longer difficult to leave school early knowing I have Hana to get home to. I’ve set aside time each evening to work but it’s defined and it’s finite. If I was pretty good at prioritising pre-baby then I reckon I’m going to be laser sharp now. </div><div><br /></div><div>In terms of mumming, teaching has inevitably already affected the choices I’ve made. The brutal reality is that we’ve reached the ‘I can’t do this any more’ point of sleep training earlier, and are moving away from breastfeeding more quickly, than we might have done had I taken off the full year. However, I’m confident our daughter will have more to gain from seeing a happy and fulfilled working mother that a few extra weeks of 1am boob.</div><div><br /></div><div>Last year, after IVF, and already witnessing the mammoth scale of the response to the pandemic, I was in awe of science. This year, I’m increasingly conscious that the vaccine roll out has been a triumph of science, yes, but also humanity. Humanity in the sense of people working together in a way that is systematic and purposeful. </div><div><br /></div><div>There is much to take from this back into schools in terms of collaboration for the greater good, precision implementation, and system leadership: driving change across boundaries. The latter is something I am especially passionate about and what keeps me returning to Twitter. The more we can connect expertise across institutions and sectors the greater chance we have to improve the life chances of all young people and, consequently, society at large. </div><div><br /></div><div>My second wish for 2021 was to be a more vocal advocate for pupils in areas of disadvantage and from disadvantaged groups. I think I envisaged more blogging - maybe even returning to writing a bit for TES – in order to bang the drum for evaluating and meeting the needs of all of our pupils, raising awareness about the Values-Actions gap, which might go some way to explain why our beliefs are not always borne out in the action of holding the highest expectation for every child. But this definitely hasn’t happened (besides one measly case study for the National Tutoring Programme website). </div><div><br /></div><div>What I have managed to do is set up regional DM groups to connect PP leads and spoken at a couple of webinars including one with the guru himself, @marcrowland73. Instead my attention has been devoured by the realities of being a senior leader this year, working with my brilliant colleagues to get out 300+ laptops to pupils who need them and set up a Saturday tutoring provision to support home learning. I’m indebted to my partner in crime, @AViewAskew, who has been a constant support and enthusiast. She has also been relentless in keeping the Spaldhouse vision alive whilst I’ve been on maternity leave. For that and a million other reasons, I love her.</div><div><br /></div><div>Finally, I’m proud to say that with the support of my family both in terms of the practical (childcare and a hefty spot of proofreading) and emotional (accompanied by plenty of cups of coffee) I did indeed complete my NPQH. Whilst it feels good to have it under my belt, I’m not sad to see the legacy qualification go. The assessment itself was a tick box affair and there were swathes of the course that felt a bit pointless, if I’m brutally honest. Spending half days with excellent leaders like Alistair @SMSATeaching and @MrHuntingtonSAT on my school visits was at least equal professional development to the thousands of words I ended up churning out. Before I begin to sound bitter, time to acknowledge…</div><div><br /></div><div><b><u>My positives for 2021</u></b></div><div><u>1. I was appointed as an Evidence Leader in Education. </u></div><div>As yet, I’m unsure how the role will develop. My first commitment is to my own school and our pupils and, quite frankly, schools need their senior leaders in-house at the moment. However, it’s already afforded me the opportunity to be involved in co-facilitating the NPQLT: any reason to chat teaching and learning and I’m in. </div><div><br /></div><div>I’m excited by the possibilities of working beyond my school and of championing evidence-informed practice. Schools are knackering, underfunded, pressurised places and anything that gets us focusing more sharply on best bets to save time and energy has to be a good thing.</div><div><b><br /></b></div><div><u>2. I realised that I am replaceable.</u></div><div>I once had the privilege of listening to @Mr_ShepherdHT critique his (highly successful) first Headship. He spoke about the need for leaders to build sustainable change so that school culture exists – persists – even when you are not there to champion it. I’ve been out of school for just over 8 months this year and my first realisation on my return was how colleagues had picked up the baton and not only run with it, but jumped over hurdles and set new PBs (literally and metaphorically in the case of @AViewAskew).</div><div><br /></div><div>This, of course, is the hallmark of a school functioning effectively, one where capacity-building and succession planning is working. Which doesn’t make it any less of a dent to the ego. At the end of my first week I was left pondering where I will fit in to this further strengthened team. </div><div><br /></div><div>Now, with the benefit of a week of down time I can see this for what it is: an exciting chance to carve out new initiatives and responsibilities. When you can spin the plates of a familiar role with greater aplomb you’ve got an opportunity to pick up the hula hoop and hone a new skill.</div><div><br /></div><div><u>3. I spent a decent whack of time with the people I love. </u></div><div>In the midst of the pandemic I spent a blissful two weeks with my in-laws in an isolated villa in rural Spain. Through the freedoms and demands of maternity leave I’ve seen my parents almost daily. My husband has swapped a three hour daily commute with working from home. </div><div><br /></div><div>We have family and friends spread around the globe from New Zealand to Hong Kong to Japan who are missed terribly now travel restrictions mean we’re unsure when we’ll get to visit again. That my closest are a five minutes hop in the car is not something I will ever take for granted.</div><div><br /></div><div><b><u>My wishes for 2022</u></b></div><div><u>1. To model happy, sustainable leadership </u></div><div>I reckon secure, content people make better decisions and better decision-makers are better leaders. Therefore, if I want to be good at my job I need to make sure I’m good at home.</div><div><br /></div><div>As I near 40, and with the pressures on school leaders ever more acute, I also think I have a responsibility to the next crop of aspiring leaders to show that you can do this job and be fulfilled and sane. </div><div><br /></div><div>Mate, school leader, and mum of 3, @KColburnHayes, gave a brilliant WomenEd speech about the importance for women especially saying what they need. I think this is brilliant: why make others guess then hand wring when they get it wrong? There is no reason a childfree colleague should know what it’s like to have been woken up multiple times by a teething baby. Or a male colleague should know what it’s like to have to rush home to breastfeed. It doesn’t mean oversharing but it does mean being upfront, clear, and confident about your preferred ways of working. It’s something I’m going to try to return to this year when needed.</div><div><br /></div><div><u>2. To become a Deputy Headteacher</u></div><div>I’m confessing with one with a degree of trepidation. It makes me feel a bit vulnerable. However, I am certain I am ready for my next challenge and I think there’s value in putting pen to paper and stating clearly your ambitions.</div><div><br /></div><div>To date, I’ve only ever applied for one Deputy post, two and a half years ago. I blogged about the experience <a href="http://mrscspalding.blogspot.com/2019/05/what-ive-learned-from-applying-for-jobs.html" target="_blank">here</a>. If that was too early then I know now is exactly the right time as I return to work with experience under my belt, having had impact in my role, and with a renewed commitment to the profession I love.</div><div><br /></div><div><u>3. For my husband to be happy</u></div><div>I am incredibly proud of my husband. He’s a truly excellent dad and my best mate (plus I fancy the pants of him). He’s the sort of man that buys me books instead of flowers. Anyway, he’s recently reached a transition point professionally and has shown courage in stepping away from an incredible 13+ years in the music industry. I’m excited to see what 2022 will bring for him. And us.</div><div><br /></div><div><i>Happy New Year, all. May the next twelve months bring you happiness, whatever that may look like for you.</i></div><div><i><br /></i></div><div><i><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbtIKVHbDNuLaGbe9sckI3L_Dw1WJnLSXE2bx4oNrwy1_g8tj-bodU0ZtYxFLIa83tLdISR-L4etHw_1bTBk0R4hvQIcMtXXBk8hX23iHTXjvSX7dUouEc_MqlEu_cAOIL0jCoXO7zWFyq/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbtIKVHbDNuLaGbe9sckI3L_Dw1WJnLSXE2bx4oNrwy1_g8tj-bodU0ZtYxFLIa83tLdISR-L4etHw_1bTBk0R4hvQIcMtXXBk8hX23iHTXjvSX7dUouEc_MqlEu_cAOIL0jCoXO7zWFyq/" width="320" /></a></div><br /><br /></i></div>Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com0tag:blogger.com,1999:blog-2293780396032891284.post-24892146262640407982020-12-27T02:17:00.004-08:002020-12-27T02:22:53.797-08:00Nurture 20/21<div><span style="font-size: medium;">I haven’t written a single blog this year so I’m fighting the gnawing feeling that to publish this one is more than a tad self-indulgent (particularly one that has somehow tipped over the 1500-word mark). But in so many ways it’s never felt quite so necessary to have a historical record of 12 months. So, it’s written and it’s here and I’m hoping that when I look back in a year’s time I’m struck by how significantly life has moved on. </span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">As always with a Nurture blog, it’s apposite to start by reviewing the blog of 2020. Last year’s first goal was to ‘stop the saw-tooth of results and sustain improvements’. What I couldn’t possibly have predicted was the impact of Covid-19, the cancelling of exams, and the process of CAGs. Or ‘CAGs+’ as it should be called (AKA ‘add a bit on for a few kids’ based on some indecipherable algorithm). I can at least hold my head up that at all levels our school conducted the process with integrity; the grades inputted by us were securely in line with our trend of improvement: -0.55 -0.33, -0.20. </span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">Of course, these are just numbers. Ones that don’t account for our whole cohort and are now not even externally verified ones. But three years in to leadership of Key Stage 4 to have that steady numerical trend – particularly in these most uncertain of times – roots me further to evidence-informed leadership. I find returning to research, reflection, rationale, and reason when the world is at its most chaotic wholly grounding.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">One term in to 2020-21 we’re now sat on our best predictions yet for Year 11 and the energy and determination within the cohort is palpable. Predicting what will happen this summer is a fool’s game and I’ve not quite come to terms with not being in post to lead our community through it, but I have faith we have the right support and challenge in place for pupils, teachers, and leaders alike. And I’m by no means egotistical enough to think that my absence will significantly weaken the collective determination and sense of endeavour.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">My second goal for 2020 was to help organise a cracking Team English National Conference. </span></div><div><span style="font-size: medium;">Clearly, TENC20 wasn’t the event we’d been expecting. However, the virtual conference it became was arguably bigger (not limited to a sports hall), better (with keynotes by Ofsted’s National Lead for English and Bennie Kara’s powerful keynote speech), and undoubtedly cheaper (at zero cost to teachers) than the one we had planned. Fingers, toes, and other bits crossed that TENC21 will see the English teaching community descend on Derby in a glorious union of nerdiness.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">Lockdown did at least support my third goal of ‘growing loads and loads of vegetables’. I even nailed tomato growing thanks to the newly sunny positioning of my greenhouse. I’ve also tentatively started painting. These activities haven’t got quite got the buzz of a music festival or wrestling show, but for the most part I am at peace with the quieter, lighter pursuits we’ve had at our disposal this year.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">Last year, I also wrote about the new places I’d been to, from Sintra to Seoul. Well, aside from a quick trip to the Jurassic coast of Dorset, lockdown and Tier 3 have ensured that the only new places we’ve discovered are within a 5-mile radius of our house. But what new places they have been. Over the months of spring and summer, we met the babies of the shaggy haired highland cattle one field over, witnessed blankets of bluebells and daisies, climbed the ruins of a hidden 14th century Norman castle, located a woodland fairy tree, and spied a shy fox in the bowels of a mighty fir tree. On the inside of my wedding ring is inscribed the word ‘Adventure’ and this year has been proof positive that memorable exploits don’t have to involve a 14-hour flight or temperatures in the 40s.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;"><u>3 positives about 2020</u></span></div><div><span style="font-size: medium;"><u><br /></u></span></div><div><span style="font-size: medium;"><b>1. Science</b></span></div><div><span style="font-size: medium;">As I hit publish on this blog nearly 500k people in the UK have been vaccinated against Covid-19. That as a species we have the ability to identify, formulate, and mass produce biological responses to viruses in just a smattering of months boggles my tiny little mind. Almost as much so as the ability of doctors to make our daughter in a petri dish. </span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">That the scientists who create these phenomena were once pupils sat in classrooms like the ones we teach in day in day out, learning the building blocks on which their expertise is based, blows my mind. I don’t personally have a faith. This is my God and my magic.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;"><b>2. Community</b></span></div><div><span style="font-size: medium;">I think we all intuitively recognise that teachers are in the people business. Relationships are our bread and butter. What can be less easy to see are the invisible web-like strands that traverse our school buildings connecting them with those beyond our grounds: family homes, mosques, food banks, community centres, Sure Start centres, places of work. This year has thrown a light on these networks in a way that has made them shimmer and sparkle. </span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">Whether it’s been a smile and ‘Hello’ on a lockdown-sanctioned walk around the block or chatting on doorsteps during a laptop drop-off or the local community radio station taking in our pupils’ completed work packs, never have I felt more connected to the people around my home or our school.</span></div><div><span style="font-size: medium;"><b><br /></b></span></div><div><span style="font-size: medium;"><b>3. Health</b></span></div><div><span style="font-size: medium;">My in-laws have endured the nastiness of this virus and I know it’s not something to be taken lightly. But, for now, those that I love most are healthy. </span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">Being alive and having health enough to enjoy that fact is a fundamental pleasure I wish for all.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;"><u>3 wishes for 2021</u></span></div><div><span style="font-size: medium;"><u><br /></u></span></div><div><span style="font-size: medium;"><b>1. That our daughter arrives safe and healthy</b></span></div><div><span style="font-size: medium;">As she wriggles away in my belly (no doubt trying to master her first solo Canadian Destroyer) I still find it hard to believe I’m on the final countdown to becoming a mum. </span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">Edu-Twitter can be a hotbed of hubris no doubt, but there are many brilliant people I’ve met through it. Some of these people have become friends who have seen me through the heartbreak, excitement and hormonal rollercoaster it’s taken to get to this point. Shout out to my DM family, Team Gin (@Xris32 @AviewAskew), and especially to @HeyMrsHallahan’s whose birthday it is and whose maternity jeans I am still wearing.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">I’ve got more than a niggling suspicion that our lives are about to change in a million tiny ways that I cannot anticipate so I’m revelling in blissful ignorance and focusing on the celebratory gin after the labour.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;"><b>2. To be a more vocal advocate for pupils in areas of disadvantage and from disadvantaged groups</b></span></div><div><span style="font-size: medium;">I’ve always shied away from writing at length about the context of my school: this has undoubtedly been a significant factor in my blogging drying up. As I’ve said before, I find it hard to locate the words that will do my pupils and our community justice. It’s not my place to speak for other or to try to articulate experiences that are not my own. </span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">However, I’m increasingly of the belief that in my position of privilege I do have a duty as an advocate and to be effective as one I have to find a way to bring the realities of so many people in Britain to a wider audience. </span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">So this year, with the space (perhaps) of maternity leave, I’d like to find a way to put pen to paper and share the daily joys and persistent challenges of working in a school like mine.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;"><b>3. To successfully complete my NPQH</b></span></div><div><span style="font-size: medium;">18 months ago, optimistically starting out on the Ambition Institute Future Leaders course the world was undoubtedly a different place. Had I known what I know now would I have even started? </span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">I’m not going to lie, online residentials haven’t got quite the same appeal as real life ones with an evening in the bar at the end of them. And writing up projects and placements with pelvic girdle pain and a tiny foot kicking your bladder isn’t an entirely straightforward proposition. Add in conducting school placements in Tier 3 and managing projects that a year ago weren’t on the furthest reaches of your school improvement plan (Saturday school, anyone?) and it’s been testing to say the least.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">So, would I have started it? I’d like to think so, yes. Ambition’s motto ‘Keep getting better’ still resonates even if the ways I expected to ‘get better’ haven’t been the ones I thought were my areas of greatest need: I’ve learned lessons in my own values, patience and tolerance, and persistent optimism as much as in finance or HR.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">With two write-ups and a handful of sessions to go, the final certification would be validation that I’m continuing to inch forward on my journey to one day become a Headteacher. The longer term impact is perhaps yet to be seen and I suspect it’ll be more subtle in effect than direct application of any of the declarative knowledge embedded along the way. If I can keep returning to the two Dixons Academies questions introduced to us in our opening residential then I reckon it’ll have done its job:</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">What lasting impression do you want to leave on the world? </span></div><div><span style="font-size: medium;">Was I better today than yesterday?</span></div>Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com0tag:blogger.com,1999:blog-2293780396032891284.post-18570654609234101422019-12-31T04:21:00.003-08:002019-12-31T04:21:38.519-08:00Nurture 19/20<div dir="ltr" style="text-align: left;" trbidi="on">
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
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<!--StartFragment-->
<br />
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-family: Arial, Helvetica, sans-serif; font-size: 13pt;">I like the neat denouement a ‘Nurture’ post provides at the end
of a year. I’m still unsure if anyone other than the writer gets much from it,
but for me the catharsis warrants the writing and so here I am typing once more.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Looking back to my <a href="https://mrscspalding.blogspot.com/2018/01/nurture-1718.html" target="_blank">2017/18 ‘Nurture’ post</a>*, one of my
reflections was that it felt like “time for me to be less brave, to pause and
consolidate”. Right now that seems like a wholly naïve statement. Life doesn’t
stop. You don’t get to hit pause. There’s only ever onwards, upwards, forwards.
You don’t get to choose whether you’re going to need to be brave. You can only
hope to be able to be when you need to be.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">I’m delighted to say that the friend who was seriously ill at
the end of 2017 is still here. In fact, we recently spent the day watching
Edward Scissorhands and eating pizza. She’s the sort of mate you meet playing
violin in an orchestra then quit to learn guitar and form your own punk band.
Then travel around 32 states in America with. On a bus. She’s also living proof
to me that (in the words of Alabama Worley) ‘sometimes it goes the other way
too’. I deeply and sincerely wish her a 2020 that embodies that sentiment.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Still just a few months into my AHT post, at the end of 2017 I hoped
to be a really good line manager. While I don’t think I have been a crap one, I
do know I still have much to learn. I really like the saying ‘The best way to
be trusted is to be trustworthy’ and I have tried my damndest to live up to
that. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Since writing that blog I’ve gone from line managing one person
to three, including our brilliant Learning Director for Maths and – as an
English teacher - I’m now holding on to the premise that you grow subject
experts then get the hell out of their way. I have happily appointed myself ‘Chief
Road-block Remover’. I’m also trying to provide questions from my position as
non-specialist that clarify thinking and shine a light on the blind spots we
all have when leading amidst the maelstrom of school life.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">My final reflection on that post from way back is that I think I
can hold my head up high and say I’ve started to have the positive impact I hoped
for. Since I picked up leadership of Key Stage 4, outcomes have improved – which
fundamentally means more kids with more choices about what they can do when they
leave school. What I didn’t foresee back then was the impact that individual pupils’
achievements would conversely have on me. Kristina, Anpumoli, James, Juraj,
Muteeb… our kids make you feel utterly grateful to have met them and to have been
even a small part of their journey. I’ve also come to appreciate more than ever
before the vital component of pastoral care and I am in awe of those in my
school that care for, protect, and – to a degree – parent our pupils.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">This year I’m pleased that, when it has come down, to it I’ve
put my school and my pupils first. I’ve done less writing for both my blog and for
publications, and I’ve turned stuff down when I’ve not had time because I know
that ultimately I want to just be really good at my job. This is, of course, partly
selfish. Now more than ever I know I want to be a Headteacher which means a)
continuing to learn my craft b) continuing to establish my impact and
credibility as a school leader. I have zero desire to be a consultant, journalist,
or write a book (although a doctorate at some point does appeal). The idea of
leading my own school though is bloody exciting.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">And so, as a decade closes its doors, it’s time to once again
mark what has been and would could still be.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<u style="text-underline: #353535;"><span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">3 positives about 2019<o:p></o:p></span></span></u></div>
<div class="MsoListParagraph" style="margin-left: .25in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;"><span style="mso-list: Ignore;">1.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;">I’ve done things in my career that I am proud of<o:p></o:p></span></b></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">I spoke in front of 1700 teachers at a PiXL main meeting and to 500
teachers across a MAT in the Midlands. I got to take my husband to a Buckingham
Palace garden party to say ta for my work at the DfE.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">I’m chuffed to have made it on to Future Leaders and to have
made it to the point in my career where I get to do training with ‘Headship’ in
the title. I’m proud to sit alongside so many hardworking and dedicated people
each time I go to a session.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoListParagraph" style="margin-left: .25in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;"><span style="mso-list: Ignore;">2.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;">I walked 26 miles in a day<o:p></o:p></span></b></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">At the ripe old age of 35, I made a new best mate in Chloe
(@AViewAskew). Whether dancing in night clubs in Portugal or pounding the
school corridors she’s like a Duracell bunny. She also brings out the best in
me – whether it’s casually walking a marathon or saying ‘Yes’ to speaking at
conferences on the other side of the country. I’m ridiculously excited that she’s
been appointed to a temporary AHT position leading KS3 and can’t wait to start
joining the dots more closely between Years 7-11 at our school.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoListParagraph" style="margin-left: .25in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;"><span style="mso-list: Ignore;">3.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;">I’ve had loads of fun</span></b><span style="color: #353535; font-size: 13pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">This year hasn’t turned out the way I’d planned in some ways
but, you know what, it’s been a pretty exciting one. I’ve visited new places (Lisbon,
Sintra, Kobe, Yokahama and Seoul). I’ve dyed my hair neon yellow. I’ve drunk
too much. I’ve been on road trips and to music festivals and spa days. I’ve booked
in another tattoo. I’ve laughed loads and watched my friends and family
absolutely thrive. <o:p></o:p></span></span></div>
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<br /></div>
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<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Life is pretty good when you stop to think about it.<o:p></o:p></span></span></div>
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<u style="text-underline: #353535;"><span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">3 wishes for 2020<o:p></o:p></span></span></u></div>
<div class="MsoListParagraph" style="margin-left: .25in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;"><span style="mso-list: Ignore;">1.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;">I want to stop the saw-tooth of results and sustain improvements
<o:p></o:p></span></b></span></div>
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<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">I’ve got irons in the fire around raising pupils’ expectations
of what they can achieve and what they need to do to get there. I’m excited to
see where this leads.<o:p></o:p></span></span></div>
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<div class="MsoListParagraph" style="margin-left: .25in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;"><span style="mso-list: Ignore;">2.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;">I want to do Rebecca, Fiona, and Becky proud by organising a
cracking TENC20<o:p></o:p></span></b></span></div>
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<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">We’ve got an ace team organising the Team English National
Conference this year, but the standard these women have set will still be an almighty
bar to reach. <o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;"><span style="mso-list: Ignore;">3.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: #353535; font-size: 13pt;">I want to grow loads and loads of vegetables<o:p></o:p></span></b></span></div>
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<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">This year, I managed an impressive crop of potatoes, but my veg
patch has lain woefully neglected for the most part and my corn ended up being
fed to my sister’s weird chickens. Next year, I’d like to build in time to tend
the cabbages, listen to the radio, and sit in my deckchair. Am I getting old? Probably.
Do I care? Not one jot.<o:p></o:p></span></span></div>
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<span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Happy New Year, all. <o:p></o:p></span></span></div>
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<i><span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">A big thanks to Becky Wood (@ShadyLady222) for writing <a href="https://justateacherstandinginfrontofaclass.wordpress.com/2019/12/27/well-that-was-the-decade-that-was/" target="_blank">her end of the decade reflective blog</a>. It helped me realise that when you zoom out you get much needed perspective on the ups, downs, positives, and negatives of being alive. My last decade was cracking and the rubbish parts just bumps in the road. She helped me see that and to realise that 2019 was, in fact, a pretty successful twelve months after all.</span></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span style="color: #353535; font-size: 13pt;"><o:p><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></o:p></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span style="color: #353535; font-size: 13pt;"><span style="font-family: Arial, Helvetica, sans-serif;">*Last year, I didn’t post
a ‘Nurture’ blog. Following an event that, if I’m really honest, I’m still
feeling the aftershocks from, I wasn’t in the right space to be putting
figurative pen to paper. <o:p></o:p></span></span></i></div>
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Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com3tag:blogger.com,1999:blog-2293780396032891284.post-45198640660774636212019-09-14T09:25:00.002-07:002019-09-14T13:02:29.826-07:00Helping young people to write the story of themselves<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 12pt;">I’ll confess. I found the first Future Leaders summer
residential really tough. There were some really bloomin’ clever people who I
didn’t always agree with and bag-loads of self-reflection (which for an
over-thinker like myself has the tendency to make me somewhat morose). Perhaps made
more acute because I was knackered at the end of the academic year, I found it
a challenge both mentally and emotionally.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">It’s taken a good eight weeks to digest and consolidate, and
several drafts of this rather rubbish blog, but what has come out of it, more positively,
is the crystallisation of what I value in schools and the values I will live
when, one day, I become a Head.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">It was the second day. We’d been given a bank of the kind of
terms you see plastered over school letterheads – <i style="mso-bidi-font-style: normal;">Aspiration. Learning. Achievement. Kindness. Fairness</i>. – and asked
to highlight our values. The ones we’d hang our hat on. The ones that would be the
core drivers in our future schools.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">None were quite doing the job. There was a niggling internal
voice of disquiet at the genericism being being presented to us. And then I saw
it: pride. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">I’d discounted it at first. Initially, it spoke of
Othello-like hubris. Of arrogance. Of some of the more bullish behaviours
demonstrated by one or two participants on the course itself. But then slowly
it shifted in my mind into rainbow celebrations. Mining strikes. Pupils
clutching GCSE certificates. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">What I want for every child, adult, and community I work for
is a secure belief in who they are, pride in the many places they have come
from, and the amazing possibilities they are heading to. I want to help grow bravery
and self-confidence in a world where tone policing is still rife if you are
female, BAME or LGBTQ so that individuals and groups can own the achievements
they have worked for.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">The word reminded me of the brilliant Jaz Ampaw-Farr speaking
at the PiXL main meeting this June. She ended by stating with absolute
certainty: ‘I am powerful because I know my own value’. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">Hers is self-assuredness that hasn’t come from mimicking
public school behaviours or being given access to a rowing club. Or even
donning a blazer. It’s a deep sense of self-worth that stems from ownership of
her own personal story. She is the Delphic maxim ‘Know thyself’ brought to
life.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;">‘Knowing others
is intelligence; knowing yourself is true wisdom’ <o:p></o:p></span></i></div>
<div class="MsoListParagraph" style="margin-left: 1.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">-<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;">inscribed
at Temple of Apollo at Delphi and attributed to Socrates <o:p></o:p></i></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">So, to begin to feel such pride you have to first fashion
together a coherent sense of your own identity and I for one – despite my
pretty linear personal history – will never underestimate how difficult this
can be. <o:p></o:p></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">In ‘The Colossus’, Plath says “I shall never get you put
together entirely,/Pieced, glued, and properly jointed.” As a teenager I
misread this line, seeing it as Plath musing on her own sense of self rather
than her perceptions of her father. Even now, it perfectly sums up to me the
confusion that stems from the seemingly simple concept of ‘who you are’. My undergraduate
dissertation was rather pompously titled ‘The subject always asks ‘What am I?’
after a line in a Helene Cixous text and I reckon I’m still asking that question
at the ripe old age of thirty-five.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">But what if your experiences and background aren’t linear? What
if your experiences of the world are complex, fractured, multifarious? How then
do you make sense of the jumbling pieces of yourself in order to craft
something coherent?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">I am lucky enough to teach both pupils who grew up on
different continents, who have lived in many different contexts, and who speak
several languages as well as, conversely, pupils whose roots and experiences
are encapsulated by the couple of mile square catchment of our school. As such,
many of our pupils are members of groups with values very different from the
wider culture they now find themselves part of. It is our duty to show
these young people that these rich personal identities have the power to become
their greatest asset and strength.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">As educators, our school culture, our curriculum and the
pastoral support we give has the power to help pupils stitch together what can
appear disparate facets of their lives and experiences. We can do this by
filling in knowledge gaps related to geography and history. We can do this by
shining a light on the structures of power and class they find themselves in.
We can physically bring together the home and school as well as taking pupils
out into the wider world to let them see it all for themselves. We can do this
by telling them stories which will enable them to grow into adults who are able
to confidently write and tell the story of themselves. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">Later on Twitter, Jaz rightly proposed “We can define our own
identity but belonging requires agreement from the group.” Schools are surely
one of the most powerful of all groups you can join. As a Head, I want to
create a school culture in which every single child, teacher, parent, and community
member feels powerfully that they belong. <span lang="EN-US" style="mso-ansi-language: EN-US;">Daniel Pink says that </span>“when people join groups where change seems
possible, the potential for that change to occur becomes more real.” And I
really do believe that through the schools we create we can positively change
lives.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;">So, with just a couple of weeks to go until the next Future
Leaders residential, I am feeling less knackered, more optimistic, and well up
for the next challenge. And when I get asked the question about my values again
I won’t need to look down at the list of words on the paper in front of me. I’ll
be able to answer with my head held high: pride.</span></div>
</div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com2tag:blogger.com,1999:blog-2293780396032891284.post-43721938253583295172019-06-02T07:57:00.004-07:002019-06-02T07:57:54.094-07:00'It is with regret that I am resigning as Regional Adviser for LitDrive'<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Five years ago, the marvellous online community that is Team
English came into being, sustained first by the hashtag, then by the @Team_English1
account run selflessly by Nikki and Becky, and most recently grown by the
meet-ups and national conferences. The kindness, discussion and professional
challenge that goes on in our little corner of edu-Twitter has been a source of
inspiration and support for literally thousands of English teachers both at
home and overseas.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Fundamental to this network has been free sharing for the
good of all whether that be ideas, expertise, time or resources. As many of us have
found again and again, what you give you receive back in abundance.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">We have Dropboxed schemes of work. We have emailed PowerPoints.
We have posted whole boxes of set texts we no longer need. We have listened to
one another’s concerns. We have improved resources and sent back the second
version. We have traded thoughts. We have proofread. We have offered advice. We
have built on ideas. We have developed trust and very real friendships. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">I firmly believe that the moment you monetise that collaboration
– no matter how nominal the amount or the reasons behind it – one of our core
values is lost.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">It is therefore with real sadness that I have heard LitDrive
is planning to introduce a fee for its use. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">The resources uploaded to date and the teachers who have
committed themselves as unpaid Regional Advisors have done so on the premise
that this a free hosting platform set up for the good of all in Team English. Now
those teachers are left with the decision whether to pull their resources and
support from the site or accept that those who want to access them will be
charged. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">I fully appreciate the emotional and financial investment
Kat has made in Litdrive. Her drive and determination to make it a success is
impressive and the purpose of this blog is certainly not to cause upset. However,
having raised my concerns privately over many months I think it is right to
provide a counterpoint to her own blog and messages on the subject.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Susan Strachan @SusanSEnglish has shared with me the email
she has sent to resign her position with LitDrive. I am posting it here with
her permission. <o:p></o:p></span></div>
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<br /></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Dear Kat &
LitDrive Team, <o:p></o:p></span></i></div>
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<br /></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">It is with regret that
I am resigning as Regional Adviser for LitDrive. I have many reasons for making
this decision, which I will outline below and I wish you well with LitDrive,
but feel I cannot in good conscience continue as a representative of the
organisation. <o:p></o:p></span></i></div>
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<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">The first and probably
most important reason is that the core value of being a free at point of access
resource bank for teachers to help and share in workload has changed and while
I agree that £5 per member is a nominal fee, the hundreds of teachers who spend
hours and hours on creating resources and sharing them, currently do so for
free and have been able to do this successfully without having a site that
charges for the hosting of their* resources. <o:p></o:p></span></i></div>
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<br /></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">I fundamentally
disagree with teachers paying for resources and, while I understand you are
encouraging this payment as a fee that departments pay, a majority of the funds
will be from teachers’ own pockets. This goes against my principles and the
reasons that I have for sharing. While, £5 is a drop in the ocean at this time,
my concern is that there has been much marketing and launching of the service
that LitDrive provides as free and as such charging goes against the plethora
of marketing and promotions that saw the unprecedented growth of the service in
the first place. <o:p></o:p></span></i></div>
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<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">If the core value of
charging can change from being free in a matter of months to a nominal fee,
there is no reason that I can see for the nominal fee being increased over time
and becoming a much more expensive charge. If teachers choose to contribute
voluntarily that is up to them, but charging means that an exclusivity is being
created meaning that many teachers will be unable to access the resources that hundreds
of teachers would have previously happily shared without asking for a
penny. <o:p></o:p></span></i></div>
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<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Furthermore, there is
a concern over their* resources being wholly belonging to individuals. If I
take an idea from something I have seen on Twitter or on a Facebook forum and
adapt it, does it truly belong to me? Or, should I consider it the intellectual
property of the original source? For this reason, I don’t believe I should be
allowing a charge to happen for resources that don’t wholly belong to me or
that have been inspired by others thought processes. <o:p></o:p></span></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Another thought would
be whether I should allow profit to be gained from resources that I produce in
the course of my job, which I am already paid for. If I sell resources or allow
a hosting site to charge for the access to these resources, then is this a form
of deceit? I have already been paid to produce these resources. <o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">As well as this, there
is the moral conundrum, I feel that teachers should be pulling each other up
and supporting each other in the already difficult conditions that we work and
by creating another paid for site to share resources, this is creating another
way of not supporting each other, but instead creating a division between those
who use and can access Lit Drive and those who don’t and can’t or won’t. <o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">The blog post that I,
along with several members of Team English shared <a href="https://susansenglish.wordpress.com/2019/05/05/why-i-love-tes-education-resources-an-open-expression-of-concern" target="_blank"><span style="color: windowtext; text-decoration: none; text-underline: none;">https://susansenglish.wordpress.com/2019/05/05/why-i-love-tes-education-resources-an-open-expression-of-concern</span></a> outlines
concerns about paid for resources and I see little difference in the TES
charging and LitDrive charging. <o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">The #teamenglish ethos
of sharing appeals to my sense of collaboration, helping and supporting other
teachers and while I understand that LitDrive will be non-profit, there will be
an element of profit and someone will be paid a charity wage to run the
organisation, therefore someone will be profiting from the hard work of
hundreds of teachers. <o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Therefore, for the
above reasons I will be withdrawing as a Regional Adviser and would like my
resources to be taken off the site and my membership closed.<o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">I’m happy to discuss
further, but this hasn’t been an easy decision to make and fundamentally it
goes against my own principles but does not mean that others need to feel the
same way. <o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Regards, <o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Susan Strachan @SusanSEnglish</span></i></div>
</div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com1tag:blogger.com,1999:blog-2293780396032891284.post-51176297276391881372019-05-05T10:39:00.000-07:002019-05-05T10:39:04.296-07:00Tes Education Resources: An Open Expression of Concern<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="-webkit-text-size-adjust: 100%; caret-color: rgb(53, 53, 53); color: #353535; font-family: Merriweather, "Times New Roman", Times, serif; margin-bottom: 1em; padding: 0px;">
<br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">This post has been agreed by several teachers and is shared across several blog sites. </span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">In the last couple of years, we have openly expressed concern at the approaches taken by</span><a href="https://twitter.com/TesResources" style="color: #0a89c0;"> </a><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"><a href="https://twitter.com/TesResources" style="color: #0a89c0;">Tes Education Resources</a></span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> to plagiarism and copyright violation, theft of resources, and the selling of resources that violate copyright. This is not a blogpost intended to cast disapproval on those who sell resources. It is a simply an open expression of concern at the approach taken by Tes Education Resources, when these incidents are uncovered. We also wish to make clear that this is not about an individual or anybody working for Tes Education Resources. We believe that this is a systemic problem that should not fall on one person to solve.</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">We feel that the following issues need to be properly addressed by Tes Education Resources:</span></div>
<ul style="-webkit-text-size-adjust: 100%; caret-color: rgb(53, 53, 53); color: #353535; font-family: Merriweather, "Times New Roman", Times, serif; margin: 0px 0px 1em 1em; padding: 0px;">
<li><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">The fact that people upload and sell plagiarised resources, which have been clearly copied from free shares on Twitter, Facebook, and sometimes from colleagues.</span></li>
<li><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">The fact that although Tes Education Resources offer ‘goodwill’ gestures to those who give public challenge, and offer compensation when they recognise plagiarism, the onus is on the victim of theft to report and prove the theft.</span></li>
<li><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">The fact that customers are being advised to buy resources to check the content if they suspect a theft has occurred, and then claim the money back.</span></li>
</ul>
<div style="-webkit-text-size-adjust: 100%; caret-color: rgb(53, 53, 53); color: #353535; font-family: Merriweather, "Times New Roman", Times, serif; margin-bottom: 1em; padding: 0px;">
<span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">These issues need addressing because:</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">Plagiarism can constitute copyright violation, which is covered by legislation in both UK and EU law, as well as being a feature of international treaties and agreements. We believe that this is not being taken seriously by Tes Education Resources, who provide a platform for the sale of resources which have been taken, copied, and presented as original resources by the thief. Tes Education Resources describe themselves as ‘one of the world’s largest peer-to-peer platforms for teachers to trade and share digital teaching resources’ (Tes Education Resources Ltd: Annual Report and Financial Statements – Directors’ Report 2017). We feel that a company of this scale, regardless of financial status, should not be placing the onus on individuals to identify instances of copyright violation.</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">A goodwill gesture is something given on a case-by-case basis. It means that those with the time and tenacity to challenge instances of copyright infringement are being offered compensation, but there are victims who are unaware of the issue, or perhaps who do not have the time and resources to prove the provenance of the resource. We believe that the Tes Education Resources could and should ensure there is parity here.</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">Tes Education Resources have conceded that only 5% of their resource downloads are purchased. The rest are free downloads. We appreciate this valuable resource, but feel that the 5% are being prioritised over the 95%. It is understood that the 5% is the download, rather than the upload, figure – but the point still stands – 95% of people downloading from Tes Education Resources are downloading free resources.</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">We also believe that asking people to buy resources to check for copyright issues, in order to then claim a refund, is an unfair and illogical request. Perhaps most pertinent is the fact that all of these issues are contributing to our workload. The Tes recognise this too. In fact, they have an entire section of their website dedicated to this issue – you can read this here:</span><a href="https://www.tes.com/news/hub/workload" style="color: #0a89c0;"></a><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"><a href="https://www.tes.com/news/hub/workload" style="color: #0a89c0;">https://www.tes.com/news/hub/workload</a></span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">. In refusing to adapt their practice, either by demonetising the site or by taking further steps to prevent these incidents, teachers are being forced to spend time searching the site for their own resources. When teachers locate stolen resources, the expectation that they buy their own work and prove its provenance is onerous and frustrating.</span><br /><span class="amp-wp-inline-61cd676b7bd65a074cc1d867fbbea1de" style="text-decoration: underline;"><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">What Tes Education Resources Can Do:</span></span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">–</span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">Have a long-term aim to demonetise the site and subsidise it, to enable an entirely free sharing platform for those working in education.</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">In the meantime:</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">–</span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">Improve checks on resources to identify plagiarism and/or copyright infringement.</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">–</span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">Allow for full download with retrospective payment, rather than asking people to buy resources simply to check for copyright infringement.</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">–</span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">Enable reviews of paid content without purchasing – so that copyright infringement which is clearly evident in the preview pane can be challenged in a review.</span><br /><span class="amp-wp-inline-61cd676b7bd65a074cc1d867fbbea1de" style="text-decoration: underline;"><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">What you can do:</span></span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">–</span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">Avoid downloading from Tes Education Resources until the long-term aim (above) is fulfilled.</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">–</span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">Use your Social Media account to inform your followers that you are doing this.</span><br /><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">–</span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60"> </span><span class="amp-wp-inline-329fdb7771c10d07df9eb73273c95a60">Share your resources through Dropbox and any other suitable medium.</span></div>
</div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com0tag:blogger.com,1999:blog-2293780396032891284.post-57064775719149014042019-05-02T10:02:00.000-07:002019-05-02T14:32:46.329-07:00What I've learned from applying for jobs I did (and didn't) get<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
I'm sat here, beer in hand, having not been appointed to a fab job at my brilliant school. I'm a bit bruised and sad, but also aware of the clear strengths of the person who has been appointed (in fact, I'm even a bit excited to work with her). Most importantly, I'm already beginning to consider what I've learned about both myself and the process, and how this information is going to inform my actions moving forward.<br />
<br />
Interviews are physically exhausting, emotionally and intellectually taxing (if the school's any good), and a valuable learning experience... once the dust has settled.<br />
<br />
As with the majority, my run of interviews over the course of my 13 years of teaching has been a mixture of success and disappointment. I was appointed to my first mainscale teaching post and my first three TLRs from my first application, including my Head of English post. But I wasn't successful when I made my first Associate Senior Leader application (pastoral, so a bit of a punt): I was on my second. To move to Assistant Head it took three written applications, then a one-year gap, before securing my first interview. At my second interview I was successful.<br />
<br />
Today's post was my first application for Deputy Head, something I wasn't actively seeking, but the lure of leading teaching and learning in a school I love was too enticing not to have at least chucked my hat in the ring.<br />
<br />
Anyway, before I order an enormous pizza and pop on my PJs I'm going to clear my head by trying to distil the best bits of advice I've heard over my time leading, prepping for, participating in, and (sometimes) being successful at, interviews in schools.<br />
<br />
<b>1. Do your homework</b><br />
Knowledge truly is power so do all you can to find out about the school. That includes: its context, intake, and position within the local community; its staffing structures, the school day and routines; its outcomes, including NEET; its staff retention rate and number of early career teachers.<br />
<br />
It's become a bit of a glib phrase, but if you can hold on to the fact that you are interviewing the school as much as they are interviewing you then you'll retain a degree of control around an emotive process and be better prepared to respond to what the process throws at you.<br />
<br />
A visit is invaluable. Just do, of course, remember that this is when the interview begins.<br />
<br />
<b>2. Create a list of expected questions and prep your responses</b><br />
This may sound obvious, but if you're dealt an enormous dose of imposter syndrome (as I have been over the last 48 hours) then feeling like you've already considered a question being asked can give you an enormous shot in the arm in terms of confidence.<br />
<br />
Personally, I find writing down potential questions and my responses in a table really helpful. Try to stick to three main areas for each, grouping ideas if needed, for clarity and succinctness. If you want to be sneaky, email yourself the document so you can look at it discretely on your phone whilst you're sitting (uncomfortably) with the other candidates.<br />
<br />
<b>3. Use the golden triangle of big picture, current experience, and your actions if appointed</b><br />
If applying for a promoted post there's a tendency to get stuck within your current role when giving ideas and examples. The superb woman who passed on this triad used the metaphor of an umbrella to represent the 'big picture' with examples/experience and coming actions at each corner. It certainly helped me get myself 'unstuck' during a testing final interview today - even if I haven't quite nailed each part just yet.<br />
<br />
<b>4. Have a long list of relevant examples to draw from</b><br />
I think for many candidates this can be the crux of whether you're going to be successful or not. In education, there very much seems to be a rule of 'do the job then get paid for it': if anyone has ever been appointed to a senior leadership position without having already had whole school leadership experience I will eat my hat. The implications of this are significant: the bottom line being that you need to seek out opportunities for demonstrating your capability and shouldn't expect anything to be handed to you.<br />
<br />
With just a year a half of Assistant Headship under my belt I have no doubt that this was at least a part of today's undoing. I'm excited to be enrolled on Ambition School Leadership's Future Leaders course starting in June and hope this will create some opportunities not immediately afforded to me by my current role.<br />
<br />
<b>5. Seek out mentors and listen to them carefully</b><br />
I've been so incredibly lucky with the generous time given to me by Angela O'Brien, Jill Berry, Claire Stoneman, and current colleagues in preparation for the last two days. In my experience, people are very willing to help when they are (politely) asked. I love it when I get a DM from someone being 10% braver and putting in an application; supporting others has gone a long way towards clarifying my own thinking.<br />
<br />
To make the most of their time and yours, it's important to be clear on exactly what you'd like to receive support with, be it the written application, articulating your ideas more precisely, using clear examples, or distilling your ideas for if you are appointed. This isn't something I've always managed to do. Thankfully, the skilled leaders I've been lucky enough to make contact with have done a damn fine job of coaching it out of me.<br />
<br />
<b>6. Pick your referees wisely</b><br />
This one's a cautionary tale: in an interview at a previous school I was I burned by a churlish line in one of my references written by my Deputy Head. I'd - perhaps naively - picked my Head and Deputy as my referees without really giving it much thought. The fact that she line managed one of the other candidates and may therefore have a preference as to who got the job certainly hadn't crossed my mind. When the reference was raised at my final interview it blindsided me. Back at base, it became apparent that she'd shown the other candidate multiple drafts of his whereas she refused to let me have a copy of mine even post-interview. In this case, neither of us were successful.<br />
<br />
I (still) believe in thinking the best of all colleagues until proven otherwise, however, I learned an important life-lesson that whilst I may hold myself to this standard when it comes to referees it's sometimes worth going for the safe bet.<br />
<br />
<b>7. If you don't get to interview after 3 letters or aren't successful after 3 interviews, stop and do something differently</b><br />
Of course '3' is an arbitrary number, but my point here is that if you're not getting anywhere then it's time to take a deep breath and a good long look in the mirror. When I wrote three letters for AHT posts and didn't get an interview I realised that I lacked the whole school experience required. One year on and an Associate SLT post under my belt, I got my interview.<br />
<br />
Today, I got to the last two. This tells me I'm not a million miles away from Deputy (and that my worst fears of embarrassing myself by applying haven't been realised). A year on and with the sharp, diagnostic feedback I know my Head will give me and the challenge of Future Leaders, I know I'll get there.<br />
<br />
<b>8. </b><b>Actively seek feedback - when you're ready to really hear it</b><br />
If you've ever given feedback to a disappointed candidate then you'll appreciate how difficult it can be. I'd argue that giving feedback to internal candidates - as I've had to many a time - is particularly challenging. But, like any difficult conversation, if approached with kindness and in a suitable context it can lead to personal growth, empowerment, and professional learning. I hope all of those involved in interviewing appreciate that good quality feedback is the pay back for the time and energy spent on the application process.<br />
<br />
So, if you aren't successful, even when you may least feel like it, make sure you track down the Head or Head of Department for the feedback you have earned. This doesn't need to be immediate - although sometimes this can at least provide a swift end to the process - but should be in the days that follow. If you're still not in the right head space to truly hear it write it down to be revisited at a later date. With gin.<br />
<br /></div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com3tag:blogger.com,1999:blog-2293780396032891284.post-3163695839838031872019-02-16T08:36:00.000-08:002019-02-18T08:05:35.144-08:00The keynote speech that never was - Part 1<div dir="ltr" style="text-align: left;" trbidi="on">
Thanks to a spectacular cold front and the inability of Basingstoke council to properly grit their roads, the keynote speech I'd planned to deliver at Southern Rocks 2019 never got to be aired. And now the event's been put off for the rest of this year, it never will. The best laid plans of mice and men and all that.<br />
<br />
Here is my attempt to reimagine that frosty February morning. On this weekend, the gritters were out in full force and, as the snow plough chugged wilfully by, I climbed up the steps with clicker in hand...<br />
<br />
<b>Hi! Well this is mildly terrifying <i>[nervous giggle]. </i>Giving a speech like this is definitely out of my comfort zone. I'm going to have to imagine I'm giving an overlong assembly - one that is being delivered to some slightly overgrown teenagers <i>[stifles another nervous giggle].</i></b><br />
<b><i><br /></i></b>
<b>When I agreed to speak today, no one told me that this wasn't in fact a 'key note', but an 'energiser'. Well, sorry, but at this point in the term, I'm not sure I have any 'energy' for myself, let alone the energy to 'ener<i>gise</i>' you lot.</b><br />
<b><br /></b>
<b><i>[Reveals picture of a studious owl on a perch labelled 'At the start of the year' and a second picture of a frazzled owl labelled 'At the end of the year'.]</i></b><br />
<b><br /></b>
<b>I know you'll have all seen this meme before, but whoever made it got one thing wrong. Teachers don't just look like this second owl at the end of the year, but at the end of each term. </b><br />
<b><br /></b>
<b>In fact, at the end of each <i>half</i> term. </b><br />
<b><br /></b>
<b>In <i>fact</i>, pretty much at the end of each day.</b><br />
<b><br /></b>
<b>Because teaching is bloody hard work, isn't it? </b><b>According to the latest DfE research, secondary school teachers work for 53 hours a week, Primary and middle leaders for 55 hours a week, senior leaders a pretty ridiculous 60 hours each week, and Secondary school senior leaders - like me poor, old frazzled me - a whopping 62 hours on average every single week in term time.</b><br />
<b><br /></b>
<b>And it's not like those hours are spent dossing. </b><br />
<b><br /></b>
<b>No, we're on-call every minute of every day. We're attempting to educate children who, for a whole plethora of reasons, don't always want to be educated. </b><br />
<b><br /></b>
<b>We're dealing with young people in crisis because our NHS and support services are criminally underfunded. We're managing our own every-shrinking budgets, making desperate decisions about what can be cut back still further, whilst simultaneously being held accountable by the press and the government for pretty much all of society's ills.</b><br />
<b><br /></b>
<b><i>[Reveals stats about teacher mental health and the percentage of teachers thinking of leaving the profession]</i></b><br />
<b><br /></b>
<b>Is it any wonder then that we've found ourselves in this state? In fact, why the hell are any of us even teachers at all? And not just any teachers, but teachers sitting at an education conference on a Saturday?!</b><br />
<b><br /></b>
<b>And yet... we are. You are. </b><b>And as the world continues to turn on its axis, people continue to teach. </b><br />
<b><br /></b>
<b>In fact, some of us come from <i>whole families</i> of teachers!</b><br />
<b><br /></b>
<b><i>[Reveals family tree through her paternal line: grandad Sam, grandma Alice, mum Roz, dad Peter, and sister Alison are all labelled 'Teacher']</i></b><br />
<b><i><br /></i></b>
<b>What on earth <i>is</i> going on in families like mine...? </b><br />
<b><br /></b>
<b>Well, like the good, research-informed practitioner I aspire to be, I decided to investigate. What will now follow I like to think of as part family history, part action research...</b><br />
<b><br /></b>
<b>And it all starts with my slightly dotty grandma called Alice...</b><br />
<b><br /></b>
<b><i>[Reveals photo of an elderly woman with grey, bobbed hair. On her head is a slightly lopsided mortar board (the type worn at a graduation ceremony).]</i></b><br />
<b><i><br /></i></b>
<b>My gran was the sort of old woman who doesn't fully understand the concept of 'being a vegetarian'. If you are vegetarian, you'll know what I mean... That's right, the kind who serves you 'vegetarian' soup with the pieces of chicken mostly scooped out.</b><br />
<b><br /></b>
<b>She was also the kind of woman who would post you envelopes packed full of assorted newspaper clippings 'because she thought you'd like them'. Here <i>[gestures to photo] </i>she's just nicked my mortar board at my Masters degree graduation ceremony.</b><br />
<b><br /></b>
<b>Growing up, she'd always seemed old, a bit mad, and - quiet honestly - a bit like Yoda. You know what I mean: brilliantly wrinkly, and hairy, and a tendency to speak as if every word conveyed a really deep meaning - </b><b>even if you weren't quite sure what that meaning was.</b><br />
<b><br /></b>
<b>I had always known my gran was, like me, a teacher. A <i>Headteacher</i>, in fact, as she frequently reminded me.</b><br />
<b><br /></b>
<b>On telling her that I'd been appointed as Head of English at the age of 26 - something I'd thought was an impressive accomplishment -</b><b> she gleefully replied that she was running a school single-handedly at the age of 21.</b><br />
<b><br /></b>
<b><i>[Reveals a black and white photo of a much younger Alice. She is standing against a brick wall, wearing a checked blouse buttoned up to the neck. Her arms are behind her back and she is beaming.]</i></b><br />
<b><i><br /></i></b>
<b>When Alice became a Headteacher it was the start of the second World War. Her boyfriend, my future grandpa, had left her at home to become a tank engineer. Determined not to marry in case she became a war widow, she instead had to find a new role for herself beyond wife and mother. </b><br />
<b><br /></b>
<b>For Alice, the working class daughter of a coal miner, this meant the space and time to continue with her education and to step into shoes that might otherwise have been filled by a man. After teacher training college she quickly found herself promoted to the leadership of a tiny two-form village Primary school.</b><br />
<b><br /></b>
<b>When the war ended, Alice and Sam finally married. Alice resigned her post, and three children swiftly followed. </b><br />
<b><br /></b>
<b>What Alice was left with was the role of educator and professional stamped indelibly onto her own sense of self. It remained a valued part of the way she saw herself. Her identity.</b><br />
<b><br /></b>
<b>When I look back now, I see her gentle teasing of me when I was promoted for what it was: a deep and justified pride in her own achievements. </b><br />
<b><br /></b>
<b>The </b><b>newspaper clippings too I now recognise as symbols of her continued interest in the politically charged world of education. They were nearly always stories about changes to government policy, reviews of new educational books, or celebratory stories of school trips or charity work.</b><br />
<b><br /></b>
<b>From Alice - as a woman especially - I've learned to celebrate my status as an educated professional and the knowledge, status, and freedom that affords me. </b><br />
<br />
<b>Dammit, I've learned to own the fact I go to conferences on a Saturday because I value my own professional development! </b><i><b>[A couple of audience members cheer and there is embarrassed laughter]</b></i><br />
<b><br /></b>
<b>Which leads me to the man Alice married: Sam.</b><br />
<b><br /></b>
<b><i>[Reveals black and white photo of Sam on a motorbike, smiling]</i></b><br />
<b><br /></b>
<b>In my mind, Sam looked on teaching the same way he looked on going off to war. </b><br />
<b><br /></b>
<b>No, not in the way you might think if you've just attempted to teach Year 9. On a Friday. Lesson 5. On a windy day. <i>[Pauses for dramatic effect]</i></b><br />
<b><br /></b>
<b>No, Sam looked on teaching in the same way he looked on being in the armed forces because he saw it as a way to serve his community. </b><br />
<br />
<i style="font-weight: 700;">[Reveals black and white postcard of an imposing red brick Victorian hospital building]</i><br />
<b><br /></b>
<b>Sam was the Headteacher at the Royal Liverpool Children's Hospital in Heswall on the Wirral. </b><b>There he led a small team of staff who educated children with chronic illnesses, disabilities, as well as those staying in hospital for short stints after operations.</b><br />
<b><br /></b>
<b>Whilst there he also set up a charity which provided free computers - then a cutting edge technology - for children with disabilities to improve accessibility to education when they returned home from hospital. </b><b>For this work, many years after he had retired, he received an OBE from the Queen. </b><br />
<b><br /></b>
<b>Not at all big shoes to fill, thanks grandad.</b><br />
<b><br /></b>
<b>To be clear, when I say my grandad saw teaching as 'service', I don't mean that he saw himself as some kind of martyr. He really enjoyed teaching and he wasn't a particularly religious man: I don't think he saw himself as being called by some higher being to be a teacher. </b><br />
<b><br /></b>
<b>What he did have was as strong sense of purpose. </b><b>For him there was a clear sense that his work was doing something worthwhile - something that was for the good of others - and that was somehow, inherently 'right'.</b><br />
<b><br /></b>
<b>Like Sam, I don't think I will ever see teaching as 'just a job'. No, to me it really is a vocation. It feels 'right'. </b><br />
<b><br /></b>
<b>The final line in the first ever blog I wrote was 'A life in teaching is a life well-lived' and I stand by that statement. If we can be proud that in infinite little ways every day we make the worlds of others slightly bigger and brighter then it perhaps will no longer be so confusing why whole families choose to teach.</b><br />
<b><br /></b>
<b>And whole families, in my case is the correct phrase because Sam and Alice gave birth to Peter. Yep, another bloody Headteacher.</b><br />
<b><br /></b>
<b><i>[Reveals photos of a hippyish looking man with long hair, thick glasses, and a beard.] </i></b><br />
<br />
<br />
<br class="Apple-interchange-newline" />
To be continued.<br />
<div>
<br /></div>
</div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com3tag:blogger.com,1999:blog-2293780396032891284.post-80465354404435342492018-09-09T10:45:00.001-07:002018-09-09T10:49:55.823-07:00An open letter to Peter Thomas (Chair of the National Association of Teachers of English)<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 12pt;">Dear Peter,</span></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Many thanks for responding to my tweets about your recent
article in the NATE magazine in which you offered your thoughts on
@Team_English1 and subsequently allowing the article itself to be shared free
of copyright.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As you’ve made it clear you’re not yet fully conversant in the
social mores of Twitter, I’ve decided to write to you in a traditional form
you’ll hopefully feel more at home with: the letter. I’d draw your attention to
the fact that, on your advice to “Try quoting some other parts [of your
article]”, I’ve done exactly that.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So why, given that many of us would agree with some of your
critiques, have members of Team English been left “howling” (to use your
preferred verb)? Well, for a start, there was a failure to complete basic fact
checking – such as the names of the teachers you had directly referred to. Although
I am tempted to retain the monikers you’ve rechristened “Nikki Noopuddles” and
“X Curtis” with purely for my own amusement, this feels demonstrative of a
wider failure to engage with the real people at the heart of your piece. (It’s
Carlin and Chris in case you were wondering.)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You characterise English teachers who ask for help and
support as “weak” or unsuited to the job of teaching stating, “limited
professional or academic confidence may reflect the nature of recruitment”. You
then go on to assert that “Many of the Team English pleas for assistance
indicate some very basic teacher needs and anxieties, and a lack of autonomous
confidence in subject knowledge and pedagogy that might make some wince.” My
first reaction was ‘thank God you weren’t my NQT mentor’. Or Head of English.
Or, colleague, for that matter. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
How can we develop as a profession if any admittance of a
lack of confidence or even anxiety are met with a physical shudder? Surely, the
role of a Subject Association is to share subject-specific expertise and
pedagogy, not to look down its nose at teachers who are actively seeking it
out? The idea that any teacher should have “autonomous confidence” in every
aspect of their subject knowledge and practice throughout their career is a
damaging one, in my opinion, that stifles professional development and
dialogue.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Such elitist attitudes pull up the drawbridge to high
quality professional development at a time when our profession needs it the
most. When I hear statements like the one you made in a tweet that “My
background is in a more academically robust community of speciality
enthusiasts” I want to say ‘Good-o for you’. If academic rigour in subject
expertise is confined to a niche community within teaching how on earth are we
going to improve the teaching available to every child in every school? <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As a side note, the news that I am not considered a
‘speciality enthusiast’ will come as news to my long-suffering husband. You’d
also better warn the publishers of Mark Roberts and Chris Curtis they’re not
considered ‘academically rigorous’ – and ResearchEd of the same about Rebecca
Foster and Sarah Barker, for that matter. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In your article you criticise the “formulaic approach” being
shared by members of TE but this implication of a homogenous ‘Team English
pedagogy’ belies the 18,000 individual contexts, ideas, and perspectives that
make up this online community. Be assured that there are many heated disagreements
about aspects of practice.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Similarly, your comments about the variable quality of
resources and advice on offer demonstrate a lack of understanding of the nature
of the online world. <i style="mso-bidi-font-style: normal;">Of course</i> the
resources are of variable quality: it’s a mark of the wonderful, diverse nature
of the Team English demographic. It’s also one of the reasons LitDrive has tentatively
introduced a star rating system. But I passionately believe that judgement-free,
peer-to-peer sharing is vital if we are going to stimulate dialogue about what
constitutes that very quality we are seeking. The moment we metaphorically
close our classroom doors through fear of judgement it is immensely hard to
prize them open again. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So, why did we not all swoon at your ‘compliments’ or, as
you have continually argued, the “favourable publicity” for Team English? Well,
because they were buried alongside sweeping accusations such as “There is very
little in all this to suggest a wider or deeper concern with English as a
humane discipline with substantial roots and flourishing fruits”. Whilst
beautifully figurative, I find this quite simply insulting. One glance at the
programme for the 2018 National Conference would see that this is not the case,
with sessions exploring curriculum, grammar, rhyme, ‘building a culture of
academic tenacity’, authorial purpose, and values and diversity. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You suggested by tweet that it would be “Better to direct
outrage against those who undermine or damage the values I think we share.” The
values I share with Team English are a belief in open sharing, support, and
professional challenge. Whilst I cannot – and must not – infer intention from
your article alone, the snobbery, denigrating tone, and lack of dialogue with
those you have written about to me do not reflect these values. I’d also
suggest that the characterisation of female teachers as ‘howling’ with “sensitivities”
has more than a whiff of misogyny to it.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My desire in writing this letter is not to further division;
I really do care about the future of NATE. There is very clearly a space for a
professional association with a “coherent, regulated editorial function” which
you rightly state Team English does not have as a group of disparate
individuals. However, in order to function effectively I do believe NATE needs
to reflect on how – in 2018 and beyond – it can best engage with the community
of teachers it supposedly represents. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You state “subject associations are able to speak to other
agencies on behalf of English”. Well, no, I’m sorry, they can’t when they no
longer have the trust, ear, or financial support of English teachers. For
example, I am curious as to how many main scale classroom practitioners from
state schools have the luxury of attending the annual NATE conference. Just one
day this year cost £200. It’s probably worth pointing out that a day at the
Team English National Conference cost a tenner.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I hope that a more productive relationship between NATE and
Team English can emerge over the coming academic year. Another offer has been
made for NATE to be represented at the Team English National Conference and I
for one will still be making a beeline to any stand or sessions you may choose
to run.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Yours sincerely,<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Caroline Spalding</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
English teacher<o:p></o:p></div>
<!--EndFragment--><br /></div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com4tag:blogger.com,1999:blog-2293780396032891284.post-75078849828429852052018-04-14T14:49:00.002-07:002018-09-09T10:50:00.858-07:00Ofsted: crucial – even life-changing – but, fundamentally, unimportant<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 12pt; text-align: left;">Outstanding</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 12pt; text-align: left;">Requires improvement</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Inadequate<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Requires improvement<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Good<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Ofsted ratings of the three schools I have worked in read
somewhat like the fates of Henry VIII’s wives - admittedly, if one of them
hadn’t made her infamous trip down the aisle and, of course, if the outcome was
an Ofsted judgement and not a decapitated head.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">However, having now worked in schools in every category, I
am aware that an undesired judgement can feel like an amputation of sorts. Indeed,
I have been through an inspection where it certainly felt like the school was
being slowly severed, limb from limb.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">When I started teaching 12 years ago, I already had some inkling
of the crucial nature of Ofsted to teachers. My parents were both senior leaders
in local schools and I still remember the glint in my dad’s eye when he told me
that his school had been awarded Outstanding for ‘Teaching and Learning’. It
was clear that of all of the judgements that led to that overall ‘1’, he held
that one as being the true mark of success. I also remember the crushing blow
of RI almost immediately before his retirement.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I’d be lying if I said that my own first school’s
Outstanding rating didn’t influence my decision to apply there. Sure, it was an
easy commute and its status as a comp with a relatively average intake appealed
to my socialist sensibilities, but I also remember feeling impressed by that
branded Ofsted logo and the idea that surely I would be working there with <b style="mso-bidi-font-weight: normal;"><u>THE BEST</u></b>.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As it turned out, my department was led by the brilliant Chris
Hildrew and I ended up working with a whole host of other talented teachers who
indelibly left their mark on the naïve trainee that rocked up at their door. There
was even an English Ofsted ‘good practice’ inspection on assessment during the
4 years I was employed there. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">But I’m a lot more cynical nowadays a<span style="background-color: white;">bout whether excellent
teaching plus a solid school leadership team will always lead to the ultimate
Ofsted accolade. You don’t have to look very far to see examples where A + B
doesn’t always result in C. Fast forward to a very different Ofsted framework
and the school in question is ‘Good’ whilst others – like my dad’s – are
struggling. But the particularities of the most recent framework are for
another blog entirely.<o:p></o:p></span></span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">What that Outstanding badge did give every single member of
staff was confidence, space, and respect. Confidence in their own abilities,
space to develop their practice free from outside meddling, and the respect
from others to support meaningful collaboration. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">I left that school with the belief that I was a good teacher
with the power to work anywhere and be successful. On future dark days, <span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><a href="http://mrscspalding.blogspot.co.uk/2015/02/dont-you-dare-make-judgement-about-my.html" target="_blank">this confidence – almost arrogance – would sustain me.</a></span></span> <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">And so ambitious 24-year-old me leapt to a new school for a
promoted post. Looking back, it’s no wonder it instantly felt like ‘home’ given
that it had just transferred to a new PFI build literally based on the
blueprints of my first school. Ah, the unexpected joy of commodification.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">My second school was in an ex-mining community: 98% white
British with roughly a third of students qualifying for the Pupil Premium. Its
humongous size (1800 on roll when I first joined) coupled with entrenched lack
of aspiration in some areas of the local community meant that school
improvement was like trying to reroute a cruise liner. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As a semi-rural school, recruitment and retention also added
to the feeling of being permanently under the cosh. Having enough applicants to
create a genuine shortlist became a thing of distant memory as we began to look
to more creative ways of growing teachers internally without them being pinched
by the local ‘Outstanding’ SCITT hub.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">With one ‘Satisfactory’ under its belt it was not a great
surprise that a ‘Requires improvement’ followed shortly after a new Head had
been appointed. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As RI grew teeth and the ‘haves and the have nots’ became
more sharply delineated so the scrutiny, pressure, and self-doubt grew. Having
been promoted to Head of English I felt keenly the pressure to improve results
quickly. Green shoots – like a three year trend of improvement at A*-C% in
English and top 25% A Level results – gave us some small hope that we’d be
given the time we needed to see our headline figures emerge from a consistent
flatline. But we always knew that a third ‘3’ was going to be a difficult pitch
and the inspection, when it came, was brutal. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It wouldn’t be fair to go into details about the inspection
itself - and I’m not sure that I’m ready to pick open that particular wound - but
I will say that it doesn’t matter if your individual gradings read 2, 3, 3, 4,
4: you are ‘Inadequate’ overall and to the world at large.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The leaders and teachers at this school cared just as deeply
and worked just as hard as in my first. I’m also going to stick my neck out and
say that there were aspects of practice that were just as effective, if not
more so. With a legacy of ten years of 3s under its belt what there indelibly
wasn’t was the confidence of those who have tasted Outstanding or the space to
create a plan for improvement free of the whims of external forces. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There was also a serious lack of respect from others. For to
work in a school in Special Measures, or even one branded as ‘requiring improvement’,
is to be subject to patronising attitudes and pre-judgement. It is to be seen
consistently as the poor relation. It is to have little or no autonomy to plot
your own course based on the needs of your school community.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I strongly suspect that it is often not the actual working
in the school itself that makes it so tough for teachers and school leaders at
schools like these, but instead this persistent, exhausting denigration. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As part of my work with Teacher Reference Group, just a week
after receiving our ‘4’, I met Sean Harford at the DfE. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I should state now that I have a lot of time for Sean who
has gone out of his way to address teachers’ concerns about Ofsted on social
media thereby providing a human face to a government organisation. I’ll also
state that my most recent experience of inspection was of a team taking great
pains to understand the complexity of a school context far from the norm which,
in my mind, is a credit to the reformed training of Inspectors. But when we met
I was battered, bruised, and looking for empathy. His response? <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">‘Inspection isn’t an effort grade.’<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">And he is right, at least in part. Ofsted is not about
school improvement – it is an inspectorate whose role is to judge. At best, it
will award that judgement in a way that is fair, accurate, and impartial.
Whether you <i style="mso-bidi-font-style: normal;">can </i>make such a judgement
in so short a space of time again is for another post, but I will say that -
like capital punishment - if future evidence proves you wrong then you will not
be able to retract the sanction. It is dark humour (but horribly apt) to say
that Heads will have rolled.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">However, I also know that it is the profound <u>effort</u> of
the teachers at this school that will see it move forward – now under even more
intense pressure than they were before – and my friends and former colleagues
don’t deserve just my respect and compassion, but that of every teacher in
every school, as well as every parent and every politician.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">But Special Measures is not the end of my Ofsted story. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">After a year in an Associate Senior Leader position, I had
applied for a substantive AHT post prior to the inspection but had not yet been
interviewed. Post-Ofsted, I was heartbroken to think others might perceive me
as jumping ship. I was therefore perversely proud of revealing to colleagues
both my appointment and my new school’s P8 score of -0.8. This wasn’t about me
copping out by seeking somewhere I’d have an easy ride.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">With students hailing from 51 countries at the last count,
my new school is in a very different context. To me, it’s a return home – in
fact, it’s on the exact street where I bought my very first flat. We’ve got a
higher than average percentage of students with EAL, SEND, and who qualify for
PP. Our attainment on intake is in the lowest quintile, we’ve got a highly
mobile school population, and we are all-through 3-18. It is a truly glorious
place to work.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Perhaps due to the complexity of the intake, the Headteacher
has had to plough a furrow that doesn’t have ‘success’ in Ofsted terms at its
core. When over 40% of your school intake doesn’t have matched data, it could
be argued that national performance measures aren’t necessarily the best way to
measure your performance.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What removing Ofsted from the immediate eyeline of staff has
fostered is a school community that has an individual identity that radiates
with confidence. I wasn’t surprised to hear that students had spoken to
Inspectors unprompted about their pride in their school. It is that type of
place.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">When we were inspected before the Easter break, I had to put
my own recent memories of inspection on the back burner and allow myself to be
once more the confident practitioner of inspections past. When the judgement
came it was with both a sense of pride and catharsis I shed tears.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Crucially, our ‘Good’ judgement now means we also have a bit
more space to continue on our path of school improvement. Having only been in
post for two terms, I don’t yet feel like I’ve fully made my contribution to
the school and I’m genuinely excited for what comes next. Not least because I
also know that my colleagues will start to receive the more immediate respect
of others that comes with shedding the shackles of RI.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">To me one of the most heartening lines in our report is the
recognition that ‘This is a school with much joy.’ It captures perfectly the
feeling that reverberates down our corridors. But then, if I’m honest, I have
never worked in a truly unhappy school and have often felt joy whether it was in
the classroom or staffroom. In an age when teachers don’t seem to be staying in
teaching very long I’m not sure that every teacher can say that. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">So what have I learned from my relationship with Ofsted over
the years? What wise words can I pass on? To teachers, I would ask hold on to
the idea that:<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ofsted is utterly
unimportant. Cast but a fleeting glance at the latest report. Make your
decision about where to work based on the school’s culture, the children in
front of you, and your faith in the Headteacher. Be prepared to work hard
regardless of the school’s Ofsted grading. Focus on the school’s next steps and
how you can be a vital cog in the machinery that gets it there. If you happen
to chance upon an Inspector in the corridors – or, in fact, any visitor –
smile, talk about what you love and why you work there, and how you’re
contributing to making the school even better.<o:p></o:p></span></i></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">And, to Ofsted inspectors I would say: <o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Remember inspections,
to teachers, can feel utterly crucial, life-changing even: when inspecting a
school, take the time to look beyond the last report or outcomes data. Make
your decisions based on the school culture, the children in front of you, and
the Headteacher. Be prepared to show empathy, understanding and compassion
regardless of the school’s Ofsted grading. Focus on their next steps and how
your report can be a vital cog in the machinery that gets them there. If you
meet a teacher in the corridors – or, in fact, any member of school staff –
smile, ask them what they love about the school and why they work there, and
how they’re contributing to making the school even better.</span></i></div>
</div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com2tag:blogger.com,1999:blog-2293780396032891284.post-61434735829351263892018-01-07T10:32:00.002-08:002018-01-07T11:37:51.750-08:00Nurture 17/18<div dir="ltr" style="text-align: left;" trbidi="on">
<b style="background-color: white; color: #222222; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13.2px;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b><span style="background-color: white; color: #222222; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 13.2px;"></span><span style="background-color: white; color: #222222; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 13.2px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">I read somewhere recently that you should plan for how you want your year to end, rather than setting resolutions for the new year. This year, imagining a year ahead is really difficult for me due to the serious illness of someone I love. </span></span><span style="background-color: white; color: #222222; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 13.2px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Looking back at the first of <a href="http://mrscspalding.blogspot.co.uk/2017/01/nurture-201617.html" target="_blank">last year's 'hopes</a>' that '</span></span><span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;">My new Withings fitness tracker stays on my wrist' now f</span><span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;">eels horribly insignificant. To be fair, for the most part it has, but </span><span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;">I'm also a stone heavier and still can't run 5k without collapsing into a sweaty heap. However, most importantly, I'm healthy and I will never take that fact for granted again.</span><br />
<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;"><br /></span><span style="background-color: white; color: #222222; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 13.2px;"></span><span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;">My second hope was to 'keep doing things that scare me a little bit'. With three conferences in the next four weeks - two of which I'm speaking at - I think I've managed to meet that one. It feels timely that I've got a TES piece coming up on the concept of bravery. Spoiler but I think now, if anything, it's time for me to be less brave, to pause and consolidate what's been a steep learning curve over the last few years.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #222222;"><span style="background-color: white; font-size: 13.2px;">And so ahead into a new year. </span></span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #222222;"><span style="background-color: white; font-size: 13.2px;"><br /></span></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #222222;"><span style="background-color: white; font-size: 13.2px;">I wish you all love, happiness, and contentment.</span></span></span><br />
<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;"><br /></span>
<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;"><br /></span><span style="background-color: white; color: #222222; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 13.2px;"></span><span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;"><u>3 positives for 2017</u></span><br />
<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;"><u><br /></u></span>
<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;"><u>1. I became an Assistant Headteacher</u></span><br />
<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;">:-)</span><br />
<span style="background-color: white; color: #222222; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.2px;"><u><br /></u></span>
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><u>2. I bought a wonderful, stupid, ridiculous house with my husband</u></span></span><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;">It's got stained glass, odd-shaped windows, a view of the countryside, hidden rooms, and a den at the bottom of the garden. We're flat broke, and it probably wasn't sensible for two people who can't do DIY, but I'm utterly in love with it: it gives you a strange sense of contentment to think you may be living in the same house of 30 years.</span></span><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><br /></span></span>
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><u>3. I got to contribute to a DfE policy document that I'm really proud of</u></span></span><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;">I'm pretty sure I wear my political allegiances on my sleeve so receiving a 'thank you' email from a member of the Conservative cabinet wasn't something I ever thought would hit my inbox. However, I'm prepared to work with anyone to improve our profession, for the good of teachers and students alike. Should the proposals fall victim to party reshuffles, it will be short-sighted in the extreme. Our children deserve better than being subject to the whims of any political party</span></span><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><br /></span></span>
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><u>3 hopes for 2018</u></span></span><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><u><br /></u></span></span>
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><u>1. I can be a really good friend</u></span></span><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;">I've got friends who deliver birthday cards by hand. I've got friends who you come off the phone feeling better for speaking to. I've got friends who prioritise things other than work. I want to be more like my friends.</span></span><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><u><br /></u></span></span>
<u style="color: #222222; font-family: arial, helvetica, sans-serif; font-size: 13.2px;">3. I can be a really good line manager</u><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 13.2px;">As a Middle Leader, I managed a large team and people with considerable areas of responsibility, but working with someone whose specialism is wholly new to me, and in a considerably different context to which I'm used to, brings new challenges. I've got the mantra of 'support and challenge' ringing in my ears and I hope I'm able to get the right balance in the next 12 months.</span></span><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><u><br /></u></span></span>
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;"><u>2. I can have a tangibly positive impact in my current role</u></span></span><br />
<span style="color: #222222; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 13.2px;">In a new school and new post, this is a year of learning, but our children can't wait for me to get my s**t together, they need a strong leader now. I hope that my Head feels he's appointed the right person when the summer comes and that together we can continue to build on their successes.</span></span><br />
<br /></div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com1tag:blogger.com,1999:blog-2293780396032891284.post-81693588079993977102017-10-14T14:56:00.003-07:002018-01-07T11:37:40.932-08:00Women Ed - Part II<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Many moons ago, when WomenEd was but a spark being kindled
into being by its founders, I wrote <a href="http://mrscspalding.blogspot.co.uk/2015/10/i-am-feminist-i-am-teacher-i-am-mrs-c.html">a
blog post</a> that started with a plea to “the wonderful women involved in
Women Ed”:<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;">I'd
love to be involved too. But let's get serious. Let's stop talking about
wearing heels to work. Let's stop using sassy pop references. Let's talk about
the fact that boys are underachieving as well as the appalling lack of female
Head teachers. Let's make this a real gender debate.<o:p></o:p></span></i></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Fast forward two years and I’ve just spent my Saturday at my
second Women Ed event and I can happily report that – despite one Take That
reference – it’s a world away from the Union Jack dresses that I feared. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Instead, CEOs, Executive Headteachers, Company Directors, and
Doctors are the order of the day with a roster of workshop leaders and keynote
speakers that brings together truly inspirational female leaders from all sides
of the educational landscape. So, how has my response to Women Ed changed since
that first hesitant blog post? <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Well I think I am pretty brave, but I know I can still be
10% braver by naming sexism when I see it. In my experience, there’s still a
pervasive attitude in schools that sexism is some kind of quirky male eccentricity.
<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I was once warned by several colleagues about an older male
Chair of Governors who ‘doesn’t respond well to women’. On reflection, my
retort should have been ‘So why is he still in post?’ rather than steeling
myself for the condescending tirades that followed. Similarly, it’s not OK when
male members of a senior leadership team refer to ‘the girls’ when they
actually mean their fellow senior leaders. Or, when members of a panel
interviewing a prospective female Headteacher say they’d ‘rather not work for a
woman’. And I think we all need to be less tolerant of female leaders being
talked down to in online debates, making more liberal use of block and mute for
persistent offenders. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I’ve valued the way Women Ed has foregrounded the
intersection of issues related to gender and ethnicity. I’m increasingly aware
of my own privilege as a white British woman, but not always, I’m sure, aware
of the insidious ways this impacts on my experiences. I am trying to shift my
thinking and will try to engage with BAME Ed in whatever ways I can to ensure
that diverse leadership in all its guises make strides forwards in the schools
in which I work.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In a similar vein, it’s only thanks to Women Ed that I now
fully recognise the privileged start in life I had. I was never aware of the
financial pinch many have been shaped by but, more than this, my family deeply
valued education and nurtured me as a leader throughout my childhood. Comment
on the many inspirational women in my family is for another blog post, but when
you’re surrounded by graduates and women who have led unorthodox lives you have
a life without limits modelled for you every single day. I was never scared to
make decisions or take risks growing up as my mum always told me everything was
reversible. Buying a house? You can sell it. Taking a promotion? You can quit.
Going travelling? You can come home. Even as recently as this weekend, on
talking to my Uncle about my goal of being Headteacher in what I thought was a
hugely ambitious timescale of 10 years, his reply was ‘Why not in five?’ <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">But then it is Women Ed that has given me the confidence to
make that statement to my uncle in the first place. The sessions I’ve been to
and the women I have met have taught me that it’s OK to have a strong vision
for yourself as well as your school: not just ‘what is your story?’ but ‘what’s
your story going to be?’ This confidence has developed from hearing first-hand
the leadership stories of women like Dr Jill Berry. Jill once gave me a verbal nod
as a leader in a speech at a teaching event. That warm feeling sustained me
through many challenging months. On reflection, I now have no doubt that she knew
exactly the impact that would have on me and for that I am eternally grateful.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I agree with Hannah Wilsey on the powerful value of such connections
between female leaders and that it starts with ‘putting yourself out there’. Finding
your crew – or, as my students would term it, your squad - has transformational
power for women in all sectors of education. For me, Team English has become so
much more than a way of sharing resources. Rebecca Foster, Freya O’Dell, Sarah Barker, Amy
Forrester, Becky Wood, Charlie Pearson, Nikki Carlin, Fiona Ritson, Sana
Master, Grainne Hallahan, Lyndsey Dyer, Nat Masala, Kate McCabe, and… Chris
Curtis: when you have that lot behind you, you are not just 10% braver, but
ready for anyone and anything. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I did of course put in that final ellipsis for dramatic
effect, but it’s an important point that we must celebrate and seek out men who breathe Women Ed in their values and conduct, like Chris. It’s my opinion that
we should also celebrate when well intentioned men ‘get it wrong’ or when the
light bulb that has gone off is that women might actually be people after all.
Progress is progress, after all.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Dr Kay Fuller closed the event in Nottingham by emphasising Women
Ed is not just for us but, perhaps more importantly, for the next generation
and she’s so right. <span style="mso-spacerun: yes;"> </span>I made the mistake
two years ago of thinking Women Ed was about discussion of feminist issues in
education but that’s only partly true. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The women involved in the movement are living life as
feminist leaders (whether they’d use that label or not). They are loud. They
are tall. They don’t suffer fools. They ask outright for fair pay. They are
strong. They are individual. They are fun and they are free in ways that women
even 50 years could only dream of. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the words of the awesome Charmaine Roche we must all seek
now to ‘live it, embody it’. She and so many others have created powerful footsteps
for women to use as a guide as they move forwards on their own leadership journeys. I
thank her and all involved with Women Ed for making me even more determined to
be the kind of leader that I would want the young women I see in my classroom
every single day to one day become.<o:p></o:p></span></div>
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Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com2tag:blogger.com,1999:blog-2293780396032891284.post-68427588090314221672017-07-16T03:51:00.001-07:002017-07-16T03:56:52.066-07:00On stickability and completing a year as a Senior Leader<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">This year has been my first as a member of a Senior
Leadership Team. I don’t blog much anymore but I’ve managed to signpost it with
blogs <a href="http://mrscspalding.blogspot.co.uk/2016/09/getting-into-groove-4-weeks-into-year.html" target="_blank">at the start</a>, <a href="http://mrscspalding.blogspot.co.uk/2017/02/sage-and-student-mid-way-through-year.html" target="_blank">in the middle</a>, and now this one at the end.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">I’m proud to say the year is ending with a move to a new school
as Assistant Headteacher. But it hasn’t all been success and there’s a deep
sense of sadness that I’m leaving my school with the oxymoronic Ofsted
judgement of a ‘Good’ Sixth Form and ‘Inadequate’ overall.<o:p></o:p></span></div>
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<span style="background: white; color: #222222;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Looking at my blog
written in February there’s a heart-wrenching naivety in the line I wrote in
regards to the English Faculty specifically: “For the first time, I feel we’ve
entered a point in our development where we can now secure and anchor the
changes we’ve put in place.” Special Measures triggers wholesales change in a
way you can’t imagine until you’re deep inside it.<o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><span style="background: white; color: #222222;">However, this isn’t
going to be a blog about The Framework and the mismatch between an Inspectorate
and a body that supports school improvement. This term I met Justine Greening
MP who did at least seem to ‘get’ that our current punitive system must change if
we are going to finally warms up those cold spots.</span> <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">This blog is not about that as I won’t let it be the
defining memory of either this year or my time at my school. My school deserves
better than that and I deserve better than that. No, this is a blog about
stickability.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">When I became a teacher there wasn’t a backup plan for me. I’ve
never wanted to do something else ‘when I’m older’ and to be honest my only
thought when I hear teachers say they would like to do something else is: ‘Do
it now. Life is too short!’ <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">I went into the job full force and there still seems
something wholly right to me about being in a school and devoting a big fat
chunk of my life to learning. Side note: I have never been scared of the word ‘vocation’.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">It’s only now I realise how powerfully this relates to being
a Senior Leader. If you intend to be in this profession until you retire then
you do things differently. Workload truly matters as it’s the only way you
create sustainable practices that let people have long, happy and healthy
careers in education.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Similarly, if you genuinely believe that teachers get better
with experience - alongside continual reflection on improving their practice – then,
again, you do things differently. You’re wary of rapid promotion and value the
point of view of more experienced colleagues even when they’re different from
yours. You recognise you are still learning. You value career progression and
opportunities for colleagues at all stages of their career.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">If you recognise we are all playing the long game then you believe
that - even with a sense of urgency - real change happens over time and in a
way that shifts whole school culture. This means you do things differently. You
don’t idolise schools that have quick turn arounds but instead seek out schools
and school leaders that have sustained outstanding student outcomes for many
years. You realise that if it seems too good to be true then it probably is. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Excellent school leadership isn’t pizzazz, it’s hard graft. It’s
not about soundbites and plaudits, celebrating your own arrogance or putting
others down. It is about communities, working tirelessly to put young people
first, and compassion for all. It’s not big words. It’s having one too many
coffees, laughing at yourself, and finding spiders in your office. And I love
it.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">I know one day I’ll return to my current school and I find
reassurance that many of the same faces will still be there. Come what may as
the Ofsted winds blow there’s commitment and loyalty in our staff body and a
gritty determination to serve and learn and improve. Even if they don’t use the
word, our teachers know that it is our stickability that our communities and
our profession deserve. <o:p></o:p></span></div>
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Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com1tag:blogger.com,1999:blog-2293780396032891284.post-62017443744837376402017-05-01T03:31:00.000-07:002017-07-16T03:54:45.145-07:00Teaching ideas: what has worked for me recently?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">I've been pretty rubbish at blogging about practical teaching strategies for a while now. Perhaps it's my new role this year or starting to write for TES, but squeezing blog writing into my schedule has become a bit of an impossible task. Luckily, the seconds it takes to quickly take a photo and write a tweet has meant I haven't stopped documenting much of what works in my classroom.</span></span></div>
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">For a while I've been meaning to pull all of this together so that people can find it without having to try to navigate the search function on Twitter. Finally, thanks to the joys of the bank holiday I've done it. So, here goes: an attempt to sum up what has worked for me recently in my English classroom...</span></span></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><u>Notes:</u> I've only included things that I think are originally my ideas or were inspired by the work of the brilliant teachers in my Faculty. If you are at all concerned I've not credited or have incorrectly included someone else's idea please do just give me a shout! </span><span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;">I've also hyperlinked to the original tweet as in many cases people have gone away and produced something better in their own schools as a result. </span></span></i></div>
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://twitter.com/MrsSpalding/status/824601737696866304" target="_blank">Original tweet</a></b></span></span></div>
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Aim high and introduce GCSE students to critical theory using <a href="https://www.dropbox.com/s/6378nbycpgk4nua/Critical%20postcards%20for%20GCSE%20English%20Literature.docx?dl=0" target="_blank">my postcards</a>. If you search 'critical postcards' on Twitter you'll see a million adaptations for different texts.</b></span></span></div>
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://twitter.com/MrsSpalding/status/800820051230257152" target="_blank">Original tweet</a></b></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Use circles to scaffold analysis instead of sentence starters. This is the work of Lauren Hucknall (@HucknallL) who's in my Faculty. You should all follow her as she's a ridiculously brilliant teacher who I've nicked heaps from this year.</b></span></div>
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://twitter.com/MrsSpalding/status/854247546625110016" target="_blank">Original tweet</a></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQENCXwHopNB4jSaSONTVYbE48dFY2MH71LMH8zYnFTJyyvzM9siYOH8c3KBdpAdJ39rGbHwMiLFChFNvy2KQb_17yXgfearq6TFwiO9t4O-OwnnM9QNPcL_b1XmCJmyLdjBde8kTvVKEy/s1600/Screen+Shot+2017-05-01+at+10.53.50.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQENCXwHopNB4jSaSONTVYbE48dFY2MH71LMH8zYnFTJyyvzM9siYOH8c3KBdpAdJ39rGbHwMiLFChFNvy2KQb_17yXgfearq6TFwiO9t4O-OwnnM9QNPcL_b1XmCJmyLdjBde8kTvVKEy/s400/Screen+Shot+2017-05-01+at+10.53.50.png" width="400" /></span></a></div>
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<span style="background-color: #f5f8fa; color: #14171a; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Students often struggle to explain the effect on the reader or the impact on language beyond happy/sad. Create a word bank at the start of the lesson by getting them to label emojis.</b></span></span></div>
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://twitter.com/MrsSpalding/status/821089076136841216" target="_blank">Original tweet</a></b></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAd4m7xY1Pj8MjT2_KjiMlV-ZyWQ62ikwR3C0jkINtprMB0O75QugPwv3PTgkDGhM3paasCVLNkkWEEBno8GL_8xsdpo9jGGB0Px5qTXzfZoGXijV-aXt-Jn_M6XQAuHKhy_qhJI2FXXOR/s1600/Screen+Shot+2017-05-01+at+11.17.22.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAd4m7xY1Pj8MjT2_KjiMlV-ZyWQ62ikwR3C0jkINtprMB0O75QugPwv3PTgkDGhM3paasCVLNkkWEEBno8GL_8xsdpo9jGGB0Px5qTXzfZoGXijV-aXt-Jn_M6XQAuHKhy_qhJI2FXXOR/s320/Screen+Shot+2017-05-01+at+11.17.22.png" width="320" /></a></div>
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Give your students <a href="https://www.dropbox.com/s/643sxmgbyvgu6je/GCSE%20English%20subject%20terminology%20flash%20cards%20-%20Jan%202017.docx?dl=0" target="_blank">these terminology flash cards</a> to improve their critical vocabulary.</b></span></span></div>
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://twitter.com/MrsSpalding/status/822135137378902016" target="_blank">Original tweet</a></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB2THTwIYFKNZ-hRk8AgvsBGlyWtzUWN68CI7JL5pT9oCLzTI07TlmBAc2jt3ioEMV_WNPD6ZEf81qe-UqtPLoVJGXhYhyphenhyphenrjlzCugWZm73jwt1L-azr-llTZGDJiPpJmx2fH0YzEbLTwJj/s1600/Screen+Shot+2017-05-01+at+11.14.04.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB2THTwIYFKNZ-hRk8AgvsBGlyWtzUWN68CI7JL5pT9oCLzTI07TlmBAc2jt3ioEMV_WNPD6ZEf81qe-UqtPLoVJGXhYhyphenhyphenrjlzCugWZm73jwt1L-azr-llTZGDJiPpJmx2fH0YzEbLTwJj/s400/Screen+Shot+2017-05-01+at+11.14.04.png" width="400" /></a></div>
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<span style="background-color: #f5f8fa; color: #14171a; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Try limiting the ways GCSE short story writing can be structured using these three approaches. Free rein is rarely successfully in my experience...</b></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://twitter.com/MrsSpalding/status/832174175213199361" target="_blank">Original tweet</a></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmH6hFw2b-OqpWclvf5AdhD8KIhgAKwmkfghx4bAEHcy_tHKSiRP8vGSI8x1MQz1P8cdAf6EGHDL1lcwfVB7IiKeHvlavIC8hODJ_0cPZeSiNQsOj2H94YqKAVpuaB9HJs3KmwKrD4W5HV/s1600/Screen+Shot+2017-05-01+at+10.59.48.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmH6hFw2b-OqpWclvf5AdhD8KIhgAKwmkfghx4bAEHcy_tHKSiRP8vGSI8x1MQz1P8cdAf6EGHDL1lcwfVB7IiKeHvlavIC8hODJ_0cPZeSiNQsOj2H94YqKAVpuaB9HJs3KmwKrD4W5HV/s400/Screen+Shot+2017-05-01+at+10.59.48.png" width="400" /></span></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Or, teach them to write from unusual narrative perspectives.</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://twitter.com/MrsSpalding/status/822423230782861312" target="_blank">Original tweet</a></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9IuLk0uMwSSkNRAwiyHUs_jkSJQw0WGSP8kYhz3J1QHNysDoEtCdOY1I3WfjixHRajLslGea6Nhq0uYsgEAq8dAyWLrV7MGGmQYJQPbCHaFEFgAMoq2e_3O7iF829obU9ja2Cbv000YMS/s1600/Screen+Shot+2017-05-01+at+11.11.05.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9IuLk0uMwSSkNRAwiyHUs_jkSJQw0WGSP8kYhz3J1QHNysDoEtCdOY1I3WfjixHRajLslGea6Nhq0uYsgEAq8dAyWLrV7MGGmQYJQPbCHaFEFgAMoq2e_3O7iF829obU9ja2Cbv000YMS/s320/Screen+Shot+2017-05-01+at+11.11.05.png" width="276" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4scnoJ6aN5C2ZbPsirWspPaTf6kfObKthb-JmKIIwdk1XcDGfDpoOGB8QMXCmrB6WyE44uoBacpL4RWslaxHi-8Vv-7q4f55q3rP-cep1INvMzNdlLLj96_n4ZOCym-mucLV4HH36Gpxn/s1600/Screen+Shot+2017-05-01+at+11.11.11.png" imageanchor="1" style="clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4scnoJ6aN5C2ZbPsirWspPaTf6kfObKthb-JmKIIwdk1XcDGfDpoOGB8QMXCmrB6WyE44uoBacpL4RWslaxHi-8Vv-7q4f55q3rP-cep1INvMzNdlLLj96_n4ZOCym-mucLV4HH36Gpxn/s320/Screen+Shot+2017-05-01+at+11.11.11.png" width="227" /></a><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9HulrSuSkTs1_olHTCRG8lqiddvTil6UzJ2_yyrh5zJpfA_j02BinAwqD3Kj9T35q38JC3Erfb5LJOqD4KHClkBbz7FguO_nKbTYNHoC6dXKvIv6f2-ALrc6KVONx7_wjbR0o7_6s2OXY/s1600/Screen+Shot+2017-05-01+at+11.11.17.png" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="118" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9HulrSuSkTs1_olHTCRG8lqiddvTil6UzJ2_yyrh5zJpfA_j02BinAwqD3Kj9T35q38JC3Erfb5LJOqD4KHClkBbz7FguO_nKbTYNHoC6dXKvIv6f2-ALrc6KVONx7_wjbR0o7_6s2OXY/s200/Screen+Shot+2017-05-01+at+11.11.17.png" width="200" /></a><br />
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<span style="background-color: #f5f8fa; color: #14171a; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Give students a vocabulary help sheet - not just analytical terms - when approaching a literary text. </b></span></span></div>
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<a href="https://twitter.com/MrsSpalding/status/847174083649425409" target="_blank"><span style="font-family: "arial" , "helvetica" , sans-serif;">Original tweet</span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyEZ9h_0isdGq5sgzyLboMzb-h_0h_USMtn8qmT4FnLdLTUouS7JkrWgFZ4dMOaLORO9wPdNe0kQ0a3UMTR_LA4wPjUPQYekJABdqQrQP67LZnL-j0NTHIQw3ww7SDxvp0o10xvpcl8u8c/s1600/Screen+Shot+2017-05-01+at+10.55.26.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyEZ9h_0isdGq5sgzyLboMzb-h_0h_USMtn8qmT4FnLdLTUouS7JkrWgFZ4dMOaLORO9wPdNe0kQ0a3UMTR_LA4wPjUPQYekJABdqQrQP67LZnL-j0NTHIQw3ww7SDxvp0o10xvpcl8u8c/s400/Screen+Shot+2017-05-01+at+10.55.26.png" width="312" /></span></a></div>
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<b style="background-color: white; color: #14171a; font-family: Arial, Helvetica, sans-serif; letter-spacing: 0.27px; white-space: pre-wrap;">Try synonym links as a quick task to build vocabulary. Ask students to consider the impact of each word choice. Note this was nicked from a member of my Faculty who's not on Twitter.</b></div>
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<span style="background-color: #f5f8fa; color: #14171a; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Use 'Would I lie to you?' to introduce new vocabulary. In this examples the words were taken from short story students were about to read. </b></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://twitter.com/MrsSpalding/status/818086715084705792" target="_blank">Original tweet</a></b></span></div>
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<b style="background-color: white; color: #14171a; font-family: Arial, Helvetica, sans-serif; letter-spacing: 0.27px; white-space: pre-wrap;">Use sticky labels to help students organise their revision work</b></div>
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<span style="background-color: white; color: #14171a; letter-spacing: 0.27px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://twitter.com/MrsSpalding/status/831585006388666373" target="_blank">Original tweet</a></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVbiF_zQ6dIbi2P6Xh0jLmSdqQPN8IaQQw9NzxBheIjyaSIJfCHuY4HuuvSlJchAOiFsWax-1TDJNS7yE8GIwHoKyzFqribrNDACxoxA_3_MWHKQIC1lv-hFA3_Z5f9g6mzjjp718nbhyphenhyphenW/s1600/Screen+Shot+2017-05-01+at+11.01.19.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVbiF_zQ6dIbi2P6Xh0jLmSdqQPN8IaQQw9NzxBheIjyaSIJfCHuY4HuuvSlJchAOiFsWax-1TDJNS7yE8GIwHoKyzFqribrNDACxoxA_3_MWHKQIC1lv-hFA3_Z5f9g6mzjjp718nbhyphenhyphenW/s320/Screen+Shot+2017-05-01+at+11.01.19.png" width="320" /></span></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Label your resources by number for ease of reference. Make '0' the SoW and any pre-reading you want teachers to complete.</b></span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://twitter.com/MrsSpalding/status/827211890820579329" target="_blank">Original tweet</a></span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>We write on the cover of books when we do work scrutiny and moderation so students, parents, and senior leaders can see that we have high expectations and are checking.</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; white-space: pre-wrap;"><a href="https://twitter.com/MrsSpalding/status/838376300112924672" style="white-space: pre-wrap;" target="_blank">Original tweet</a></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxImzwyCjAKX0yW7_AKK0TqmWydmoj2OphH1ylcHXdCU6yB1UtNDjz8bOXLAKDWQ48DC56XR8J7d7fQJXEL051OQbwejL-KwdR-Q9oJqe8pe9FjYiUW71EHh7ZQbu5KmyPHnCmQIPH2RZ5/s1600/Screen+Shot+2017-05-01+at+10.56.52.png" imageanchor="1" style="font-family: Arial, Helvetica, sans-serif; margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxImzwyCjAKX0yW7_AKK0TqmWydmoj2OphH1ylcHXdCU6yB1UtNDjz8bOXLAKDWQ48DC56XR8J7d7fQJXEL051OQbwejL-KwdR-Q9oJqe8pe9FjYiUW71EHh7ZQbu5KmyPHnCmQIPH2RZ5/s400/Screen+Shot+2017-05-01+at+10.56.52.png" width="384" /></a></div>
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Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com0tag:blogger.com,1999:blog-2293780396032891284.post-11423427384138081932017-02-12T11:06:00.002-08:002017-07-16T03:54:39.862-07:00Sage and student: mid-way through a year as a member of SLT<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 12pt;">It’s February half term, that most emblematic of school holidays.
It signals to teachers up and down our fair land that the crucial halfway point
has been breached. From here on out, days will lengthen, but exam pressure will
correlatively increase.</span></div>
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For me, this week marks midway between the start and end of my
SLT secondment: the perfect time to update <a href="http://mrscspalding.blogspot.co.uk/2016/09/getting-into-groove-4-weeks-into-year.html" target="_blank">the post I wrote just four weeks in.</a><o:p></o:p></div>
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As Director of English <u>and</u> Associate Senior Leader,
having a foot in both camps hasn’t always been a comfortable straddling. I’ve
royally cocked up by stepping on our wonderful HoD’s toes more than once (sorry,
Greg) and if I’m brutally honest I’ve also let my gaze drift from my specific
area of responsibility, Key Stage 3, more than I should’ve at times. However,
being removed even in part from Faculty leadership has allowed me to truly
appreciate some of the areas where, I feel, we have got it wholly right.<o:p></o:p></div>
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Over the last couple of years, I’ve watched English teachers
new to the profession grow into strong and brilliant professionals. We’ve
retained teachers who inspire our students to love our subject every single day
when it would’ve been easier in so many ways for them to go elsewhere (I’m
looking at you, Fry). We teach exciting - new and impressively old - books and
we have a library (@libraryatTHS) that is a shining beacon of good practice.<o:p></o:p></div>
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As an English team, we’ve pursued a curriculum and approach
to teaching built on principle and not gaming – arguably sometimes to the
detriment of headline figures. We’re a diverse and feisty bunch in so many ways
which can lead to the clanging of heads, but I’m ultimately proud when I walk into
our superbly messy work room. School improvement is a wiggly line, but all in
all our kids get a damn good deal: if you don’t believe me then the 25% rise in
core English expected progress at the end of Key Stage 4 tells me we must be
doing something right.<o:p></o:p></div>
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For the first time, I feel we’ve entered a point in our
development where we can now secure and anchor the changes we’ve put in place.
It’s not about wholescale rewriting, but refinement and confidence in our own
practices – holding firm on the tiller despite the choppy waters of an upcoming
Ofsted - which feels bloody wonderful.<o:p></o:p></div>
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More personally, I’ve also realised that six years in one
school can develop a powerful sense of security. I know my context: our
community, our students, and our staff. I don’t take for granted that I also
feel a sincere love for the peculiarities and unique brilliance of my pad. Come
to teach in our school and be warned that if you ask for volunteers to read
aloud you’ll get at least 50% of the class enthusiastically waving their hands
in the air. Our students have humour, honesty (OK, perhaps too much at times), modesty
(or a lack of understanding of their own capabilities), and they soak up
vocabulary and ideas like sponges. Our teachers are wry, warm, and defiant
despite the external forces that make their job so very challenging. <o:p></o:p></div>
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<i style="mso-bidi-font-style: normal;">Side note: in my
school I have always felt cared for, valued and invested in. If you don’t feel
like that then know that there are places where you can teach and feel like
this. This isn’t the same as saying the job hasn’t been impossibly hard and
downright maddening. But my tears have always been met with genuine care and
empathy, as well as a willingness to find a speedy solution.<o:p></o:p></i></div>
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Even frustrations I once felt when some teachers work in a
different way to me, I’ve realised can be assets when approached in the right
way. It was something my Head said that has stuck with me. You don’t have to be
all types of leader. You just have to know someone who is what you need and
then to find ways to work with and deploy them.<o:p></o:p></div>
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But as this confidence has grown, so has a certain nagging
awareness of my own deficiencies. At SLT meetings there have been times I’ve
felt searingly aware of having the squealing ignorance of a new born. Attendance
protocols and the law surrounding parental fines. Safer Recruitment training
and the measures for checking the credentials of interview candidates. The
Science curriculum. I am sharply aware of how much there is I still need to
know. <o:p></o:p></div>
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I’m in so many ways the student again and the mountain that
needs to be climbed at times has felt overwhelming.<o:p></o:p></div>
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What I didn’t expect has been the way that this self-reflection
has even permeated back into my classroom practice. It doesn’t matter how many
time ‘pace’ has popped up as an area for improvement on my lesson observations,
the real lightbulb moment this year came from a Y10 lad called Ben: “Miss,
seriously, just SLOW DOWN. Take a breath.” I finally have confronted the fact
that in my eagerness to ‘crack on’ I speak far too quickly and in a way that
can leave students behind. <o:p></o:p></div>
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In my mind this new found self-awareness is not entirely
unrelated from my feelings of ignorance around the SLT table. I’ve learned to
be more prepared to accept that I just don’t know and that I need to learn how.<o:p></o:p></div>
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Scrap that: I’ve learned to accept I’ll never know
everything. I will always be learning as a teacher and a leader. I will often have
to seek out someone who knows more than me and rely on the knowledge and
understanding they have and I don’t. In the case of my lessons, this could well
be a 15 year old student.<o:p></o:p></div>
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I’m not religious, but I do like yoga and there is something
of the yogi in the realisation that I’m going to be both perpetually at the start
of the path and also well on my way.<o:p></o:p></div>
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So where does this path lead? What is the next step? As I
near the end of at least this part of my journey, I’ll be asking whether I’ve
done what I set out to: improve outcomes for the students in our care and maintain
the relentless focus required for school improvement, even when the headwinds have
been strong and the gales have blown from the north. It’s only by doing this I’ll
know what I’ve really achieved. <span style="font-size: 12pt;">For self-realisation and ‘stuff done’ is not
the same as impact.</span></div>
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Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com2tag:blogger.com,1999:blog-2293780396032891284.post-54848490046557589762017-01-02T10:34:00.002-08:002017-07-16T03:55:00.947-07:00Nurture 2016/17<div dir="ltr" style="text-align: left;" trbidi="on">
<b><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Three positives for 2016</span></b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>1. Our GCSE results improved.</u> </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">This one of course needs couching with 'They're still not good enough', but for once I felt like the improvements I've seen in my school over the last five years were borne out by external verification.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><u><br /></u></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>2. I become part of the Senior Leadership team.</u></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">And it was ace. Honestly, being challenged in totally new and different ways has renewed my absolute love of this daft job. I sincerely hope I can do my school and Head teacher proud in this role as we face Ofsted in the next term. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><u><br /></u></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>3. I started to write for TES.</u></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">To echo @Positivateach, I have no doubt that many an English teacher secretly harbours a dream of writing professionally. For me, it was always a vague wish to produce surrealist feminist fiction in the vein of Angie C. Never non-fiction. That's perhaps why I'm still so crap at writing the type of data and research driven blog post that the likes of @LadyBarkBark produce so effortlessly. Anyway, to be asked to contribute to a magazine I grew up with has been wonderful. Nerdily, I think I've also learned more about how to write for commission which has fed back into the way I teach GCSE writing to show a viewpoint. Double win.</span><br />
<br />
<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Three hopes for 2017</span></b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>1. My new Withings fitness tracker stays on my wrist.</u></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">I am the cliched New Year gym bunny who collapses on the sofa and doesn't move from it a fortnight in. I'll never be a marathon runner - or 5k runner for that matter - but it'd be nice to think my commitment to not getting out of breath jogging to repro and back sees out the year.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>2. To keep doing things that scare me a little bit.</u></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">To clarify, I'm not talking bungie jumping. I mean more speaking at conferences, applying for stuff like the DfE Teacher Reference, or volunteering to lead assemblies. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">On the inside of my wedding ring is the word 'Adventure' and I intend to live up to that mission statement from now until my dotage.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>3. To secure an Assistant Head teacher post</u></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">My current SLT role is a temporary secondment and I'm already looking ahead to September when it ends with a heavy heart. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">With the adage</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> 'leaders grow leaders' at the forefront of my mind, I feel now is the right time personally and for our department for me to be wholly hand over the reins to the superb (new) </span><span style="font-family: "arial" , "helvetica" , sans-serif;">@HeadofEnglish.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="font-family: "arial" , "helvetica" , sans-serif;">With one foot still in Faculty leadership, I'm painfully aware I've not always got it right in terms of stepping away from KS4 in particular since September, but I really can say hand on heart I will be passing the English team on to an immensely strong leader who will take our team on to greater heights. Now for the pesky issue of securing myself a new job... Eek.</span></div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com1tag:blogger.com,1999:blog-2293780396032891284.post-90033828721707311082016-11-25T11:36:00.002-08:002017-05-01T11:16:29.058-07:00Can you become nicer?<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span style="font-size: 12pt;">I’m going to let you into a secret: I’m not a very nice
person.</span></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
Now, before you start with platitudes and denials, let me
elaborate a little. Firstly, I am incredibly lazy. There is not a single shred
of me that would rather get up on a Sunday to mark students' work than stay in
bed. On break duty, I’d much rather mill around the central courtyard than pace
the corridors and my gym kit has wallowed for the last three weeks in the
passenger seat of my car (and yet I will loudly tell anyone who listens I’m a
devotee of yoga).<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
But, it gets worse. When I’m tired, I’m mardy*, with my best
mates after a glass of wine I’ve been known to make some <i style="mso-bidi-font-style: normal;">seriously</i> bitchy comments, and when people like my teaching ideas on
Twitter I feel a twinge of hubris which left unchecked could easily develop
into full blown narcissism.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
Earlier this week a few people weren’t desperately nice to
me online. But that didn’t make me feel shocked or surprised. I get it.
Because, remember, I’m not nice either.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
What does surprise me is that, unlike me, many of these people
don’t seem to want to do something about their lack of ‘niceness’.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
Now, I’m not talking about being Kate Middleton ‘nice’. God
help me. No, my version of nice isn’t Victoria spongecake, Daniel Buble, or a
photo of a baby next to one of those bloody annoying ‘2 weeks old today’ cards.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
To me, being ‘nice’ first and foremost means being kind. In
other words, ensuring whatever you want to say or do doesn’t make others feel
less crappy than it really needs to. When my mum was an RE teacher she had twenty
versions of the ‘golden rule’ – treat others how you want to be treated – from
different religions emblazoned on the walls of her classroom. As a happy
atheist, I too think it’s a pretty good marker for whether your actions are kind
and decent.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
By my definition, being a ‘nice’ person also means trying
really damn hard to have empathy with others and then using it to inform your opinions
and reactions: particularly when you don’t agree with someone. Part of this has
got to mean that the idea of having ‘a decent sense of humour’ is rewritten to mean
‘having a sense of humour with decency’.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
So, how do you stop yourself laughing at blonde jokes, Ricky
Gervais’ ‘Life’s too short’, or (ahem) the gender pay gap? I think Daniel
Goleman has the answer. <o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
When I read Goleman’s work on ‘emotional intelligence’ for
the first time last year (the book having been gifted to me by someone who has
EQ in bucket loads) it made me see that, rather than being slave to some innate
‘personality’, we have agency and choice when it comes to reactions that we
otherwise see as instinctual. <o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
Crucially – and this is also an increasingly important idea
for me in my teaching– we can hardwire new impulses through conscious
repetition that forms new habits.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
In other words, you <i style="mso-bidi-font-style: normal;">can</i>
make yourself nicer.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
Goleman explains that emotional intelligence and the
resulting behaviours can be changed by seeking out experiences that allow us to
practise the aspect we want to develop and then getting constructive feedback
on our progress. It’s arguably why really good friends will tell you when you’ve
pissed them off, are blowing your own trumpet, or being a bitch. They want a
nice friend and by flagging up when you’re not so nice it’s helping you learn
better habits.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
Goleman made me see that I may not be a nice person all of
the time. But, by seeking out opportunities to be kinder and more empathetic I
will steadily grow these aspects of myself. I’d like to think that’s what prompted
me to pick up my phone on Tuesday morning when I saw someone not being so kind
or showing empathy to 50% of the population.<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
In conclusion, there’s no excuse not to be ‘nice’ and I
wonder if Piers Morgan has any really good friends.**<o:p></o:p></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">* Southerners, read ‘moody
without good cause’.<o:p></o:p></i></div>
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<i style="mso-bidi-font-style: normal;">** In my defence, I did
say I was bitchy after a glass of wine. <o:p></o:p></i></div>
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Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com0tag:blogger.com,1999:blog-2293780396032891284.post-3214075755760332772016-09-30T12:04:00.001-07:002017-02-12T11:06:32.862-08:00Getting into the Groove – 4 weeks into a year as a member of SLT<div dir="ltr" style="text-align: left;" trbidi="on">
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teacher knows that in each academic year your week develops a distinct
rhythm.</span></div>
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<br /></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Perhaps your
PPA is clustered on one day – a time of valued coffee breaks and essential catch-ups
with colleagues over your marking – whilst on another you might find *that*
troublesome Year 9 group follows your ‘interesting’ Year 11s. Add in a morning
briefing, break duty, and lunchtime detentions and there are certain days you know
you just have to get through.<o:p></o:p></span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">After ten
years, I’ve become used to the rise and fall of the teaching week. With five
years as HoD under my belt, I’d also become relatively competent at managing my
middle leadership duties on top of my own planning, preparation, and assessment.
<o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">However, this
September I became an Associate Senior Leader and I’ve found that I’ve
struggled to establish that familiar, reliable rhythm.<o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">My day now
starts (three days a week, at least) at 8am with SLT briefing. Gone are the twenty
minutes that used to be spent getting ready for my day and liaising other English leaders in preparation for the day ahead. In the winter months, it was also the time
spent prepping cover for flu-ridden colleagues. </span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">On Mondays, my day now ends at
6pm after the SLT meeting. Added to this, as signalled by my mandatory neon
jacket, walkie talkie, and master key, I’ve found my time taken by additional
SLT duties. Officially, my duty days are Friday and Tuesday morning, but I feel
obligated to be a line of support across the school at all times. </span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">In short, my school
days start earlier, end later, and are now even busier than as a middle leader.<o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">All of
these aspects of the role I was, of course, prepared for and I welcome the
chance to be involved in decision making at a strategic level and to be a more
visible presence across the school. What I’ve had to do is adapt my rhythm by
finding new ways of working: smarter, faster, and with greater delegation. <o:p></o:p></span></span></div>
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<br /></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">As a side-note, if it wasn’t for our excellent new Head
of English, I’m not sure managing my reduced time would be possible. My school
has rightly invested in his development as a leader (DHoF, SLP, NPQSL) and as
such they’ve given me rock-solid foundations on which to base my own
progression.<o:p></o:p></span></span></i></div>
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<br /></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I’ve also had
to find my groove in a brand new team, one that’s close-knit from previous
cycles of the school year. As a current leader of a core subject there have
been times when I’ve felt my experiences have given me an opposing point of
view to others but I’m keen that this becomes an asset and a strength
of my involvement, rather than a staccato note in the concertos of our meetings.<o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">What I’d
not expected from my new role, is the harmony I’ve found with other subject
areas. Leading 'Assessment without Levels' across the school has given me access
to the hallowed turf of other Faculty work rooms. As I’ve traversed the
corridors to seek people out to talk data, SIMs, and problem solving, I’ve
discovered a greater sense of camaraderie and shared purpose than I ever had when confined within English. I’m also more keenly aware of the role of support
staff, like our superb new Data Manager, in realising projects that will
eventually impact on student achievement.<o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Similarly, leading
events for parents and being regularly stood at the school gates has also given
me a deeper sense of the school’s place within the community. I’ve never felt
quite so proud of the children in our care or alert to the immense support
families of all compositions give to them. My SLT work, whether it's related to the new Ofsted
framework or the nuances of Attainment 8/Progress 8, don’t abstract me from
this but make my focus on it even sharper as I begin to fully understand the significance
of our school within the community that we serve. <o:p></o:p></span></span></div>
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<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">In
conclusion, perhaps it’s no longer about trying to find a rhythm: it’s about realising
my own small part in a great symphony.</span><o:p></o:p></span></div>
</div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com2tag:blogger.com,1999:blog-2293780396032891284.post-74852644933668673082016-08-29T11:32:00.001-07:002017-05-01T11:16:39.123-07:00The five stages of post-results intoxication<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Last year,
I wrote a post about ‘<a href="http://mrscspalding.blogspot.co.uk/2015/09/the-five-stages-of-post-results-grief.html" target="_blank">The five stages of post-results grief</a>’ that I went through in
the subsequent days and weeks after results day. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">This year,
I am pleased to say, that the number crunching wasn’t accompanied by the
overwrought sobs of the year before, but I have been surprised to still find
myself experiencing the proverbial rollercoaster of emotions which leads me to this post: ‘<b style="mso-bidi-font-weight: normal;"><u>The five stages of post-results intoxication’.</u></b><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"><br></span></o:p></span></div>
<div class="MsoNormal">
<u><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Feeling
good<o:p></o:p></span></span></u></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">It is the
morning of results day, the headlines are in and, for once, it becomes apparent
that it’s good news. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">You shout to
your husband, text your parents, and tell your (bemused) cats. Together they
breathe a collective sigh of relief that they won’t be scraping you up off the
floor, this year at least. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">In the
shower, you allow yourself a wry smile for the students who have fallen on the
right side of the grade boundaries for once. You chuckle as you dry yourself knowing
that this year when the school’s headline measures are flashed up for all to
see in the first school meeting back you won’t be staring at the worn-out
carpet. <i style="mso-bidi-font-style: normal;">You wonder 'Is a jaunty finger click
and wink to the Assistant Head taking it a bit too far…?'<o:p></o:p></i></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Rifling
through your wardrobe, you take out your new shirt despite it really being
‘Parent’s evening best’. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">In the car,
driving in, you sing loudly to Adele. You hate Adele.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"><br></span></o:p></span></div>
<div class="MsoNormal">
<u><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Euphoria<o:p></o:p></span></span></u></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">When you finally
sit around the computer screen with others and see the forecast impact of your department's results on whole school measures there are actual high fives. Together you glimpse a
very different potential outcome of the upcoming Ofsted visit to the one that has
been stalking your collective nightmares.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Individual
subject results may be a ripple in the pool of school life, but in English and
Maths they have the potential to be a crashing wave. Most English Heads of
Faculty are all too aware of this and when a set of results impacts positively
on colleagues and friends it can feel like you’re finally swimming with the tide rather than thrashing against turbulent waters as it’s often felt in the last
few years.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">We might all
strive to be radiators but a set of half decent results lights a bonfire; there
is a re-ignition of the belief that effort can equal outcome. <i>There is justice in the world after all!<o:p></o:p></i></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<u><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Bad
decisions/Talking loudly<o:p></o:p></span></span></u></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Thus the excitement
felt by you for your colleagues, students, and school leads to the desire to
<b>SHARE THE NEWS WITH THE WORLD</b>. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">You want
parents to know - immediately - see just how awesome this news is. Students need to know how proud they can feel of their
school and their achievements. You want other teachers to know that your school
isn’t what you’ll find on Data Dashboard when you whack the name into Google.
Sod it, if a future Inspector catches an eyeful what harm could it do?!<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">So, you
tweet your results: not the actual statistics, mind you, just the upward swing.
You have rash conversations with colleagues and other HoDs via text. You offer
advice and write brash declarations about the cause of the department’s
success, condensing a year’s worth of strategy and effort into a series of reductive messages. You
remember how you felt a year ago, but decide 'I would be pleased for me
too'.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<u><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Paranoia and depression<o:p></o:p></span></span></u></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">But as is always
the case, what must goes up must… Celebratory glass of wine in hand, you read
<a href="http://learningfrommymistakesenglish.blogspot.co.uk/2016/08/public-displays-of-affection-floating.html" target="_blank">Chris Curtis’ brilliant blog post </a>astutely comparing the trumpeting of results to an educational willy measuring contest. You think he’s writing about you. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Chastened,
you compare the results of your Faculty with others within your
school, within your local authority, within your subject.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Bottle of
wine now empty, you look again at your headlines and acknowledge you’re
still not where you want to be. Not by a long shot. </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">You dig a
bit deeper and realise your most able kids have bombed their usually strongest unit, the Poetry exam. A clutch of As and A*s are M.I.A.</span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">You think
about the student in your own class who didn’t make it. The one who came to the revision sessions
after school and in the holidays. The one who you knew was at risk of not quite
getting there but who on sheer bloody determination alone deserved to succeed. You
read back your tweets and feel that your excitement has somehow let him down. You
have let him down.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">You realise
the hard work starts again in a week’s time. You’ve still got that scheme of
work to write, lessons to plan, and a new job to settle into.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"><br></span></o:p></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><u>The Hangover</u></span></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">You crash down to earth with a bump, a dry mouth, and sense of impending doom that even paracetamol won't shift. </span></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br></span></span></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">But, unlike last year, it’s a soft landing.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br></div>
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<!--EndFragment--><br>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The flicker
of potential lit by our positive results will buoy us up against the groundswell
of current that has the potential to take us under once more. </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">I’m not complacent. We’re not complacent. We’re not there yet. If any school does in fact ever get ‘there’.</span></div>
<div>
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Much like the selfies in your phone the 'morning after the night before', I may cringe at my </span><span style="font-family: "arial" , "helvetica" , sans-serif;">garish tweets from results day, but in a year's time I'll enjoy seeing them in TimeHop as a record of when much-loved school succeeded when it feels like success is so often in short supply. </span></span></div>
<div class="MsoNormal">
<br></div>
</div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com0tag:blogger.com,1999:blog-2293780396032891284.post-46714003739630566842016-08-07T13:10:00.004-07:002016-08-08T00:43:03.186-07:00Identity, Professionalism, and Me<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">On Tuesday, I
get tattooed for the seventh time. Some would say it’s the teenage rebellion I
never quite grew out of. But then, at 32 and with a similarly tattooed spouse (and
mother who I’m convinced will get her first by the end of the summer) I’ve not
really got anyone to rebel from.</div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;">So, perhaps
it’s a rebellion not from ‘who’ but ‘what’? Like most schools, our policy is
for staff and students to have no visible tattoos. Could this be my attempt to
distance myself from the seemingly sterile confines of my school identity? Or to
mark myself out as some kind of educational radical or firebrand? No, not one
bit. I fully support any school policy that puts professionalism at its heart.
All of my tattoos will remain happily hidden on my return to work in September.
<o:p></o:p></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;">From the
moment I achieved QTS, I have valued professional status: I attend conferences
on Saturdays and read books to improve my subject knowledge; I work hard to keep
myself up to date and to get a little bit better at what I do every day. For
me, donning professional dress is an extension of the pride I feel for my
profession. In a political climate that has sought to devalue the professional
status of teachers and to denigrate the job I hold so dear, in my opinion, any
outward symbol of status and respect is to be embraced rather than quibbled
over.<o:p></o:p></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;">But it
would be a lie to deny that the moment the school bell goes at the end of the
summer term there isn’t a sense of release. This year, that exhilaration led me
to a bottle of purple hair dye. Any of my colleagues who’d have seen me two
days after the end of term would’ve been left wondering quite what had happened
to me at the hairdressers and whether I wouldn’t be best placed to sue. And
this leaves me with a dilemma. For there is clearly not one Caroline, but two.</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdFEY5rOduA7nua4O7CUnxAoC10ptqGcd9UmWxeQNBdMGNp6DfVNz4N53y6H-88QLJGWcY5tZ5f7F0CLm4bKfN0fbm5taLnXk3uIkXu2cyG1VXSsQ-bTdBi6mbIaFPswFC1S8Eu6YqPBEi/s1600/CSPA+photo.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdFEY5rOduA7nua4O7CUnxAoC10ptqGcd9UmWxeQNBdMGNp6DfVNz4N53y6H-88QLJGWcY5tZ5f7F0CLm4bKfN0fbm5taLnXk3uIkXu2cyG1VXSsQ-bTdBi6mbIaFPswFC1S8Eu6YqPBEi/s200/CSPA+photo.jpeg" width="150"></a></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;">Perhaps for
me these concerns have been exacerbated by a sense that, even from early adolescence,
defining my identity – exactly <b>who</b> I am – was never going to be
completely straightforward. Having skipped the Primary-age bonding due to a
move from the leafy confines of the Wirral to the more cosmopolitan hubbub of
Derby aged 11, I was always aware of being <b>different</b>. Be it gender,
sexuality, social class or musical taste, identifying with any given social group
didn’t feel particularly easy. As a result, I’ve often said that one of my
motivating factors for remaining in schools is a desire to help students who
see themselves as outsiders feel, well, less outside. <o:p></o:p></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">‘Things do get better’, will always be my persistent
message. Find one or two good friends and they will see you through. Or as the wonderful
Kathleen Hanna puts it: ‘Keep on living’.</span></i><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;">As I grew
older, I began to realise that there was maybe never going to be a definitive answer
to the question of identity, at least not for me. It was apposite that my undergraduate
dissertation was sub-titled (somewhat pretentiously) ‘The subject always asks:
what am I?’. And I’ve come to realise that the question of identity is one that
I will be continually asking, over and over again, as I change and the world
around me changes.<o:p></o:p></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;">It is a
question that is yet again at the forefront of my mind this summer as I take my
first steps into senior leadership. I am keenly aware that as a school leader
authenticity, and the practice of being true to your core values, is key to
your effectiveness. And yet, from the outside, it would appear that with my
hidden tattoos and purple hair at school the image I present is utterly inauthentic.
So, how do I reconcile the un-professional me with my desire to be seen as both
authentic and professional at work?<o:p></o:p></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;">Well, like
my core values, professionalism for me is unchanging. The way I present myself,
see myself, and am seen by others – my identity – may change. But what I
believe, work for, and the way I work, will not.<o:p></o:p></span></div>
<div class="MsoNormal">
<br></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9-pulguoHd3cLkUJ4UD7QkNNrYbPo8Ld-rEBHWfUy6z1g2nXlx5K1hbtSjilPaPXQl1xW9smRJqjR-n74YkK7UH7MWE6ewWclck0TsOud3vhON2V6Fq-sqqTODCFUIuSalPBMPDuUirVd/s1600/Screen+Shot+2016-08-07+at+21.06.39.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9-pulguoHd3cLkUJ4UD7QkNNrYbPo8Ld-rEBHWfUy6z1g2nXlx5K1hbtSjilPaPXQl1xW9smRJqjR-n74YkK7UH7MWE6ewWclck0TsOud3vhON2V6Fq-sqqTODCFUIuSalPBMPDuUirVd/s200/Screen+Shot+2016-08-07+at+21.06.39.png" width="199"></a>This stance
was tested last week at a local music festival when I bumped into one of my
current GCSE students. My violet hair was glowing bright, my tattoos were on
display, I was sporting a shirt with the word ‘Poison’ printed all over it, and
at least one pint of cider had been consumed. My initial reaction was to hide
behind the shirt of my good friend who was laughing loudly at my discomfort at
having been ‘caught’. But then I looked again at the wonderful, hardworking,
girl I teach and thought ‘Why on earth shouldn’t I show her that I like the
same music she does? That I’m a little bit different too?’ If one of my core
purposes is to make outsiders feel ‘less outside’ then it doesn’t matter
whether we’re in a field or a classroom; to be authentic is to ‘walk the talk’
and say a warm hello. So that’s what I did.<br>
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><br></span>
<span lang="EN-GB" style="mso-ansi-language: EN-GB;">I have no
doubt that that the young woman in question will go on to achieve a Grade 8. I
can only hope that even though she may not yet have a strong sense of who she
is, like me, she will have a </span>strong sense of the professional she can be.</div>
</div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com2tag:blogger.com,1999:blog-2293780396032891284.post-84881148248165263542016-05-31T08:48:00.003-07:002016-05-31T13:13:16.829-07:00Reassessing assessment<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
WOOO WOOOOOO all aboard the 'Assessment without levels' juggernaut!<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
So, this time last lear the time had finally come for my school to take its
first steps on the journey that is redefining assessment in a life after
levels.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
And what an<b> exciting</b> trip it's proven to be. Because, once you
get over the <i>terrifying, often chaotic, smorgasboard </i>of
options available to you, and get your head around the <i>appallingly
fragmented</i> nature of attempting to compare progress of cohorts across
differing specs, schools, key stages, LAs, systems, you'll realise we're
actually in a PRETTY POWERFUL position.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
For once the decision-making is in our hands: we are redefining assessment
in a way that works in our schools and for our students.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
Of course, all of this should be prefaced with the fact that I am a very
lucky teacher.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
I'm lucky that my school decided the way ahead was to set up a
working party of interested teachers to consider what might work best for us,
rather than making top-down decisions. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
I'm also lucky that at that working party, with just weeks of the summer term
left, our brave Senior AHT decided to listen to the
enthusiastic voices of the Faculty leaders for English and Maths (@mr_g_walton) and
gave us permission to go ahead with a September launch, piloting an
assessment model ahead of a school-wide launch in September 2016. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
Mostly, I'm lucky for the team work and quiet wisdom of my superb DHoF (@miss_s_fry) and the
skill and enthusiasm of our team for taking on a new approach whilst also
grappling with new GCSE and A Level specifications.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
In the rest of this post you'll find an attempt to quantify <b>what we
did, why we did it, and what happens next</b>. I've done a stack of reading
around the topic and apologise if I've unwittingly failed to credit any ideas
from others. I will say in advance that I'm 100% indebted to the magnificent <u>Freya
Odell @fod3</u> for sharing her own new KS3 assessment criteria and giving
me a much needed starting point for our own and the 'Growth and
Thresholds' work of <u>Shaun Allison @shaunallison</u> on which our
whole school approach is built. <o:p></o:p></span></div>
<div class="MsoNormal">
<b><u><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
<br />
What did we set out to do?</span></u></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
<b>1.</b> Rather than seeking to reinvent the wheel, we wanted to make
sure we used<b> best practice from other schools further on in their AwL
journey</b>. As already stated, our starting point was primarily the <u>‘Thresholds
and Growth’ model </u>developed by Shaun Allison, but I was also
interested by the way in which the likes of Alex Quigley (@HuntingEnglish)
mapped back from the skills students need to study English at A Level and
beyond.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br /></span></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: "arial"; font-size: 11.0pt;">2. We wanted to ensure that <u>clearly communicating to
students what they needed to do in the classroom to improve</u> was at the
core of our new assessment model.</span></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"> We also wanted to make this easier for
teachers, doing away with superfluous assessment folders, APP grids, cover
sheets etc. Basically, we wanted to do less better.<b> </b><o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
3. We wanted to focus on <u>achievement in relation to students’ end of
KS2 starting points</u>, showing that we valued the progress of ALL
students,</span></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"> in
order to foster a <u>growth mindset</u> and to encourage
students to value their own progress. <i>Early on we realised that
this necessitated rejection of purely age-related expectations which
weren't going to be appropriate for our wonderfully varied intake and that felt
unhelpful for students with SEN.</i><o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
4. We wanted to create assessment objectives that more effectively p<u>repared
students for the increased challenge of all the new GCSE/A Level courses.</u></span></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"> Again, we also
felt that intuitively we could reduce the number of AFs to create something
more easily communicated and understood.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
5. We wanted to m<u>ore effectively track</u> student achievement in
different aspects of English so we could <u>more effectively target our
interventions</u> to address underachievement.</span></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"> <i>This is one
we've returned to: 'do not collect data if you're not going to do anything with
it' I now have tattooed on my soul.</i><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--><o:p></o:p></span></div>
<div class="MsoNormal">
<b><u><span style="color: black; font-family: "arial"; font-size: 11.0pt;">What did we then do as a result?</span></u></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span><br />
<b><u><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br /></span></u></b></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">We
took a good hard look at book marking and decided that <b>what helps
students improve is high quality verbal and written feedback</b> - not an
often arbitrary number. We therefore decided all formative work would simply
state:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">ATL
= Attitude to learning<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">WWW
= What went well<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">EBI
= Even better if<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
</span></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;">We then
decided we still needed a <b>standardised way of knowing if students were
making good progress</b>. We decided to do this by staying with our model of
termly assessments. These needed to be marked and so we set about developing
our own AOs and assessment criteria.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
We did this by using A Level and GCSE assessment objectives to boil
down achievement in English to its base elements. </span></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;">For example, reading has
six AOs:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; mso-padding-alt: 0in 0in 0in 0in; mso-yfti-tbllook: 1184; width: 781px;">
<tbody>
<tr style="height: 3.3pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; height: 3.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="color: red; font-family: "arial"; font-size: 11.0pt;">A Level</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 3.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lit AO5: Explore literary texts
informed by different interpretations.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td colspan="2" style="border-left: none; border: solid black 1.0pt; height: 3.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 249.65pt;" valign="top" width="250"><div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lit AO2: Analyse ways in which
meanings are shaped in literary texts.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lang AO2: Demonstrate critical
understanding of concepts and issues relevant to language use.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lang AO1: Apply appropriate
methods of language analysis, using associated terminology </span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 3.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.85pt;" valign="top" width="125"><div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lit AO1: Articulate informed,
personal and creative responses to literary texts, using associated concepts
and terminology</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 3.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lit AO4: Explore connections
across literary texts.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lang AO4: Explore connections
across texts, informed by linguistic concepts and methods.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 3.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.85pt;" valign="top" width="125"><div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lit AO3: Demonstrate
understanding of the significance and influence of the contexts in which
literary texts are written and received.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lang AO3: Analyse and evaluate
how contextual factors and language features are associated with the construction
of meaning.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 2.9pt; mso-yfti-irow: 1;">
<td style="border-top: none; border: solid black 1.0pt; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="color: #0070c0; font-family: "arial"; font-size: 11.0pt;">GCSE</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #0070c0; font-family: "arial"; font-size: 11.0pt;">AO1 Identify and interpret explicit and implicit information
and ideas. Selects and synthesises evidence from different texts.</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.85pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #0070c0; font-family: "arial"; font-size: 11.0pt;">AO2 Explain, comment on and analyse how writers use
language to achieve effects and influence readers, using relevant subject
terminology</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #0070c0; font-family: "arial"; font-size: 11.0pt;">AO2 Explain, comment on and analyse how writers use
structure to achieve effects and influence readers, using relevant subject
terminology</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.85pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #0070c0; font-family: "arial"; font-size: 11.0pt;">AO4 Evaluate texts critically and support this with
appropriate textual references.</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #0070c0; font-family: "arial"; font-size: 11.0pt;">AO3 Compare writers’ ideas and perspectives, as well as
how these are conveyed, across two or more texts.</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.85pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #0070c0; font-family: "arial"; font-size: 11.0pt;">AO3 Considering the significance of context</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 2.9pt; mso-yfti-irow: 2; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid black 1.0pt; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="color: #00b050; font-family: "arial"; font-size: 11.0pt;">KS3</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #00b050; font-family: "arial"; font-size: 11.0pt;">Reading for meaning</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.85pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #00b050; font-family: "arial"; font-size: 11.0pt;">Analysis of language</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #00b050; font-family: "arial"; font-size: 11.0pt;">Analysis of structure</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.85pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #00b050; font-family: "arial"; font-size: 11.0pt;">Personal, critical response</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #00b050; font-family: "arial"; font-size: 11.0pt;">Comparison</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.85pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #00b050; font-family: "arial"; font-size: 11.0pt;">Understanding of context</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
<b>We used the top of the GCSE mark scheme to create a bench mark of excellence
for students at KS3.</b> From there, we considered the achievement
benchmarks we would expect them to meet as they stepped towards this.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; mso-padding-alt: 0in 0in 0in 0in; mso-yfti-tbllook: 1184; width: 781px;">
<tbody>
<tr style="height: 3.3pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; height: 3.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="color: red; font-family: "arial"; font-size: 11.0pt;">A Level</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 3.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal" style="background: white;">
<span style="background: white; color: red; font-family: "arial"; font-size: 11.0pt;">Lit AO5: Explore literary texts
informed by different interpretations.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 2.9pt; mso-yfti-irow: 1;">
<td style="border-top: none; border: solid black 1.0pt; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="color: #0070c0; font-family: "arial"; font-size: 11.0pt;">GCSE</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #0070c0; font-family: "arial"; font-size: 11.0pt;">AO1 Identify and interpret explicit and implicit information
and ideas. Selects and synthesises evidence from different texts.</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 2.9pt; mso-yfti-irow: 2;">
<td style="border-top: none; border: solid black 1.0pt; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="color: #00b050; font-family: "arial"; font-size: 11.0pt;">KS3</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 2.9pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<b><span style="color: #00b050; font-family: "arial"; font-size: 11.0pt;">Reading for meaning</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 9.55pt; mso-yfti-irow: 3;">
<td style="background: yellow; border-top: none; border: solid black 1.0pt; height: 9.55pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 7</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 9.55pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">There is a well-structured, conceptualised argument in response
to the task with perceptive exploration of explicit and implicit meanings. There
is synthesis of evidence from across the text/s with judicious use of precise
quotation to support interpretations.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 4.35pt; mso-yfti-irow: 4;">
<td style="background: yellow; border-top: none; border: solid black 1.0pt; height: 4.35pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 6</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 4.35pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">There is sustained and developed response to the task which
expresses thoughtful ideas about explicit and implicit meanings. Apt
quotations are increasingly integrated into interpretations.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 3.1pt; mso-yfti-irow: 5;">
<td style="background: yellow; border-top: none; border: solid black 1.0pt; height: 3.1pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 5</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 3.1pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">There is a detailed response to the task which shows detailed
understanding. A range of inferences have been made. There is effective use
of a range of quotations to support the ideas expressed.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 3.1pt; mso-yfti-irow: 6;">
<td style="background: yellow; border-top: none; border: solid black 1.0pt; height: 3.1pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<span style="font-family: "arial"; font-size: 11.0pt;"><br clear="all" style="mso-special-character: line-break;" />
<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 4</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 3.1pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">There is an explained response to the task which shows clear
understanding. At least one clear inference has been made. A range of
relevant quotations have been selected and commented; comments are securely
rooted in the text.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 8.2pt; mso-yfti-irow: 7;">
<td style="background: yellow; border-top: none; border: solid black 1.0pt; height: 8.2pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 3</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 8.2pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">There is an explained response to the task which shows
understanding of the extract <u>and</u> the whole text. There is an
attempt to infer/interpret information. Relevant quotations have been
selected and commented on. However, the comments are not always accurate or
securely rooted in the text.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.3pt; mso-yfti-irow: 8;">
<td style="background: yellow; border-top: none; border: solid black 1.0pt; height: 15.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 2</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 15.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">There is a supported response to the text and task which shows
understanding of the extract and/or the whole text. There is at least one
reference to the whole text. There is selection of, mostly relevant,
quotations to support comments.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 3.1pt; mso-yfti-irow: 9;">
<td style="background: yellow; border-top: none; border: solid black 1.0pt; height: 3.1pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 1</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 3.1pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" width="125"><div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">Simple comments are made which show some understanding of the
text, which may be an extract <i>e.g. accuracy when responding to true
or false statements. </i>There is an attempt to select relevant
quotations <i>e.g. use of paraphrase when responding to a ‘List 4
things…’ task.</i></span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 18.25pt; mso-yfti-irow: 10; mso-yfti-lastrow: yes;">
<td style="background: yellow; border-top: none; border: solid black 1.0pt; height: 18.25pt; padding: 0in 5.4pt 0in 5.4pt; width: 31.75pt;" valign="top" width="32"><div class="MsoNormal">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 0</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 18.25pt; padding: 0in 5.4pt 0in 5.4pt; width: 124.8pt;" valign="top" width="125"><div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">There is little or no understanding of what has been read even
when responding to simple texts or extracts. If there is any textual
reference then it is irrelevant or inaccurate.</span><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="text-indent: -.25in;">
<b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
We allocated each child invisible pathway based on whether their end of KS2
attainment was low, middle or high using the same criteria as
RAISE online:</span></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: -.25in;">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">Low = below Level 4<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: -.25in;">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">Middle = at Level 4<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: -.25in;">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;">High = above Level 4<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: -.25in;">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
<b>We then judged what would be expected progress for a child with each of
these starting points</b> and mapped a nominal pathway for them.<br />
<br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--><o:p></o:p></span></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; mso-padding-alt: 0in 0in 0in 0in; mso-yfti-tbllook: 1184; width: 773px;">
<tbody>
<tr style="height: 29.3pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="background: #FFFF99; border-left: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 0</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="background: #FFFF99; border-left: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 1</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="background: #FFFF99; border-left: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 2</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="background: #FFFF99; border-left: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 3</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="background: #FFFF99; border-left: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 4</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="background: #FFFF99; border-left: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 5</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="background: #FFFF99; border-left: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 6</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
<td style="background: #FFFF99; border-left: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-family: "arial"; font-size: 11.0pt;">Step 7</span></b><span style="font-family: "arial"; font-size: 11.0pt;"><o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 29.3pt; mso-yfti-irow: 1;">
<td style="background: #D9E2F3; border-top: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Low<o:p></o:p></span></div>
</td>
<td style="background: #D9E2F3; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 below<o:p></o:p></span></div>
</td>
<td style="background: #D9E2F3; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 expected<o:p></o:p></span></div>
</td>
<td style="background: #D9E2F3; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 good<o:p></o:p></span></div>
</td>
<td style="background: #D9E2F3; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 exceptional<o:p></o:p></span></div>
</td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
</tr>
<tr style="height: 29.3pt; mso-yfti-irow: 2;">
<td style="background: #FBE4D5; border-top: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Middle<o:p></o:p></span></div>
</td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 below<o:p></o:p></span></div>
</td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 expected<o:p></o:p></span></div>
</td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 good<o:p></o:p></span></div>
</td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 exceptional<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
</tr>
<tr style="height: 29.3pt; mso-yfti-irow: 3;">
<td style="background: #E2EFD9; border-top: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">High<o:p></o:p></span></div>
</td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 below<o:p></o:p></span></div>
</td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 expected<o:p></o:p></span></div>
</td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 good<o:p></o:p></span></div>
</td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 7 exceptional<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
</tr>
<tr style="height: 29.3pt; mso-yfti-irow: 4;">
<td style="background: #D9E2F3; border-top: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Low<o:p></o:p></span></div>
</td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="background: #D9E2F3; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 below<o:p></o:p></span></div>
</td>
<td style="background: #D9E2F3; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 expected<o:p></o:p></span></div>
</td>
<td style="background: #D9E2F3; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 good<o:p></o:p></span></div>
</td>
<td style="background: #D9E2F3; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 exceptional<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
</tr>
<tr style="height: 29.3pt; mso-yfti-irow: 5;">
<td style="background: #FBE4D5; border-top: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Middle<o:p></o:p></span></div>
</td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 below<o:p></o:p></span></div>
</td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 expected<o:p></o:p></span></div>
</td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 good<o:p></o:p></span></div>
</td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 exceptional<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
</tr>
<tr style="height: 29.3pt; mso-yfti-irow: 6;">
<td style="background: #E2EFD9; border-top: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">High<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 below<o:p></o:p></span></div>
</td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 expected<o:p></o:p></span></div>
</td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 good<o:p></o:p></span></div>
</td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 8 exceptional<o:p></o:p></span></div>
</td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
</tr>
<tr style="height: 29.3pt; mso-yfti-irow: 7;">
<td style="background: #D9E2F3; border-top: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Low<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="background: #DEEAF6; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 below<o:p></o:p></span></div>
</td>
<td style="background: #DEEAF6; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 expected<o:p></o:p></span></div>
</td>
<td style="background: #DEEAF6; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 good<o:p></o:p></span></div>
</td>
<td style="background: #DEEAF6; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 exceptional<o:p></o:p></span></div>
</td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
</tr>
<tr style="height: 29.3pt; mso-yfti-irow: 8;">
<td style="background: #FBE4D5; border-top: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Middle<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 below<o:p></o:p></span></div>
</td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 expected<o:p></o:p></span></div>
</td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 good<o:p></o:p></span></div>
</td>
<td style="background: #FBE4D5; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 exceptional<o:p></o:p></span></div>
</td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
</tr>
<tr style="height: 29.3pt; mso-yfti-irow: 9; mso-yfti-lastrow: yes;">
<td style="background: #E2EFD9; border-top: none; border: solid black 1.0pt; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">High<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"></td>
<td style="background: white; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"></td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 below<o:p></o:p></span></div>
</td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9expected<o:p></o:p></span></div>
</td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.3pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 good<o:p></o:p></span></div>
</td>
<td style="background: #E2EFD9; border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 29.3pt; padding: 0in 5.4pt 0in 5.4pt; width: 77.25pt;" width="77"><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "arial"; font-size: 11.0pt;">Year 9 exceptional<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="text-indent: -.25in;">
<br /></div>
<div class="MsoNormal" style="text-indent: -.25in;">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
The new KS3 assessment objectives are mapped across the curriculum in
Years 7-9 to ensure they are appropriately interleaved and that they build
cumulatively.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: -.25in;">
<br /></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: "arial"; font-size: 11.0pt;">The formal assessments are marked against a mark scheme </span></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;">generated by the DHoF
from our master grid of assessment criteria -<i> this ain't no APP grid!</i><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
After each of the formal assessments, teachers enter their marks onto a
tracking document which then generates a progress outcome for each
child. This gives the HoF/DHoF<b> a live overview of the
strengths/weaknesses of every child in the cohort</b>, but also flags up
students who aren't yet making expected progress so that appropriate
interventions can be put in place.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br /><b><u><br /></u></b></span><br />
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><b><u>What happens next?<o:p></o:p></u></b></span></div>
<div class="MsoNormal">
<b><u><span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
</span></u></b><span style="color: black; font-family: "arial"; font-size: 11.0pt;">Inspired
initially by the outcome of the DfE workload reports, formal assessments are
going termly rather than half-termly. This will halve data entry for teachers,
but will also benefit students by allowing greater flexibility in curriculum
delivery and building revision skills vital for a 100% exam GCSE course. I am
hopeful it'll also support Faculty leaders to ensure that all data
gathered is acted upon. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
We've also amended the wording of the assessment criteria for clarity and to
make it more succinct (on reflection, 'variety of' is about as woolly as a
sheep's coat). <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
But, other than that, we're feeling pleased that the system we've ended up
works <b>for us, our students, and our wider school community.</b> The
emphasis really is on the learning, progress judgements are used as a marker on
a journey and not a stick to beat students with, and there's finally a way of
creating consistently high expectations for all students regardless of their
starting point.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "arial"; font-size: 11.0pt;"><br />
Surely that deserves a second WOO!<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
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Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com3tag:blogger.com,1999:blog-2293780396032891284.post-30866416005073036332016-05-02T08:48:00.000-07:002016-05-02T08:55:07.666-07:00Indiana Jones and the Raiders of the Lost Art of Poetry Teaching<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">There is something spitefully gleeful about telling a class you’re
beginning study of poetry. As a teacher, you wait for the groans - the hyperbolic
sighs – and allow yourself the smug warmth of a wry side-smile… for many an
experienced English teacher will know that this much maligned genre is a source
of joy for both teachers and students alike.<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">Maybe it’s the way most poems are able to fit snugly in the one hour study
of a lesson; good poetry lessons sparkle in the grey of a Monday or else like snipers
puncture the monotony of the school day. Forgotten is ‘progress over time’ when
your class devour a poem whole in the twinkling of sixty minutes, and leave,
satiated.<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">I would argue that reading poetry has the self-satisfaction of cracking
a puzzle: for the A Level Media teachers out there, it’s Barthes’ enigma code or
Altman’s pleasures of the intellectual puzzle transposed into literary form.
Watching students’ pride in calling forth meaning from words that they had previously
seen as meaning-less is like watching Faustus swell with hubris as he first conjured
Mephastophilis. Only in a classroom there’ll be no inconvenient dragging off to
hell, for this is a magic trick given not by the devil but by damn good learning
and teaching.<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">Beyond acronyms of SMSC, poetry is a chance to philosophise, test out
perspectives, and form a world view. Teaching teenagers how to read poetry
seems like an utterly devious act when you find yourself traversing sex, philosophy,
religion, and gender politics all in the space of five minutes*.<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">So it makes sense to me - despite the simplistic lure of AQA’s common
sense AOs – not to start teaching of a poem by coldly looking at a set of
criteria. No, this is a time to be impatient. When teaching a new poem start
with the very best bit: the nugget; the germ; the gem. <o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">Start with the best words (before considering why they’re in the best
order). Start with the real toads (before picking apart the imaginary gardens
they sit in).<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">To give a more tangible example, we can turn to the first two poems in AQA’s
new ‘Love and Relationships’ anthology. For ‘When We Two Parted’ this nucleus can
be found in the title. A swift parsing of the words via post-it notes will
allow students to reveal for themselves the ‘crux’ of Byron’s biographical yearning
for his lover at the end of their secret affair:<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt 36pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="color: red;">Parted<span style="mso-tab-count: 2;"> </span></span><span style="color: black; mso-themecolor: text1;">The emotive verb indicates a separation: the end of
a relationship.<o:p></o:p></span></span></b></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt 108pt; text-indent: -72pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="color: #984807; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #984807; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 128;">We Two<span style="mso-tab-count: 1;"> </span></span><span style="color: black; mso-themecolor: text1;">The collective pronoun and number
symbolise a happier time of togetherness.</span><span style="color: #984807; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #984807; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 128;"><o:p></o:p></span></span></b></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt 36pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><span style="color: #00b050;">When<span style="mso-tab-count: 2;"> </span></span><span style="color: black; mso-themecolor: text1;">The past tense evokes a melancholy
tone and sense of nostalgia.<o:p></o:p></span></span></b></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">And, yes, as the teacher, I can then plug in the gaps, give ‘her’ a
name (and what a name), and support students in tracing the patterns that
reinforce these ideas in the rest of the poem.<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">In Shelley’s ‘Love’s Philosophy’ this centre can be found by sifting
out the verbs (<b style="mso-bidi-font-weight: normal;"><span style="color: black; mso-themecolor: text1;">mingle, mix, meet, kiss, clasp</span></b><span style="color: black; mso-themecolor: text1;">) and adding a couple of short prompts</span>.
<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt; text-indent: 36pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri;">What does it
mean to be a couple? Are you truly one or truly two? <o:p></o:p></span></i></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt; text-indent: 36pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri;">Is the
narrative persona male or female? What are the implications of your decision?*<o:p></o:p></span></i></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">And, yes, again, I can then connect them to the Romantics and Shelley’s
turbulent love life. But not before. Not before they’ve shaken the meaning
loose from the branches themselves.<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">In teaching poems I always come back – groggily, groggily – to the excitement
of the first time I taught Chris Hildrew’s lesson Plath’s ‘Mushrooms’. Try it
yourself: remove the title and give the poem to your Year 7 students. Allow
students to form their own ideas, using evidence to support their blossoming interpretations.
Then reveal the title (and Plath’s demons). I’ve created my own ode to this
lesson using Plath’s ‘Metaphors’: students draw the images in the poem and you watch
the pennies drop before exploding their minds by revealing the final line. <o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">If we steal these moments of discovery from our children through direct
instruction and the idea we can ever wholly ‘know’ (read: tie down, commodify, ‘own’)
a poem’s meaning we take away something so much more than a few gained minutes of
teaching time. There is a danger the art of exploratory teaching will become a
Lost Art as we regurgitate factoids and turn to page 67 in a text book. <o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">I will give students the trowel, the spade, and help them navigate the
wilderness of a poem’s landscape. But I will not be the one to dig on their
behalf.<o:p></o:p></span></div>
<br>
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;">Let your students be Indiana Jones for once, taking risks as they
discover.<o:p></o:p></span></div>
<br>
<a data-cthref="http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiwpc6n3rvMAhVsLsAKHXLjDnMQjRwIBw&url=http%3A%2F%2Fwww.etonline.com%2Fmovies%2F164084_a_new_indiana_jones_movie_is_coming%2F&psig=AFQjCNHXw1g_rs-vGHm9k_pNcZzPyR0ZsA&ust=1462290367445140" data-ved="0ahUKEwiwpc6n3rvMAhVsLsAKHXLjDnMQjRwIBw" href="http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiwpc6n3rvMAhVsLsAKHXLjDnMQjRwIBw&url=http%3A%2F%2Fwww.etonline.com%2Fmovies%2F164084_a_new_indiana_jones_movie_is_coming%2F&psig=AFQjCNHXw1g_rs-vGHm9k_pNcZzPyR0ZsA&ust=1462290367445140" id="irc_mil" jsaction="mousedown:irc.rl;keydown:irc.rlk;irc.il;" style="border-image: none; border: 0px currentColor;"><img alt="" height="360" id="irc_mi" src="http://www.etonline.com/photo/2015/05/24149960/640_indiana_jones_raidersofthelostarc_still.jpg" style="margin-top: 35px;" width="640"></a></div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com1tag:blogger.com,1999:blog-2293780396032891284.post-29248841684015216852016-03-27T10:37:00.002-07:002016-05-02T08:50:33.130-07:00The potential pitfalls and positives of the 'walking talking' mock<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: "trebuchet ms" , sans-serif;">Last year, in the whirl of final exam preparation, the 'walking talking' mock (WTM) first began to appear on my timeline. The sometimes cult-like prophets of PiXL extolled its virtues as a way of improving exam technique and raising student achievement. </span><a href="http://www.kristianstill.co.uk/wordpress/2015/05/02/walking-talking-mocks-worthwhile/" target="_blank"><span style="font-family: "trebuchet ms" , sans-serif;">Kristian Still</span></a><span style="font-family: "trebuchet ms" , sans-serif;">'s 2015 blog post does a fantastic job of capturing the erstwhile hype from when this approach was first mooted.</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">For the uninitiated, it's a mock exam... but not as you know it. Rather than students battling their way through an entire paper in one blast, they instead engage in a somewhat stop/start process of teacher explanation followed by timed completion of each question.</span><br />
<span style="font-family: "trebuchet ms";"></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Having suffered the pain of </span><a href="http://mrscspalding.blogspot.co.uk/2015/09/the-five-stages-of-post-results-grief.html" target="_blank"><span style="font-family: "trebuchet ms" , sans-serif;">disappointing results last year</span></a><span style="font-family: "trebuchet ms" , sans-serif;"> my leadership mantra this year has been 'let's do things differently'. Enter the WTM stage left. We knew we had two specific issues in relation to underachievement in AQA GCSE English Language:</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">1) students failing to stick to the clear timings required for each question</span><br />
<span style="font-family: "trebuchet ms";">2) students not fully understanding what was required in each question. </span><br />
<br />
<span style="font-family: "trebuchet ms";">The WTM seemed like a good way to support students in understand the quantity they were able to write in the time allowed and to guide them through the nuances of the assessment criteria. </span><span style="font-family: "trebuchet ms" , sans-serif;">However, concerned about the idea of holding court with 150 students for 3+ hours - and, if I'm honest, yet to be convinced it was worth the bother - I decided to trial the WTM with two target groups on days when our students otherwise would've been at home. </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"></span><br />
<strong><u><span style="font-family: "trebuchet ms" , sans-serif;">The trial</span></u></strong><br />
<span style="font-family: "trebuchet ms" , sans-serif;">I thought it would be a hard sell to convince students to attend but, as they so often do, our students did me proud and I ended up with a cohort of thirtyish Higher tier students on day one, and the same for Foundation tier on day two, for a 4 hour trial WTM. </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Free bacon butties booked for the halfway point were an important aid to stamina and I'd encourage any of you undertaking a WTM to remember it's a marathon for all involved and sustenance for teachers and students alike will be well appreciated!</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Judging by my wholly unscientific student voice exit evaluation, students felt more confident and informed after the trial.</span><br />
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</span><br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: currentColor; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184; width: 470px;"><tbody>
<tr style="height: 21.75pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;"><td style="background: rgb(217, 217, 217); border: 1pt solid windowtext; height: 21.75pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 132.6pt;" valign="bottom" width="177"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">After the ‘walking talking’
mock exam I felt…<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background: rgb(217, 217, 217); border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; height: 21.75pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="bottom" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">…more confident.<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background: rgb(217, 217, 217); border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; height: 21.75pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="bottom" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">…the same.<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background: rgb(217, 217, 217); border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; height: 21.75pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="bottom" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">…less confident.<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td></tr>
<tr style="height: 5.55pt; mso-yfti-irow: 1;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 5.55pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 132.6pt;" valign="top" width="177"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">Higher tier</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.55pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">26</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.55pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">1</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.55pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">0</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td></tr>
<tr style="height: 5.25pt; mso-yfti-irow: 2;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 5.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 132.6pt;" valign="top" width="177"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">Foundation tier</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.25pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">28</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.25pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">2</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.25pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">1</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td></tr>
<tr style="height: 33.15pt; mso-yfti-irow: 3;"><td style="background: rgb(217, 217, 217); border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 33.15pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 132.6pt;" valign="top" width="177"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">‘I feel I have a clearer
understanding of what I need to do to achieve my target grade.’<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background: rgb(217, 217, 217); border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 33.15pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="bottom" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">Definitely<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background: rgb(217, 217, 217); border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 33.15pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="bottom" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">Partially/ somewhat<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background: rgb(217, 217, 217); border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 33.15pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="bottom" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">Disagree<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td></tr>
<tr style="height: 5.25pt; mso-yfti-irow: 4;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 5.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 132.6pt;" valign="top" width="177"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">Higher tier</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.25pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">8</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.25pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">19</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.25pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">0</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td></tr>
<tr style="height: 5.55pt; mso-yfti-irow: 5;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 5.55pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 132.6pt;" valign="top" width="177"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">Foundation tier</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.55pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">18</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.55pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">13</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.55pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">0</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td></tr>
<tr style="height: 32.9pt; mso-yfti-irow: 6;"><td style="background: rgb(217, 217, 217); border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 32.9pt; mso-background-themecolor: background1; mso-background-themeshade: 217; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 132.6pt;" valign="top" width="177"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">I would like to repeat the
‘walking talking’ mock exam before my June exam.<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background: rgb(217, 217, 217); border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 32.9pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="bottom" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">Agree<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background: rgb(217, 217, 217); border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 32.9pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="bottom" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">Not sure<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background: rgb(217, 217, 217); border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 32.9pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="bottom" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "trebuchet ms" , sans-serif;">Disagree<o:p></o:p></span></b></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td></tr>
<tr style="height: 5.25pt; mso-yfti-irow: 7;"><td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 5.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 132.6pt;" valign="top" width="177"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">Higher tier</span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span></td><td style="background-color: transparent; border-color: rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 5.25pt; padding: 0cm 5.4pt; width: 73.3pt;" valign="top" width="98"><span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 0pt;">
<span style="font-family: "trebuchet ms" , sans-serif;">10</span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">12</span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">5</span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">Foundation tier</span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">18</span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">11</span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">2</span></div>
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<span style="font-family: "trebuchet ms";">More pleasingly, after marking their papers, it was clear that it had led to evident gains in their achievement. The combination of these two factors launched me to action, rolling the WTM out to the rest of the cohort as soon as I was physically able.</span><br />
<span style="color: red; font-family: "trebuchet ms";"></span><span style="font-family: "trebuchet ms";"></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;">The trial turned out to be a really important process in itself in that it taught me some important lessons about how to ensure the sessions were effective. I'll attempt to distil some of these below, but I strongly urge anyone with a large cohort to try it out in this way first.</span></span><strong><u><span style="font-family: "trebuchet ms" , sans-serif;"></span></u></strong><br />
<strong><u><span style="font-family: "trebuchet ms" , sans-serif;">The logistics</span></u></strong><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Organising a WTM is like being a scout: you need to be prepared. You'll want to keep everything you can as similar as possible to the conditions in which students will sit the final exam. So, it's time to apologise to your Head of PE and get the Sports Hall/Gym booked. </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">We were also supported by our superb Exams Officer and hardworking team of invigilators whose support was invaluable in establishing the necessary entrance routines for phones, bags, coats etc. Thanks to them, exam desks were set up as they usually are with students' laminated name cards with their exam codes and a strictly regulated seating plan. </span><span style="font-family: "trebuchet ms" , sans-serif;">Interestingly, the invigilators found it hard to adjust to the idea of us talking to students in the exam hall and it's well worth explaining what a WTM entails prior to starting so you're all comfortable with one another's role.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">Additionally, tech support is invaluable. <span style="font-family: "trebuchet ms" , sans-serif;"></span>The first of the trial sessions, for Higher tier, I did without a Powerpoint or projector - the impact of which can arguably seen in the evaluation table above. Don't make my mistake: a few short bulletpoints on a slide is important visual reinforcement for students of the key messages. </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">After day two of the trial I'd also, unsurprisingly, lost my voice. To ensure you're still able to teach the next day, invest in a £7 wireless mic from Amazon and blag an amp from the Music department. </span><br />
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<span style="font-family: "trebuchet ms";">Also, consider filming your WTM as a revision reference for students. If you're up for this added challenge, you'll need a camcorder or your phone, tripod, and charger. I found it was easy to place this to avoid filming students, but give yourself some to set it up prior to them entering.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">And, finally, to avoid shivering students, do remind the caretakers to put the heaters on(!)</span><br />
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<strong><u><span style="font-family: "trebuchet ms" , sans-serif;">The instructions</span></u></strong><br />
<span style="font-family: "trebuchet ms" , sans-serif;">It can be harder than you think solely to comment on exam technique and not give any specific guidance about the content to be included in students' answers. I'd go so far as to advise <u>not</u> reading the exact exam paper students have in front of them so you're simply not able to give them advice on the content to include.</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">It's also really important that the guidance you are giving is already consistently embedded across the teaching in your Faculty before the WTM. We've worked hard this year to ensure that the messages we're giving our students is consistent across classes and revision sessions. I think it's really important that we all agree on what is required in the exam based on sound advice from current examiners and more experienced colleagues. To support this, I produced an A3 guide to each tier of the exam for my teachers and tiered work book for students that reinforces key messages in a similar format.</span><br />
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<strong><u><span style="font-family: "trebuchet ms" , sans-serif;">The follow-up</span></u></strong><br />
<span style="font-family: "trebuchet ms" , sans-serif;">As with any mock exam, the marking and feedback that teachers provide to students is key ensuring its a powerful tool for improvement. Students' papers should inform lesson planning, remembering that i</span><span style="font-family: "trebuchet ms" , sans-serif;">f students can't do something under WTM conditions then, quite frankly, swift, sharp intervention is needed.</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Whilst it's easy to get swept up in improved outcomes, it's clearly important not to rely on the grades generated by WTM for forecast data. They are not an accurate portrayal of students' ability to respond when left to their own devices, as they will be in final exams. It's therefore important to b</span><span style="font-family: "trebuchet ms" , sans-serif;">ook in a 'proper' mock exam swiftly afterwards both to reinforce exam technique and to gauge the impact of the WTM. Ours is after Easter and I for one will be waiting with bated breath to see whether the positive impact I'm expecting has actually been achieved.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"></span> </div>
Mrs C Spaldinghttp://www.blogger.com/profile/04502078924264017983noreply@blogger.com0