CST Habits Issue 8

everyday excellence everyday excellence

FREE WILL STRETCH AND CHALLENGE FOR ALL

“Planning with our more able students in mind and “teaching to the top” raises the progress for not only the more able, but students across the class ”

“We are the products of our conditioning”

MASTERING THE ART OF EXPLANATION

“It's not just about delivering monologues; we ' re deliberately scripting and practising with purpose ”

1 2 3 4 5 6 7 8 9

Contributors Page3

I’mreallygoodatmultitasking,miss! ByThahminaBegum,CST Page4-5

Whatcryptocurrencytaughtmeabouttesting,motivationandsuccess ByThahminaBegum,CST Page6-7

Stretchandchallengeforall

ByHenryWinters,TPA Page8

ISay,YouSay

ByJoynabSultana,FGCS Page9

Fine-tuningMASProvision

ByThomasMehegan,UTCN Page10-11

Masteringtheartofexplanation

BySalmaAhmed,CCS Page12-13

OneChance

ByFrancisBray,WA Page14

FreeWill

BySimonElliott,CST Page15

C o n t r i b u t o r s

JOYNABSULTANA AssistantHeadteacher, FGCS

THOMASMEHEGAN MASLead,UTCN

SIMONELLIOTT CEO,CST

THAHMINABEGUM ExecutiveHeadteacher, CST

FRANCISBRAY Headteacher,WA

SALMAAHMED LeadPractitioner,CCS

HENRYWINTERS MASLead,TPA

multitasking,

Thahmina Begum,

CST

I’m really good at I’m really good at multitasking, Miss!

No. No you’re not. Multitasking is merely task switching and each task is being completed slightly less effectively than if you were attending to them, one at a time.

But I doubt this explanation will be accepted by our students, who insist on writing as we explain something important, or swear they are talking quietly about the work as they complete the independent task.

Today’s post is about attention and its crucial role in performing, well, every function in our day to day lives.

In the classroom, whilst there are lots of poor proxies for learning, one better proxy we should strive to achieve is making students think hard (Coe, 2014)

But to think hard, students must attend to what they should think about.

As teachers, it is our job to steer students’ attention to that which they should think about, and minimise distraction to that attention.

This is no easy job.

Our students are quite practised at not paying attention. For example, smartphones by design grab attention in a multitude of ways.

In Lemov’s ‘Reconnect’, we learn that ‘the prefrontal cortex – the region of the brain that exerts impulse control and self discipline – isn’t fully developed until aged 25.’

‘In other words, any time young people are on a screen, they are in an environment that habituates them to states of low attention and constant task switching.’

I can personally attest to this – as I write this post, I have allowed myself to be distracted countless times by my screen. And that’s with a prefrontal cortex that is (hopefully) fully developed by now…

Lemov ends the section with this chilling message:

‘At first, our phones fracture our attention when we use them, but after a time our minds are rewired for distraction. Soon enough our phones are within us.’

But fight this we must…

Luckily, in Community Schools Trust (CST), phones are banned. Students know they are not to have their phones out and if it is seen, it is confiscated.

That gives us a great opportunity to gatekeep

Miss!

their attention in the classroom. For 7 hours a day, 5 days a week, for 6 weeks at a time, we can counter the habituation of constant task switching in our lessons, by practising attending to learning for sustained periods of time.

We have the mechanisms to facilitate this in our lessons:

We use SLANT to call for attention (sit up, listen carefully, ask/answer questions, never interrupt, track the speaker – these are all proxies for paying attention)

We have distinct conditions for our learning activities which we define in our instruction: eg. for this task, you will have 8 minutes and you will complete this independently, in silence

We have an extended independent practice phase in every lesson (SLOP –Shed Loads of Practice)

These are all great but is it enough to combat the insidious effects of hours of daily doomscrolling?

I say we need to be much more precise on our efforts. When juggling the myriad of stimuli in our classrooms, as teachers, it is easy to slip up on the small stuff – but it is the very small stuff that means learning is happening.

This is probably the first thing I notice when I visit a lesson.

In the classroom, our words are gold dust. We are the experts and so when we speak, it is worth listening to. But if students are writing as well as listening, it is highly likely they are overloading their working memory and will not process effectively what is being said (or written) – this is known as the redundancy effect, part of cognitive load theory.

Often, students are eager to get down your words of gold and so will not heed your instruction to SLANT. Lemov calls this ‘sins of enthusiasm’, which I love, but however well intentioned it is, we must direct their attention accordingly.

HowdoIcombatthishigh frequencyerror?

1Frontloadyourinstructionwithyour expectationbutpegittowhatyouhave noticed:

I’venoticedsomeofusliketowritewhenIam speaking.Remember,Idon’twantyoutomissouton importantinformationsoIexpectcompleteattention please–thatmeansnothinginourhandswhenIcall forSLANT

2AllowtakeuptimewhencallingforSLANT:

Beseenlooking.3…allpensdownnow,2….sittingup andtrackingme,1justwaitingfor2people,thank youandSLANT

3 Follow through and enforce your expectation:

That’s your reminder Billy, remember we’re in SLANT now – I will give you a chance to get this down in a moment.

If you can perfect this expectation, you are guaranteeing sustained attention for the following regular components of your lessons:

Providing an instruction

Introducing new materials

‘I do – we do – you do’

SLOP

Whenever you check for understanding

This week then, fight the attention fracturing phone effect with your high expectations in the classroom: do not allow students to write or speak when you are addressing them. It won’t happen straight away. Persevere in your enforcement of it. Habituate your students in this practice.

Know that once you have perfected it, you are not only ensuring learning is happening in your classroom, but you are playing a small part in countering the insidious effects of task switching on the prefrontal cortexes of our young minds…

[1]Poorproxiesfor

[3]

[2]

[4]

WHAT CRYPTOCURRENCY TAUGHT ME ABOUT

TESTING, MOTIVATION TESTING, MOTIVATION AND SUCCESS AND SUCCESS

Last week I watched Bitconned on Netflix and came across the term FUD – fear, uncertainty and doubt. It’s a strategy commonly used in public relations where misinformation is designed to create a negative emotional response. FUD.

At Community Schools Trust (CST), I know we love our acronyms… so here are a few more (from the world of cryptocurrency) that you didn’t know you needed:

FUD: Fear, Uncertainty and Doubt

More recently known to be used in the world of cryptocurrency, FUD can be caused by rumours, fake news or any other information that a person or group can use to their advantage.

We see FUD all the time in the media don’t we? Someone makes a case for X, and when we don’t quite understand something, or don’t have all the facts about something, we can be left with fear, uncertainty and doubt – FUD.

Framing success

FUD can be strengthened through the echo chambers of our own circles too. Such is the design of our social circles and of course, amplified online.

We know schools are a microcosm of society. We see social structures influence behaviours and norms everyday at school.

In some schools, lack of rules means it is normal for corridors to be controlled by the students; they can be chaotic and even dangerous. At the CST, we have rules for our corridors because we want those spaces to be calm and orderly.

In the classroom, we see similar social structures affecting behaviours and norms. Where students decide the norm, the classroom can be an unpredictable place. Perhaps not completing homework is the norm in some classrooms, so when a student does complete it, they are ridiculed. Perhaps tests are perceived as punishments in some classrooms and not a means to improve. Perhaps classroom discussions are dominated by the loudest students in some classrooms. These are the

1 Establish internal clarity: establish with yourself and with colleagues exactly what success looks like

2 Get there first: define it clearly for your students, show them model examples and point them out when you see it

3 Use the right metrics: focus on beating personal best rather than comparing scores to other students

4 Mitigate failure: make it clear that failing is part of a journey of success and normalise a culture of error

Teaching strategy

classrooms where the adult has not taken the lead. Instead, some students have and this can lead to FUD for the rest of the students in that class.

Rhetoric around exams can be a real cause of FUD. In fact, with mock exams coming up, we know students will be feeling slightly nervous. Their perception of success will be subjective –

He scored higher than me – I could never beat his score

I heard topic X is coming up – I’m rubbish at that topic I might as well give up now

– and unless we intervene with this perception of success, it will lead to FUD among our students.

To combat fear, uncertainty and doubt, Peps Mccrea says we need to frame success explicitly. I’ve summarised this in the table below with suggested teaching strategies on how we could do this in the classroom:

Front load instructions with Means of Participation and success criteriaConsistently use an agreed upon shared language, eg. When I say go and not before…

Use the visualiser to live model and verbalise thought process

Explicitly reference assessment threshold standards in your feedback: last time you hit the bottom of level 4 of the mark scheme; let’s see if you can hit the next level by including points x and y

Establish a culture of error in your feedback, eg. I’m so glad you made that mistake, it means we can all learn from it. Stop the class and re-teach.

Of course, once we’ve framed success appropriately, we need to actually get them to study – particularly ahead of their upcoming tests. Like them or loathe them, tests are important to improving student learning. Perhaps surprisingly, tests are an excellent way to motivate students into actually studying…

We need to create the conditions for students to facilitate better study and for that, we need to have a fair understanding of the levers at our disposal. Tests are perhaps the best lever we have…

So here’s the next acronym you didn’t know you needed:

DYOR: Do Your Own Research (Revision)

In order to combat FUD, you really should ‘Do Your Own Research (DYOR). Move away from the echo chambers of your social circle/media. Diversify your reach. Read more.

Further reading

1

2

3

Investopedia: “HODL: The Cryptocurrency Strategy of "Hold on for Dear Life" Explained By Jake Frankenfield”

Matthew Evans, Educontrarianblog: “Motivating productive effort through testing”

FGCS CPD, “FAB Spring 1: myths of revision”

For our students, to combat their FUD, we need to facilitate their volition to study –when they opt in to spend time studying for a test. For the sake of this post, I’ve replaced Research with Revision – Do Your Own Revision.

In this excellent post on ‘motivating productive effort through testing’, Matthew Evans breaks down a student’s effective volition to study into 4 parts:

1

Initiate study: for example, we provide students with access to resources and tests on the DPR resources portal

HODL: Hold On for Dear Life

Originally a typo, HODL in the world of cryptocurrency, refers to buying and holding shares indefinitely even when the market appears volatile.

3.

Pay attention to the right things: for example, we explicitly link resources and homework with the key learning objectives we know will help secure the student’s progress for any given topic

2 Adopt an effective approach to study: for example, we shared effective revision strategies at the start of this term

4

Persist to study: for example, we frame success with clarity, using the right metrics and mitigate failure (see above).

As we enter mock exam season, a frenzied shorter half term and see through Storm Isha, we might need to…

With the 3 week holiday well and truly behind us and our bank balances probably feeling the strain at this point in the month, my advice is not to turn to cryptocurrency – no. It is to focus on 2 high leverage things our students will really benefit from, particularly those who are preparing for exams this term:

frame success explicitly

2

1 facilitate students’ volition to study

Summary

When the going gets tough, we may well experience FUD. To combat this, we must DYOR. And if all else appears to be failing, we just need to HODL.

By Henry Winters, TPA

Stretch Stretch Challenge Challenge for for and and

By Henry Wint

To quote former Ofsted chief Sir Michael Wilshaw if provision for the brightest children is good, it is likely that other groups of learners are also being well served ”

Adapting a lesson for the needs of all the students in your class can be a daunting task, particularly when there is a wide array of ability levels It may feel natural to focus on the weaker students when planning a lesson covering a topic in less depth or reducing the challenge of the content being taught so that all students can access the basics and make small amounts of progress However, research shows that we should in fact strive for the opposite Planning with our more able students in mind and “teaching to the top” raises the progress for not only the more able but students across the class

2018 research from the Department of Education suggests that our underachieving more able students should be a key focus for schools with some alarming statistics 15% of students who are in the top 10% when they leave primary school end up outside the top 25% when they finish secondary, with this having an even larger impact on disadvantaged students

Furthermore in a Rosenthal et al study researchers split a group of students of equal prior attainment into

two groups and told teachers that one group were ‘intellectual bloomers’ and the other group were not

The teacher’s high expectations then acted as a selffulfilling prophecy: they asked these students more questions gave them more thinking time to answer those questions and held higher standards for the quality of their work

The take away from this is that high expectations can raise standards for all students not just our more able So how can we act on this? Here are some tips to support more able students in the classroom that align with our EDI framework:

Encourage students to think like a subject expert - when modelling in phase 3 use the visualiser to demonstrate what a top tier answer looks like Break down the thinking that has taken place at each stage of the answer into understandable chunks and use regular checks for understanding

Use memory homework to help students acquire key knowledge before a lesson - when students come into the lesson with some key formulae vocabulary or skills already attained it means we as teachers can then accelerate the learning that happens in the rest of the class Start by assessing the students' acquisition of this content in the starter activity and then build on this in phase 2 and 3

Use challenge T-codes to extend students SLOP work further - when live marking if you spot that a student is successfully completing the SLOP task be ready with an extension question that will stretch their knowledge further This can be by linking to other topics in the curriculum or asking them to extend upon their answer using a new skill Preparation is the key here, plan the questions in advance!

Collaboration - for our more able students effective use of the DPR can be one of the best tools to elevate their learning to the next level Use collaborations to challenge pupils to go beyond the learning of the lesson and stretch their understanding

Application of knowledge - while all students benefit from repeated practice, more able students benefit from applying their knowledge in novel contexts Ask questions that require them to apply the content of the lesson in a different way to strengthen their ability to retrieve and apply knowledge

I Say, You Say

The phrase ‘I say you say’ sounds tremendously dictatorial and belonging in a bygone era One imagines a military boot camp where a domineering drill sergeant barks orders at their subordinates to gain complete compliance. Ironically, the phrase serves as the very opposite of this vision. In fact, in my weekly Learning Walks around Forest Gate Community School, it is possibly the technique I most love to see; here’s why:

Every Voice is Heard

All too often in schools, students drift through classroom after classroom going largely unnoticed, perhaps even feeling invisible to some. Their voices go unheard and their presence overlooked amid the clamour as they aren’t the ones with the loudest voices and don’t dominate discussions in the classrooms. Using “I say, you say” however, a sense of magic appears to unfold as this technique does not merit those who are the loudest. Instead we level the playing field. Imagine it: a teacher calls out “I say, you say: peripeteia”. The invisible, the quiet, the passengers, are no longer behind the scenes and instead share centre stage as suddenly, voices are projected and those essential key terms in our lessons are repeated.

Every voice matters and every voice is heard.

Creating a Safe Space

At Community Schools Trust, we are unapologetic about learning. There is no opting out as we know that every student must engage with our curriculum in order to succeed. Alongside this however, we also know that we must create an environment that invites and allows every one of our young learners to engage and participate. It is our responsibility to empower all students with the wide range of needs and vulnerabilities that they may have. By calling ‘I, say you say’ we can be certain that 100% of our students will participate. This is powerful in creating a supportive and inclusive environment for all to thrive. By gathering together to become a community of learners and respond in unison, we actively break down the barriers to learning and the labels that can, at times, hinder participation. It creates the safety that all students need to have the confidence to actively participate. The immediate gratification that students instantly receive boosts their self-esteem and enables them all to learn.

Every chorus removes a barrier.

Explicit Vocabulary Teaching

Across the different disciplines, there are hundreds and hundreds of new and complex terms our students must acquire in order to demonstrate fluency within a subject, which is no small task. It is no surprise that numerous studies have aligned academic success with vocabulary acquisition. This is why we expressly incorporate the delivery of key terminology within our Intellectual Preparation for lessons at FGCS and track progression of this skill on our Dynamic Progress Report, DPR. Whether it’s mitochondria in Science, schematic design in DT, or sacrament in Religious Studies, the implementation of ‘I say you say’ is an invaluable method to introduce and secure understanding of these terms. The choral reading of the terms from the boards engages our students visually, the repetition of these words engages them auditorily as they hear the words and then repeat the words. The multiple sensory avenues of engagement via this technique allows for greater retention in the working memory. The repetition of this routine allows efficient transfer of these words from the short-term memory into their long-term memory. As a result of their acquisition of academic terminology through ‘I say you say’, our students soon begin to sound like the budding mathematicians, scientists, and geographers we envision them to become. Word by word, lives are changed.

So, is ‘I say, you say’ an outdated relic of the past? Research would suggest otherwise and at FGCS, it is very much in the present. Is it only the customary routine of drill sergeants? My learning walks reveal that they are the habit of expert practitioners that profoundly care for the students in front of them.

By Thomas Mehegan UTCN

Since the introduction of the term MAS (Most Able Students) it is important to note the differences to the previous regime of YGTP (Young gifted and talented programme). In 2010, 98% of secondary schools had identified YGTP pupils (DfE 2011) and one of the main concerns was that over half of the identified students weren’t aware they were classed as ‘gifted and talented’ (Koshy et. al 2012). SInce its abolishment in 2010 and the introduction of ‘MAS’, schools have been left to their own devices as to how to stretch MAS. However, by 2015 Ofsted had found that too little had been done and that MAS were not being challenged to achieve the highest levels of scholarship (Ofsted 2015).

Since I’ve undertaken the MAS lead role at UTCN myself and senior leaders have discussed many options of how to get the most out of our most-able. In the first academic year we looked at multiple different strategies, from offering these students extra-curricular opportunities to planning regular CPD on stretch and challenge for staff, as well as running mentoring for our identified MAS who were currently underachieving. All avenues seemed to have positive outcomes on our students which was always the centre of our focus; however, everything we’d explored up to that point had been applicable to all faculties and with a ‘one shoe fits all’ approach, despite it being apparent that, for instance, techniques applied in Maths wouldn’t necessarily be applicable in English. This academic year, alongside the aforementioned options, I wanted to try and create something more bespoke for individual faculties in our school that would have a higher leverage impact on our students and ensure we are really pushing the MAS.

After a period of continued learning walks into all year groups and faculties across UTCN, I was able to witness the excellent integration of stretch and challenge

techniques in all subjects. What was most apparent was how the EDI lent itself so well to providing adequate challenge for MAS. The following were key techniques modelled across the board in lessons at UTCN:

Live marking - providing high level feedback to MAS in order to push them to the next grade.

Challenge - Challenge questions in every subject with MAS being encouraged towards this.

Questioning - the use of high-level questioning for MAS to ensure they are engaged and stretched.

Progression - MAS are exposed to next-stage content and links between key-stage learning.

Scaffolding - reduction of scaffolding for MAS

This provided us with a benchmark - all lessons currently contained excellent provision with clear implementation of methods shared through CPD and through excellent use of the EDI, with the above being the modal techniques used.

The only concern raised was the consistency in faculties of any additional provision being provided. Whilst all teachers were clearly thinking of their MAS, across each faculty there seemed to be a lack of consistency in which techniques were the highest leverage for their subject. It was clear that, alongside the key strategies, individual teachers in departments were also utilising other high-leverage strategies in their classrooms.

After discussions with Senior Leaders and Heads of Faculty, we collectively decided that each faculty should have its own MAS strategy plan. Alongside the five main techniques identified I wanted each faculty to have a clear and consistent plan for techniques they would use in their subjects that have proved highest leverage in stretching our MAS. Each faculty was given time to discuss suggestions and examples I had put

forward and either settle on using these or come up with their own bespoke techniques they had used. All faculties came up with varied and detailed strategies they would then commit to moving forward. The extensive range of additional and bespoke strategies was intriguing!

Maths and Science were fairly aligned with their additions: the introduction of ‘Aiming for grade 9’ booklets for Year 11 pupils to begin attempting the top level exam questions in each topic. Additionally, P.E. designed MAS lead activities (both physical and theory) in lessons. Computing had chosen for a clearer focus on accessing high-level mark schemes and model solutions at KS5, with KS4 attempting more challenging programming problems.

English and Humanities, as anticipated with more essay-focused subjects, opted for a different angle; the faculty aimed to share grade 8/9 markschemes and model answers with MAS who are then to use these to improve their exam technique, alongside this the faculty will share key language and techniques from Examiners’ Reports they had analysed to enhance MAS’s work. A huge part of UTCN is our Engineering faculty - they elected to provide higher level drawing and construction tasks for MAS as well as collaborating with these students on the DPR to share particular areas for improvement to their exam technique.

Since the introduction of these faculty strategy plans, both staff and students have independently expressed the success of their MAS provision and judging on the current data we are expecting a significant improvement in terms of our grade 7-9 attainment in the summer exams. When this success is seen in the data, it will verify that, while a onesize fits all approach has its benefits, a bespoke approach when looking at the nuances of our subjects elevates the success further.

MASTERING THE MASTERING THE

ARTOF EXPLANATION ARTOF EXPLANATION

By Salma Ahmed, CCS

Einstein once remarked, "If you can’t explain it simply, you don’t understand it well enough." This sentiment is certainly true in education as it reflects the crucial link between mastering subject knowledge and effectively delivering material. While we may assume that we're proficient at this skill, this is not always the case. Through my years of experience, I've discovered that it's an area where it's crucial to strike a balance between leveraging the effectiveness of teacher-led instructions whilst minimising excessive teacher talk.

So, where do we begin?

Let's delve into the realm of chemistry!

Imagine you're introducing students to the concept of chemical reactions. Instead of diving straight into equations and abstract theories, start by showing them a simple but captivating experiment, like the classic baking soda and vinegar reaction. Watching those two household ingredients fizz and bubble together is like witnessing magic in action. As the excitement builds, you can gradually explain the underlying chemistry—the exchange of ions, the formation of new substances and all that good stuff. But here's where the real magic happens: pay attention to how your students are engaging with the material. Are they connecting the dots? Or are there any misconceptions brewing in their minds?

By tuning into their thought process and addressing any confusion right then and there, you're not just teaching chemistry; you're immersed in the reciprocal learning process. In the influential report by Robert Coe et al. (2014)

exploring the essence of great teaching, a notable emphasis was placed on this skill exhibited by exceptional educators: comprehending how students perceive and process content. This goes beyond simply delivering information; it involves delving into students' thinking processes, evaluating their methods and pinpointing any common misconceptions. When we combine all of these elements, we're not just imparting facts, we're crafting a narrative that leaves a lasting imprint on our students’ memory.

Imagine you're trying to learn something new, like solving a complicated math problem or learning a new language. Now, envision someone throwing all sorts of extra information at you while you're trying to focus. It's like trying to juggle too much at once—it's overwhelming! That's where cognitive load theory comes in It warns us against inundating students with extraneous information which can overwhelm their working memory. As Dylan William rightly stresses, understanding this theory is the single most important knowledge for teachers. So, how do we put this theory into practice in the classroom? It's all about keeping things clear and concise. We must provide the right amount of information for students to learn without feeling they're drowning in a sea of facts. This is where Barak Rosenshine's 'Principles of Instruction' shine. Within his fourth principle, Rosenshine asserts that teachers who provide demonstrations and verbalise their thought processes while solving a problem serve as effective cognitive aids. This explicit guidance not only gives students a well-defined framework for learning, but also helps them develop essential

metacognitive skills.

Now, let's explore the power of visuals. Ever heard the saying "A picture is worth a thousand words?" Well, it turns out there's some solid science behind it! The Learning Scientists have uncovered some fascinating insights about how our brains process information. They tell us that our brains treat pictures and words differently. When we combine images with text, it improves our ability to recall information later. They recommend this approach for both students studying and teachers teaching new concepts because it helps connect different ideas in our minds. When teachers create bespoke expositions supported by diagrams, they're not just adding visual appeal, they're streamlining the learning process. They're cutting through the irrelevant information and distractions to focus on what truly matters. That's where the magic of the visualiser comes into play—it facilitates the logical progression of ideas. This intentional approach empowers our students to focus on the core information, while also appreciating its significance within the larger schema.

Once we've laid down the groundwork with diagrams, it's time to put our explanations to the test. One effective way is by asking targeted questions, starting with our SAF students. What I find even more beneficial during phase two questioning is not sticking to the typical onestudent-at-a-time routine, but getting the whole class involved. That's where techniques like 'Choral Response' and 'Turn and Talk' come into play. Here, we can prompt the students to echo crucial aspects or key terms from the explanation.

For example, we might ask, "How many hydrogen atoms are in a molecule of methane?" Then, after a quick pause, I signal, and the whole class chimes in with the answer "Four!" Not only does this approach enable me to determine who's following, it also creates an energy-filled atmosphere of active participation. By observing the class's responses, I can measure their grasp of the content and make any necessary tweaks to my explanation. Furthermore, as students engage in this interactive dialogue, they're not merely demonstrating their understanding, they're reinforcing it through the act of teaching others.

Let me introduce you to our secret weapon: Voice Personality!

It's not just about what we say, but how we say it. In 'Teach Like a Champion,' the technique, known as the 'Joy Factor' underscores this point. Doug Lemov highlights how we can infuse energy, passion and charisma into every word, thereby transforming mundane explanations into memorable experiences. Through subtle shifts in tone and strategic pauses, we can captivate our students ensuring they're fully immersed in the learning process.

In our professional development sessions this term, we've dedicated time to developing our ability to distil complex scientific ideas into clear and concise explanations. We've learned to trim away unnecessary details ensuring that our explanations are focused and impactful.

It's not just about delivering monologues; we're deliberately scripting and practising with purpose. It's like fine-tuning a recipe until it's just right— except instead of cooking, we're crafting explanations that leave a lasting impression on our students.

Below are some guiding principles for effective explanations:

Assess prior knowledge: Before diving into the explanation, gauge what the students already know about the topic and pitch the information at an appropriate level. This will help tailor your explanation to their existing understanding.

Clarify purpose: Clearly define the purpose of your explanation and identify the key principles, terms and vocabulary that students need to grasp. Ensure that these are introduced gradually and explained in simple terms.

Logical structure: Develop a clear and logical structure for your explanation. Consider preparing a script to guide your delivery, starting with an overview of the topic and then breaking it down into sequential steps. For example, you might explain the water cycle with the aid of a diagram and structure your explanation “First, water from the sea is evaporated by heat from the sun. Then, the vapour condenses to form clouds…” and so on.

Chunking and signposting: Break down the explanation into manageable chunks and use

signposts to highlight key points or important concepts. You might say, "It's crucial to understand that..." or "Let's remember these three key ideas..."

Addressing potential challenges: Anticipate areas where students might struggle and provide additional examples. Focus on ensuring that they understand the key ideas by the end of your explanation by asking frequent recap questions to check for understanding.

Make it memorable: Employ strategies such as repetition, visual aids and engaging delivery techniques to reinforce key concepts and enhance retention.

Mastering the art of explanation is core to great teaching. It’s a skill which is multi-layered and constantly needs refinement, dedication and a deep understanding of both the content and the needs of our students. Let's embrace the challenge of simplifying the complex and strive to become better ‘explainers’ every day. After all, that's what sets apart a great teacher—they make difficult stuff easy to grasp.

By Francis Bray, WA

One Chance

By Francis Bray, WA

The Pupil Premium was introduced in April 2011. allocated to children from low-income families who were known to be eligible for free school meals in both mainstream and non-mainstream settings, and children who had been looked after continuously for more than six months. In 2011–12 total funding through the Pupil Premium was £625m. This was increased to £1.25bn for 2012–13. In the 2023-2024 financial year, pupil premium funding is estimated to be £2.9 billion nation-wide. Since its inception funding the pupil premium grant is equivalent to the 2023 GDP of Albania which is close to £20 billion.

The gap in GCSE attainment between disadvantaged and non disadvantaged pupils has widened to its highest for over a decade. 2023 Key stage 4 data shows the gap, which is based on average GCSE English and maths attainment nationally, widened from 3.84 last year to 3.95 this year and this has now widened every year since 2020. The DfE said the widening of the disadvantage gap “may reflect the difficult circumstances that many pupils will have experienced over the last few academic years”. The gap was already widening before the Covid pandemic, having narrowed to its joint lowest level in 2017.

Waterside Academy place us 1st nationally for the progress of disadvantaged students when compared with similar schools (those schools with 60% above Pupil Premium). Our P8 score for disadvantaged students was 0.61 and our overall P8 score was 0.71. This means on average our disadvantaged students achieved over half a grade higher than their peers. This is significant for all students but particularly those that are the most disadvantaged. It could be the difference between whether they get onto that Level 3 course or whether they have to spend time resitting English and Maths, or whether they get into a top 6th form or college they have their heart set on. If a student achieves 1 grade higher in their GCSEs this can equate to £200,000 additional earnings over a lifetime. This is life changing and our students only get one chance at it!

So how has Waterside Academy bucked the trend?

We create a strong school/classroom culture: our consistent use of routines such as SLANT, STEPS, SHAPE, 10 second countdowns, first time, every time, underpin our high standards for all students, all the time.

We set high academic expectations: all students know that they can and will be made accountable, with our “no opt-out” expectation. This is reinforced through our use of cold calling, miniwhiteboards and ‘I say, you say’.

We focus on student engagement: maintaining the focus of the whole class through the use of SLANT, shedloads of practice, live marking and students working in an environment where ‘Golden Silence’ is commonplace ensures that all students have the opportunity to succeed.

Our curriculum planning ensures academic success: our extensively planned curriculum through our curriculum and memory KO booklets, shared resources and the Dynamic Progress Reporting ensures that every task leads to an ultimate end goal of learning.

Freewill

Quick experiment. Choose red or blue.

Think you had a free choice? You’re wrong. Robert Sapolsky in his book “Determined” argues there is no such thing as free will At all

Every single thing you do is conditioned by what happened the second, the day, the week earlier, all the way back to the dawn of creation Schizophrenics act the way they do because of what is going on in their brain and you do too.

Having got that out of the way (and, like the Monkees, I’m a believer) you might ask what relevance this has to teaching and it is this: we are the products of our conditioning.

Training, and planning the training, matters

The way we act in the classroom, in leadership situations, depends entirely on what is going on in our brains This in turn is influenced by the training we have had. Constantly practise good techniques and they become automatic. Plan line management meetings and you get a more determined outcome. Smile and say hello to students and you get a reaction back.

It’s just a shame you had no choice in the matter.