T O
B O L D L Y
G O
W H E R E
N O
S C H O O L
H A S
G O N E
B E F O R E . . .
H I G H L I G H T S
F R O M
T W I L I G H T
# F G C S S T A Y A T H O M E C H A L L E N G E
R E M O T E
L E S S O N
W O W S E R S
D P R
S U P E R S T A R
A N D
M O R E !
Artwork Credit Naya Lotan Buckley 8A
contents Hello FROM OUR HEAD Behold this bumper edition of TLC delights for you this term! Prepare to be wowed by the casual excellence of staff at FGCS with special features from members of our CST family!
Enjoy.
Thahmina
Featured Blog: TO BOLDY GO WHERE NO SCHOOL HAS GONE BEFORE...
3
Shofiquez Zaman
MEMORABLE MODELLING
6
Laura Morgan
LIGHTING FIRES
7
Rashid Benallal
NQT REFLECTION
8
Zarah Kanwal
#FGCSSTAYATHOME CHALLENGES
9
Georgia France
HIGHLIGHTS FROM TWILIGHT TLC READING CLUB
10 12
Sarah Key
REMOTE LESSON WOWSERS
13
CURRICULUM ENGAGEMENT UNDER LOCKDOWN
14
DPR SUPERSTARS
15
TB BLOGS
16
Thahmina Begum
TLC NEWSLETTER | 2
Artist: Salim Foughalii
SHOFIQUEZ ZAMAN Deputy CEO, Community Schools Trust
A forward-thinking trust We must give credit to many schools out there for the success of Ofsted Outstanding FGCS. While we pride ourselves with being in the top 50 schools in the country for P8, for four years in a row, we could not have achieved this if it weren’t for taking on on new ideas from beyond the school. We like to magpie. And we're not ashamed to admit it! We have worked closely with the PIXL club, visited many schools up and down the country and have always brought back ideas to try and implement in order to improve standards. Being outward-facing has allowed us to foster a culture of creativity and innovation. And it's led to some great changes for the better. Here are 4 examples: 1 - We banned retrospective marking and have introduced live marking, making feedback a lot more meaningful for staff and students 2 - When Gove announced one of the biggest educational reforms the country had faced in 2015, namely, getting rid of levels as we knew them, we redefined
Above The picture above is superimposing some of our leadership group members to Star Trek characters. It was the first slide of one of our recent, remote, trust-wide twilights. I was hoping to steer the potential perception of doom and gloom into something exciting, an opportunity, for us to take full charge of the situation and suggest that we ‘boldly go where no schools have gone before!’.
how we sequenced our curriculum and have invented the Dynamic Progress Reporting (DPR) 3 - We moved to a four-and-ahalf day week and three-week winter break to improve productivity 4 - The way we embraced remote learning has meant a smooth transition to home learning for all of our stakeholders
“There are three types of people in this world, those who make things happen, those who watch things happen and those that say ‘what happened’?” American Proverb
Following the footsteps of FGCS, the other two schools in the trust are also making rapid improvements The COVID challenge or yet another opportunity? Covid-19 is not a 'great leveller' despite what some may say. Our schools are situated in two of the most adversely affected boroughs in the country, Newham and Hackney. We have a large proportion of students who are from ‘disadvantaged’ backgrounds, who are living in overcrowded living spaces and are generally struggling to get by. So playing 'catch up' at school will certainly be a challenge. We are no strangers to adversity and now we are presented with possibly the most challenging adversity yet.
“The gap (between the rich and the poor) has closed over the 10-year period by around 10 percentage points. Unfortunately, our initial analysis suggests that that gap will be at least entirely reversed.” Professor Becky Francis, chief executive of the Education Endowment Foundation Planning is not anything new to school leaders. But how do you plan precisely for an unknown future? Scientists talk about the possibility of more disruption with a strong possibility of a ‘second wave’ next Winter. The government guidance can be also quite confusing, to put it mildly, and many school leaders have been left to their devices to ‘prepare’ for a future no one can accurately predict. TLC NEWSLETTER | 3
At the CST, we love a good checklist or risk assessment. It is an example of the robust systems we pride ourselves in to ensure quality at all levels. So when tasked with creating a risk assessment to prepare for the wider opening of schools, we knew it would be the mother of all risk assessments! Currently, it sits at 339 points of mitigating actions, broken down by category and priority, and continues to grow. We have asked our staff to contribute actions we may not have considered. The more we think to mitigate, the safer we are. Artist: Salim Foughalii
Of course, there remain many unanswered questions; what is the future for the current Year 10s? How will they be assessed? How do we enforce social distancing with children? Will there be a vaccine? How much longer will this go on for?! Despite the unknown, the uncertainty and the fear, we have to harness the good in such difficulties. We are being forced to think outside the box because the box we are familiar with no longer exists. We are in unchartered waters and there is no benchmark. In chaos there is an opportunity and we must take it. Time to adapt? ‘Evidence-based principles are just as valid online as in the classroom’ Professor Daniel Muijs, head of research, Ofsted and Dr. Dominique Sluijsman, associate professor, Zuyd University of Applied Sciences, argued the following regarding remote learning: 1 - Avoid focusing on ‘tools, instead of the coherence of learning goals, curriculum, teaching strategies and assessment/feedback…’ 2 - Structure and transparency lead to greater peace of mind 3 - Remote learning relies on students metacognitive skillssomething they often lack! 4 - When organising sessions, keep them at fixed times 5 - Effective feedback is crucial. It should be goal-oriented and focused on progress
For us, the message is very clear; keep the main thing the main thing. In our most recent trust-wide virtual twilight, we did a quick selfreflection on virtual teaching pedagogy. We want our students to be engaged by doing the following: 1 - Attending online lessons for the first 20 minutes. It establishes routine, provided face to face contact the children really need at this time and allows expert teacher explanation to facilitate the learning 2 - Login to the DPR every day and submit all work that is completed 3 - Teachers to record the quality of students work and provide useful feedback on how to improve through DPR We made it very clear to our staff and students about these expectations and the implications on learning if not done properly. The DPR is our central system where teachers, students and parents continue to engage with the schools’ intended curriculum, albeit from home; where teachers continue to link learning resources that aids learners from home; provide useful feedback-through voice or otherwise; have a realtime question and answer session through the DPR ‘Class Chat’ where learning dialogue is evidenced; and where teachers continue to assess and make judgements on the extent of students' learning. Essentially, it is where we evidence all progress associated with learning that is linked directly to the school curriculum.
Above-DPR Class Chat: Music feedback TLC NEWSLETTER | 4
We are relentlessly tracking all students' engagement and intervening where we need to. For example, we have grouped different types of students into various categories and working toward improving the extent of their engagement on a weekly basis. We are taking engagement very seriously because we understand that by improving learning engagement now would mean reducing catch-up later on. A blended Future? For me, the future may be uncertain, but it is certainly intriguing. We will have to consider some sort of blended learning for at least the next academic year. For example, given the risks associated with mass gathering, schools would need to address how they approach the following: Assemblies Mock exams and testing approaches in general Class sizes Staff and students not returning to work who are ‘extremely clinically vulnerable’ to the illness
Our priorities right now: Our curriculum work never stops. We continue to fine-tune the existing curriculum and its sequencing Reforming how we approach homework to focus on knowledge recall and memory retention - a need greater now than ever before We will enhance our knowledge organisers - booklets that capture the core things we want our students to know and remember Embed quality memory recall features in every lesson, every day We will develop subject-based ‘curriculum booklets’, which links specifically to our curriculum The transition from Explicit Direct Instruction (EDI) to Direct Instruction (DI) for some subjects Continue enhancing the blended learning opportunity For those interested, I will be addressing some of these in more detail in my future blogs. For now, we will utilise the talent, capacity and dedication within our trust to venture into the unknown, to boldly go where no school has gone before…
As a trust, we have always adapted well to new realities. Our staff have been brilliant in their quick adaptation and the resilience they have shown. The future is full of promise for us as we continue to address our core work relating to the curriculum development. TLC NEWSLETTER | 5
MEMORABLE
MODELLING
Laura Morgan @LauraMorganTLC
‘There is no effective modelling without effective explanation.’ When we refer to modelling - showing students
We have all been there. The excitement and
HOW - we are looking at two main aspects:
anticipation of that lesson where you get to model your perfectly planned out exemplar
1: Modelling the learning outcomes that are
answers already picturing the array of beautifully
expected - the finished product.
crafted written paragraphs you will get back in return. Lesson ends and you are catapulted
2: Modelling the process of reaching those
straight down into disappointment and despair
outcomes - the journey of getting there.
when your students hand in something that resembles Boris’ pandemic response. Is it that your
An effective strategy backed by Durrington
modelling wasn’t effective? Maybe, but the
research, Rosenshine’s Principles and research on
likelihood is that it was your explanation of it.
Cognitive Load Theory is the ‘I do, we do, you do’ approach to modelling.
I do it first - teacher demonstrates how to
I DO
perform the task/procedure. This might be writing a paragraph, solving an equation or serving a
I view modelling not as a separate construct but one piece of the EDI puzzle that can be best
clear, sequenced explanation; modelling; questioning to check understanding. summarised in three stages:
tennis ball. This could take the form of a ‘live-
"I do, we do, you do" Model
model’ – when the teacher uses a visualiser, the board or a physical demonstration to talk their students through a new procedure. Or a prewritten worked-example – labelled with the steps students should go through.
We do it together - teachers and students
Check for understanding
Sequence your explanarion
collaborate on the building of a second example,
WE DO
usually through questioning and dialogue. In this
Provide models
step, students encounter a second problem which has the same deep-structure as the first problem (that was covered in the I–stage) but with different surface features. For example, an equation that needs to be solved through the same procedure, or a paragraph about a slightly different topic that requires students to use the same strategy.
You do it on your own - independent practice.
YOU DO
This means that the students work alone on a third, similar problem. This might be a partially completed problem or task – perhaps they are given sentence starters or some of the steps are already done for them. Another approach is to ensure that the original model or worked example remains visible to remind them of the steps they need to take. At this stage, the teacher might be quietly intervening with individual students who need extra support. This approach is not only effective as it scaffolds your instructions from teacher led to guided practice to successful independent practice but it also reduces students cognitive load which maximises learning and successful memory retrieval. However,‘There is no effective modelling without effective explanation.’
Before we model a new skill/concept we must ensure we activate prior knowledge and sequence our explanation to build on this prior knowledge. After all, prior knowledge is the glue that makes learning stick. For example, before you explain and model how to approach circle theorem questions you would need to activate prior knowledge on basic angle facts (isosceles triangles, angles in a triangle, angles on a straight line etc). The ‘we’ guided stage is vital for teacher questioning to check understanding to ensure they are ready for the ‘I’ independent stage. Find misconceptions at this point? Go back to the explanation and provide another example. Learning is not linear; we must always prepare for ‘looping’ back.
Modelling is all about the HOW but we must also perfect the WHAT for the most successful outcomes.
TLC NEWSLETTER | 6
LIGHTING
FIRES
Is there a topic in your subject you absolutely LOVE? Why do you love this topic? Why should your students love it as much as you?
In July 2004, naive and turning 15 of age, I found myself quite fortunate to explore the Sahara desert in southern Morocco. When you are there, particularly at night you can’t help but gaze in awe at the glittering star dust dispersed far and wide and the scattering of colours within the spectrum. It made me ponder… what is out there in space? Does space end? I was hooked and longed for more...and my love of Science had begun.
Does
space
called how
end?
redshift
light
example, away of
from
us.
at
moves
away
to
red
moves end get
of
from
that
you
What
is
naked but
We
out
eye,
there
we
in
Earth
light
big
huge
-
the
is
an
its
is
the
day
blue
have
away
but
maybe
to
discover
a
With
blanket with
time
and
and us
one it.
our of
stars
you
will
stops,
allowed
creation
to
powerful
school,
clouds
given
its
object
moving
our
have
as
wavelengths
space?
where
object
shifted
to
this
further
as
an
who
expanding...
one
gas
effect
light
to
is
witness
delve
as
spectrum
When
If
as
sure,
in
a
further
anyone
moves
are
the
telescopes
stars
how
be
we
understand of
not
is
to
longer for
or
spectrum,
longer.
space
blackholes
These
light
the
the
the
are
asteroids,
us,
of
so
closer
rainbow.
describes or
space;
clear
galaxies
telescopes see
a
is
Scientists
will
when
move
spectrum,
Earth,
what? day
the
shorter.
found
in
get
closer,
It
objects
from
wavelengths
concept
blueshift.
Visible
end
a
shorter
which
looked
the
as
is
toward
galaxies
colours,
has
and
shifts
wavelengths
There
planets. us
to
destruction
insight
into
today.
RASHID BENALLAL TLC NEWSLETTER | 7
NQT REFLECTION Zarah Kanwal "With the title of ‘NQT’ looming over my head, I was unsure of the opportunities I would be able to pursue. However it has become evident that being skilled and passionate far outweigh a mere title."
As an NQT at Forest Gate Community School this year, I couldn’t have asked for a more thorough year of training. The rigorous CPD programme has expanded my understanding of strategies from catering to various groups of students to looking after my own wellbeing. I have been able to learn from passionate practitioners with a range of roles and levels of experience making the sessions relatable and eye-opening. Having my mentor to guide and support me along the way has been invaluable. Our weekly meetings have been a safe place for me to voice my reflections on successes as well as concerns followed by discussions on how to move forward. To add another layer to the mentorship provided, I have never had to think twice before approaching any member of staff for advice, both within and outside of the maths department everyone is always willing to show support!
I have had the opportunity to teach an array of classes, including my first year 11 class, made up of students of varying needs and abilities which broadened my toolkit of strategies and experiences. With the title of ‘NQT’ looming over my head, I was unsure of the opportunities I would be able to pursue however it has become evident that being skilled and passionate far outweigh a mere title. So, as well as taking on my first Year 11 class this year, I was also promoted to Deputy MAS Lead and I'm excited to take the role to new heights! There is a real community spirit here at Forest Gate Community School, a nurturing atmosphere and a team of highly skilled, dedicated professionals, all with a common moral purpose. I feel extremely grateful for the experiences I have been exposed to that have shaped who I am as a teacher. TLC NEWSLETTER | 8
Week 1 Who knew that a tea bag, frying pan and mug could cause so much frustration? From the outside looking in, the task was simple. 30 seconds to hit the tea bag into the mug as many times as possible using the frying pan. However, it was not as simple as it seemed! Week 1 ended in a (questionable) victory for the staff with Thahmina coming out on top. Staff 1 - 0 Students.
Week 2 Were the students able to redeem themselves and bring the scores back to 1-1? For the week 2 challenge the school was required to get into a bit of a spin and whoever could handle the dizziness was going to come out on top. The task: spin around 10 times and then try and catch 20 pairs of socks in a bag. Again, sounds simple, but it was a lot harder than it looked! The students won comprehensively, with Mr Mann coming out on top for the staff. Staff 1 - 1 Students.
Week 3 Who in the school is destined to be the next Messi or Ronaldo? Week 3’s challenge was simple but effective and the challenge video definitely won the best edited video award! The task: spin a coin on the floor and perform as many stepovers as possible until the coin went flat. Surely the staff had this one in the bag? Apparently not! It was a resounding victory for the students!
#FGCSSTAYATHOME CHALLENGE Georgia France In these uncertain times, a laugh and some light-hearted fun can make such a huge difference. As a department we wanted to create something that would bring the school community together in a fun, but competitive way. So, what could be better than Staff vs. Students? Each week a member of the PE department has been setting weird, wacky and wonderful challenges from their homes using common household items to ensure that everyone can participate in the fun.
Week 4 As far as creativity goes, week 4 was a good one. Can’t play basketball at the moment? Of course you can! For week 4 you needed a piece of fruit or veg to carry out some basketball ball handling skills. We promise not too many pieces of fruit or veg were damaged in the making of these videos! Could the teachers redeem themselves and take the score to 2-2 going into the half term break? TLC NEWSLETTER | 9
Highlights from Twilight
Community Schools Trust wasn't going to let anything come in the way of our Twilight! The first #CSTMEETS Twilight took place virtually with a plethora of CPD breakout sessions to indulge in! Click on the hyperlinks for a refresher.
MULTIPLE CHOICE QUESTIONS MCQs are a very valuable AfL tool which is suited extremely well to online learning through the use of google forms. I am not making enough use of this at present and need to plan these carefully into future lessons. This was such a good session, thank you! J. Roberts TCS
Using Google forms as a tool and using the spreadsheets generated for question by question analysis was really useful, will be rolling this out to the rest of the department, using some standardised sets of questions across classes to see trends across year groups. C. Larkin HNS
AFL LIVE I'm going to use more pause points when teaching and have these on my slides so students are clear they are meant to be using the time to think. A. Qureshi FGCS
The significance of pause points, MCQs and DPR class chats was clarified very effectively. I had not considered the opportunities for collaboration during the 'We do' stage that featured in the session so that was a great insight. Thank you! J. Roberts TCS
DUAL CODING I have never used dual coding before and will definitely be exploring building this into the new SoL I am planning at my current school for Year 9. My top take away was the four steps transitioning from concrete to abstract concepts. E. Fraser HNS
Thought it was very helpful in explaining how dual coding can not only help understand but help build the long-term memory of a topic. I will now be much more conscious of how I use images alongside my explanations. J. Lloyd FGCS
TLC NEWSLETTERÂ |Â 10
MODELLING I like the idea of thinking out loud and talking through your own thought process when doing the 'I DO' phase as this will allow students to understand better.
The idea of having another pupils work as a model for students to see and explaining what that student did can help other students with the tasks. This is something I wish to implement more of in my lessons. N. Akhtar TCS
EFFECTIVE VIRTUAL ASSEMBLIES Very useful information to achieve high attendance to assemblies. I will now invite parents to assemblies and instead of streaming a video of weekly skill challenges I will perform the challenges live in the assembly. This will hopefully increase excitement and anticipation. I will now start recording all assemblies. J. Davies HNS
My pastoral team enjoyed the tips and I hope they will now feel more empowered as a result. S. Foughali HNS
MEANINGFUL REMOTE INDEPENDENT WORK I really liked the tutorial of downloading key objectives and using this data to address gaps in learning and misconceptions. If used well, this could be a really powerful tool. A. Qureshi FGCS
To identify suitable work to allow us to assess their understanding of the KOs. It feels so obvious now but I don't think I'd thought about it clearly until it was said like that so that will make creating resources and assessing the KOs feel more logical when planning. J. Lloyd FGCS
REMOTE FEEDBACK Use the type while you talk function to minimise time taken and ease workload. Ask student for screenshots of their work during lesson time and give live feedback for everyone to hear. N. Nakedar TCS
Like how DPR chat is used to motivate students and ask quiz type questions, will even use the voice button to ask questions. S. Javed FGCS
TLC NEWSLETTERÂ |Â 11
TLC READING CLUB
Summary and Key Takeaways Yamina Bibi and Laura Morgan
MAKING EVERY DISTANCE LESSON COUNT Durrington Research School The Teaching and Learning Community has expanded. Beyond Friday’s coffee mornings, we wanted to create space for colleagues to discuss reading and research to support their remote and classroom practice. So, on Wednesday 13th May 2020, many members of staff at Forest Gate Community School met remotely to launch the Teaching and Learning Reading Club. What an exciting moment. The sessions take place every fortnight and we will have a new member of staff sharing their wonderful insights with you so you do not miss out. Have a read of Sarah Key’s fantastic golden nuggets from the session.
My key takeaways from TLC Reading Club
Sarah Key When reading ‘Making Every Distance
Modelling exemplar work and
to provide solutions to address some of
Lesson Count,’ I was initially struck that
normalising mistakes was now easier
our’ cultural deprivation.
there was published research on remote
than ever using work submitted; I could
One thing we can rely on to draw in the
learning so quickly. However, I was not
also present my screen as I answered
hardest to reach students is ourselves as
surprised that teachers and leaders up
exam questions live on to G Docs to
individual classroom practitioners. The
and down the country had been eager to
further enable the modelling process.
comfort, familiarity and high
reflect on their newly established
What I realised reading and discussing
expectations this school has long
practice. The second surprise was my
the text during the reading club was the
established benefit the most
familiarity with their framework:
simplicity of it. Everything clicks into
disadvantaged, which is supported by
challenge, clear instructions, modelling,
place as our robust curriculum
the research we discussed at the first
questioning and feedback. Aha, I
transcends setting. Nothing needs to be
ever TLC Reading Club.
thought to myself; I have done this!
compromised and I can do it from the comfort of my garden!
Six Principles
In theory and in planning, our strong
The writers, The Durrington Research
school policy and EDI framework had
School Team, list these six principles
seemingly made this transition
and explore how one can adapt these for
seamless. The reading seemed to
remote learning. At Forest Gate
confirm this.
Community Schools, we have been trying to embed these principles prior to
Digital Divide
lockdown and have aimed to continue
While the research provided comfort in
this online too.
the familiar, it has quickly become
Instructions which were previously on
apparent - the research does not quite
my slides are now numbered lists on the
address the ‘digital divide’.
DPR and on Google (G) Docs to ensure
As much as we try, no institution can
clarity of explanation. Print outs and
lift their ethos, culture and framework
flipped homework can be diversified
and apply it to another school setting -
with the infinite internet at our disposal.
never-mind during a pandemic.
Plenaries and AfL tools were now MCQs
Community Schools Trust has had the
and carefully planned and executed
privilege to loan laptops to redress this
verbally over Google Meet.
issue, however we are still attempting
TLC NEWSLETTER | 12
R E M O T E
L E S S O N
WOWsers Michael Mann
Annika Schuette
Oliver Walsh
Really clear instructions with information presented in small and manageable chunks. Well done for also showing a model example and checking for understanding by asking students to repeat back what the instructions were.
Your explanation and clarity of instructions means students have clear expectations of the task. I really liked your positive and warm introduction which is so important during these times.
Effective questioning by providing multiple examples and differentiation means students were really engaged with their online learning and a number were participating with developed answers. A great example of how to start a live lesson.
Yasmin Akhtar
Sevdie Ali
Georgia France
Immediate application of targets from mentor. Clear explanation of tasks set during the live part of the lesson. Well done!
Your interaction with the students was great to see, they felt comfortable asking and answering questions. Great examples of models seen within the teaching.
An excellent example of modelling (I do, we do, you do).
Koforowola Ajayi
Anisha Afreen
Simone Tulloch-Foley
Excellent use of students work for fix it uploaded on the DPR chat and giving student shout outs in the beginning of the lesson.
I really liked the clarity of your explanation with the writing that you did directly on to the PPT.
Really fantastic engagement from your class, and your collapsed class. I really liked your comic strip activity to simplify the analysis of structure. Your praise is very effective in inspiring your students
Emranul Islam
Zubayer Ahmed
Shuely Begum
The moment when explaining how to complete Part B - you heard the students who previously didn't understand say "oh yeah", I love that 'lightbulb' moment of them confirming that they now have understanding!
Shout outs at the beginning are motivating and encouraging. Clear layout and instructions. The lesson is accessible to those who are also not live online.
Brilliant teacher modelling and explanation of class work.
Laurie Girard
Sofia Mahmood
Aisha Ahmed
Loved that students were so Amazing interaction with the interactive with the MCQ! students, modelling of great examples, live feedback, using students work to support others in the class. Amazing feedback and time for fix it!
Very clear instructions given on DPR chat and further google meet session with walk through of PPT.
TLC NEWSLETTERÂ |Â 13
CURRICULUM ENGAGEMENT UNDER LOCKDOWN During a time of uncertainty, one element that has remained constant with pupils, parents and staff is the DPR. The DPR has been essential in continuing to maintain the high expectations that we have of our students. It has enabled a smooth transition to remote learning and engaging with its various elements ensures that learning isn't lost and students continue to progress.
1
LOG IN
2
JUDGEMENTS
3
COLLABORATION
The DPR is integral in mapping the
Updating the KO judgements
This is a great way to specifically
schools curriculum and tracking
throughout the week allows for
target students who may be
pupils progress. By logging in and
you, the student and their parents
underachieving or you want to
engaging with the various
to see how they are progressing in
stretch further by providing
elements ultimately ensures that
your subject. It is motivating for
feedback on particular KOs - it
all students continue to exceed
the student to know that their
makes it personal and the student
their potential.
engagement is having an impact
knows you care!
on their progress.
4
RESOURCES
5
ASSIGNMENT SETTING
6
ASSIGNMENT GRADING
Uploading one resource a week
Setting assignments gives students
Grading assignments provides you
allows students to complete work
an opportunity to consolidate their
with a clear understanding of your
on areas they are finding difficult.
knowledge and skills beyond the
students strengths and weaknesses
We want our students to ultimately
classroom. It helps them to identify
and this helps inform your planning.
become independent learners who
areas that they may require further
The feedback you provide will help
can self-regulate; these resources
support or be more interested and
students to know what the next
facilitate this.
inquisitive about.
steps are to help progress their learning further. TLC NEWSLETTER | 14
SUPERSTARS! T h e D P R is a n e s s e n t i a l t o o l i n o u r d a i l y i n t er a c t i o n s w i t h o u r s t u d en ts. F u n d a m e n t a lly , it a l l o w s f o r u s , t h em a n d t h ei r p a r en t s t o s ee t h e p r o gr ess t h a t t h e y a r e m a k in g . I t h e l p s i n f o r m o ur p l a n n i n g a n d a l l o w s u s t o h el p t h e st u den t s s e c u r e t h e ir k e y o b j e c t i v e s t h r o u g h t h e v a r i o u s f u n c t i o n s o f t h e D P R .
LOG IN
JUDGEMENTS
Daniel Vanstone
Janine McClurg
Arnold Zac-Williams
296 2. ANAM ALI 217 3. ELOISE HART 161 4. SOFIA MAHMOOD 159 155 5. ANNIKA ANNIKA
12076 2. ZAHEED ZAHEED 10091 3. ANAM ALI 9139 4. NAEEM SHEIKH 8702 5. SOFIA MAHMOOD 8558
109 2. ANITA SONI 93 3. TAYLOR HUMPHREY 82 4. AISHA AHMED 41 5. JONATHAN COLLINS 28
RESOURCES
DEPT RESOURCES
Christopher Victory
Drama Dept
1. DANIEL VANSTONE
1. CHRIS VICTORY 2. MARY ANNE DAVIES 3. GEORGIA FRANCE 4. MICHELLE SMILEY 5. ANITA SONI
62 60 55 48 47
COLLABORATION
1. JANINE MCCLURG
1. DRAMA 2. MEDIA STUDIES 3. PE 4. MUSIC 5. FOOD TECH
1. ARNOLD ZAC-WILLIAMS
365% 235% 207% 200% 194% TLC NEWSLETTER | 15
Blogs TB
When I became Headteacher at the start of this academic year, my line manager and generally no nonsense, rather sweary CEO of our Trust, Simon Elliott, asked me what my vision was for my school. I hate a question that uses the word ‘vision’ because I feel pressured to say something that is ‘inspirational’ and so I panicked in response and stared at him blankly. I knew what I wanted for my school but I thought it would sound naive and silly if said it out loud. But ever-wise Simon asked me again (‘come on, hurry the f**** up, what is your vision?’) and I blurted out what I really wanted for my school:
I want enthusiastic, excited teachers who look forward to coming to work’, I said, hastily adding, ‘I know it sounds stupid – ‘ but he stopped me and wrote it down on my board and left the room. (He’s dramatic like that.) I know it doesn’t sound inspirational or poetic or remotely groundbreaking. But it remains true. I want enthusiastic teachers – enthusiastic to learn their subject, no matter how many years they’ve been teaching it. Excited to teach what they love. Look forward to coming to school because they get to do what they love. If any Headteacher can create that climate in their school, they are winning. And the reason they are winning is because their students are winning. Because enthusiastic, excited teachers mean enthusiastic, excited students.
Enthusiastic, excited teachers who look forward to coming to school
We are a constant in the lives of our students – lives which beyond the safety of school could include any number of injustices and uncertainties that no child should encounter. But we know that when they enter those school gates, they leave behind all of that for 7 hours and we can provide them with a certainty that is safe, fulfilling and happy. Because they NEED us to be this way! We have to smile widely as they approach us, we have to emphatically model empathy and kindness, we have to laugh at their silliness, let our eyes widen in excitement as we talk about our subject to them – they should LOVE it as much as we do, and if not, they should know why we love it so! We should be loud in our expectations and theatrically feign disappointment when they fall short of what we expect. We should be EXCITED to be there for them, doing what we love doing. Some people reading this might scoff at my rose tinted naive vision for my school. Silly Thahmina, they might say. She looks about 23, what does she know? And they’d be absolutely right. I DO look about 23… and what do I know? I don’t know a lot. But some things I do know are the fact that this year, I’ve been excited and enthusiastic about coming to work* and I bet if I asked my staff the question, a good number of them will say the same. And if I had a wand to take away the social stigma of admitting school is fun, I bet loads of our students would say the same.
Thahmina Begum I don’t say ‘all’, because THAT would be naive. But ‘all’ is the mission. (Or the vision!)*(I’ve also absolutely loathed certain days, but that’s for another blog…) Like many of us who work in schools, I really, really, really miss our students. Every time I walk into our almost empty school building now, I think of the little things I really miss. Here are today’s top 3 (they change daily!): 1. I miss standing at the school gate and replying with an upbeat ‘Good morning!’ about 60 times within the space of a minute as a flurry of bright-eyed year 7s pass me by (and suddenly feeling rather tall). 2. I miss greeting students at the classroom door and asking how their weekend was and getting a 100% response rate of ‘nothing Miss, it was dry’. 3. I miss marching the corridors during lesson changeover, repeating ‘to the left! To the left!’ and strongly fighting the urge to break into a Beyonce number. Currently, we are scrabbling around trying to make sense of the latest Government guidance on wider opening of schools. We have our best leaders pooling their ideas for our eventual return and what it may look like and in the meantime, we will continue to teach remotely, in the best way we can. It feels like a long way off at times, but whenever we do return to normal, or semi normal, or dare I say it, a ‘new normal’, our students will need to return to that constant again – that enthusiastic, excited teacher who is happy to be there, to teach them. I personally, cannot wait! TLC NEWSLETTER | 16