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September 2013 • Issue 3



Raising aspirations for all through quality, excellence and innovation

WHERE IS PARADISE? I n the latest issue of ‘Teach Horizon’ we continue our series on the different aspects of the planning cycle by looking at ‘Describing the outcomes’ and consider its place to assess where students are and where students need to get to. If our goal is to ensure that students have the opportunity to get to the ‘Promised Land’, then this issue offers some ideas to help us move towards this aim.

Teach Horizon Issue 3


The theme of this issue is that of looking to the future. Paradise is a place where we all dream of being.


Training Opportunities - Staff Learning Co-ordinator Nargis Ola details this term’s training programmes.

The NQTs will be on that lonely desert island during their residential. Michael Gove gives us ‘Teacher Standard’ 6 an excellent standard to help turn our student’s dreams into reality. Have you ever thought about being on a Greek island while sat in your arm chair? Well, can do all that and more for you!!


Assessment for Life - Staff Learning Co-Ordinator Sarah Rhodes looks at assessment and the ways it informs our teaching.


Learning Objectives and Outcomes


E-Learning - E-Learning co-ordinator Helen Stokes gives us an update on our new VLA and other useful tips and information.


Head of School Phil Storey has ‘top tips’ for promoting a learning culture in your lessons.


Take a look at what the NQTs got up to at their ‘Twilight session’.

Back to reality. Many thanks to all contributors. The next issue will be published in December. If you want to contribute a resource or an article, or give details of a strategy that has worked for you, do let the Staff Learning Coordinator editor know.

HORIZON TRAINING Staff Learning Co-ordinator: Training, coaching and NQT induction.

Teaching and Learning working group The Teaching and Learning working group has been busy looking into new strategies to improve differentiation. The group has focused on the different ways students can work together, the idea being that each representative goes back to their department with ideas that have been shared, for use within each curriculum area. Gemma Stoyles presented the work she and Christine Malson did for the DrOPP course. Some food for thought, some excellent suggestions on how to engage learners in their group work and how this can aid differentiation. 7577 Andrew Cattrell engaged the T&L group with his plate spinning! Some practical Kagan strategies to engage, enthuse and push the more able students so they thrive in a supportive yet challenging environment.


Focus of the lesson


Nargis Ola Notes

Tue 24 Sep

(Professional Development) Kagan

Andrew Catterall

All staff

Practical strategies put forward by the teaching and learning extraordinaire Kagan.

Thu 17 Oct

Challenges during a parent’s evening.

Nargis Ola-Craig


How would you deal with certain situations?


Tue 19 Nov

Kagan - Part 2

Andrew Catterall

All staff

Practical strategies put forward by the teaching and learning extraordinaire Kagan.

Tue 3 Dec

(Professional Development) High Achieving Pupils.

Kevin Harris

All staff

How to engage and work with our high achieving students.

Thu 5 Dec

How to use SISRA

Claire Huddart

NQTs/ All staff

A practical guide - effective use of SISRA.

Thu 19 Dec

NQT sharing good practice.

Nargis Ola-Craig


An opportunity for NQTs to share and support one another.

Unless there is a Parent’s Evening there will be an NQT session on Thursdays 4.30 - 5.30.

NQT Residential Fri 18 & Sat 19 Oct 2013.


Sarah Rhodes


Staff Learning Co-ordinator Sarah Rhodes is responsible for assessment at Horizon. Here she details ‘Assessment for Life’.

3. Giving feedback to pupils and allowing them opportunity to make changes and improve their work using different strategies. This will help them understand what they have done well and what they need to do to improve (WWW/ EBI).

1. Getting information from pupils about what they have learnt so you can plan amazing engaging lessons.

“We need to see that every pupil has had an opportunity to improve their work and make significant changes”

2. Helping pupils understand what you are aiming for during the lesson and what they are going to get out of the learning. Making sure learning; is not just ‘done to them’.

As a College we are working towards embedding consistent evidence of quality feedback and pupils’ response.

ssessment for learning is the key to successful teaching. It is simple, effective and involves the following things:

Teacher Standard 6 Make accurate and productive use of assessment •

Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Make use of formative and summative assessment to secure pupils’ progress Use relevant data to monitor progress, set targets, and plan subsequent lessons Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

“Assessment is the building blocks - it cannot be a buffet that we pick at - it has to be the main course that we savour and enjoy!� We need to see that every pupil has had an opportunity to improve their work and make significant changes which will impact on their level/grade. Using WWW/EBI alongside purposeful target setting, we should see a marked improvement each time an assessed piece is marked by the teacher, a peer or themselves. Assessment is the building blocks - it cannot be a buffet that we pick at - it has to be the main course that we savour and enjoy! That is why we have set up the Assessment Tools for Teachers and I believe if we can cement our classroom practice around quality AfL then the future looks bright for our learners!

Remember PARA P - Praise (WWW) A - Action (EBI) R - Respond to feedback A - Teacher acknowledges the improved work using stampers/ comments.



1. Ensure learning outcomes are differentiated according to NC/GCSE levels. 2. Make sure outcomes are measurable and specific 3. Provide review opportunities for students to check their progress against outcomes. 4. Use the review phase to inform planning for the next lesson. How did students get on with today’s objectives and outcomes?

… Next time w ‘Input/Ne ’ Learning


The third edition of a series of articles, outlining the Horizon Planning Cycle

his is the third in our series of articles on the Horizon (Accelerated Learning) Planning Cycle. One thing’s for sure, it will be difficult for the teacher - and students - to measure their progress in a lesson if they are unclear about what the objectives and the outcomes of the lesson were. Setting clear learning objectives and outcomes are essential for any lesson. It is worth highlighting that the use of the two terms ‘learning objectives’ and ‘learning outcomes’ has changed over time, and they are now widely used - in educational media, on Twitter, educational publications - to describe the same thing. For our purposes at Horizon, a learning objective is a statement in specific and measurable terms which describes what the student should know and/or be able to do by engaging in a learning activity. Learning outcomes describe to students what the teacher is looking for and how they will know they are being successful in their learning. Learning outcomes need to be specific

and related to the learning objectives and the activities set by the teacher. It is clearly very important for teachers to decide, as part of their planning, how they are going to assess the learning outcomes during the lesson and they should always be able to review these learning outcomes. Examples of learning outcomes (success criteria) are below: Use the 5 key words when writing the introduction

Use a pencil and a ruler to draw Science equipment used for this experiment

Search a database to find 5 pieces of information about The Jungle Book

Demonstrate a forward and backward roll

Share your opinion in a group of 4 Peer assess your partner’s work by giving a point for improvement

Differentiate those outcomes As we move on to the next stage of Horizon’s journey, so the focus falls sharply onto

different groups of learners LAPs, MAPs, and HAPs, EAL, SEND etc. It is essential that in our teaching we meet the needs of all groups of learners. In this sense, differentiation is king! As the start of the lesson planning process it is vital to be clear about the desired learning outcomes for different groups of learners; this is often made explicit by links to either National Curriculum or GCSE (or equivalent levels). Are you expecting a student with a benchmark of a D to produce the same level as an A* student?

Unpacking progress Some subjects have developed the use of outcomes into a ‘progress grid’ approach, where ‘good’ and ‘outstanding’ progress for different groups of learners is identified and shared with students. An example of this approach in ICT is shown below:

Learning Objectives

Example of clear learning objectives and outcomes (History). Note the specific reference to GCSE grade criteria.

TECH FOR TEACHERS Frog Update: Follow the hopper!

T Helen Stokes As highlighted in the first two issues, Frog is a major development for Horizon. Here Helen Stokes outlines the progress since the last issue and plans for the implementation of our new VLE.

he Frog VLE has begun to make huge leaps forward in a bid to support teaching & learning. The Summer Term saw all department Frog Champions being trained in building their department sites ready for September. A variety of content can be made available to all pupils and staff, anytime, anyplace, anywhere! You will need your network username and password to log in. To log in to Frog at school go to: http://froghorizon To log in to Frog outside school go to:

Frog can be used to: • Engage learners • Extend the classroom • Provide access to media rich resources, SCORM content • Support collaboration, both learners and staff • Support flipped learning • Increase communication (Staff: Learner, Staff: Staff, Learner: Learner) • Engage parents • Notices will appear in Frog. Including staff notices, pupil notices and extra-curricular notices • All i-Learning will be set via Frog • Resources and lessons will be displayed on Frog; to support absentees • All emails to pupils and between pupils will be done via Frog Mail

If you require support with Frog, contact your department Frog Champion in the first instance.

(whatever they are!!) for you to try. Helen says they are fab but don’t take her word for it, try them!!

Support videos and help sheets will be made available via the eLearning site on Frog.

“All the images are geo-located, so the positions are accurate. All the images are of places and locations; you won’t have to sift through lots of pictures of pouting people!”

Panoramio Panoramio is a site that allows you to explore places around the world, local sites and places you and students have visited. Simply type in a location you wish to explore and images near that location will be displayed on a map. Click on the images to enlarge them and see all images for that location. All the images are geo-located so the positions are accurate. All the images are of places and locations; you won’t have to sift through lots of pictures of pouting people!

Discover Apps (iOS) Discover Apps is a really useful app that helps you to find other apps.

To use Panoramio go to http://

Just simply type in an app that you like or choose an app from the featured list. This then generates a map of similar and recommended apps that might be of interest to you.

Here are a couple of iOS

You can then read about

Why not upload your own images from a trip?

the app, look at ratings and screenshots and it then gives you the ability to download the app directly from the App sto re.

Strip Designer (iOS)

Use your iOS device to create your own comic strips. You can choose your layout, add your images, add text, add filters and borders and add stickers such as thought bubbles and speech bubbles. Finally, you can export to your photo album or send as an email. Why not use Strip designer to explain a concept or a process in your subject or get learners to create their own to show what they have learnt? You can get more information from http://www.mexircus. com/Strip_Designer/index. html



Our new Head of School, Phil Storey outlines ways of improving learning in the classroom by “Promoting Positive Behaviour”.

e have all had, have and will have in the future students in our lessons who are more difficult to engage and, if allowed to will likely cause disruption to our lessons. ‘Disruptive behaviour is often, although not exclusively, a choice’: A choice that is made by an individual in response to a singular or combination of factors! No pupil is born ‘naughty’ and therefore for a pupil to demonstrate the traits that we would consider in this bracket it is usually a product of a variety of issues, circumstances and factors and

this is  a ‘need’ and is often a ‘barrier’ towards these individuals demonstrating the behaviours that ‘we’ deem appropriate!

A few years ago a former colleague and I delivered a series of workshops in this area and in doing so compiled some ‘top tips’.

It is the easier option to remove children who pose behavioural challenges from the classroom but our goal has to be to create an environment where positive behaviour is promoted and pupils are encouraged and nurtured to demonstrate positive behaviour, not necessarily for learning, but so they CAN learn! A key to this is to develop a positive rapport with pupils, identify their interests, and show an interest. Many BESD pupils demonstrate disruptive behaviour to gain attention - from you, their peers, anyone who will acknowledge them and to be honest they don’t mind whether it is a sticker in their planners or a ‘public dressing down’ across the classroom. Either way they have had their itch scratched!

Catch pupils being good! Emphasize the positives in a classroom. Whenever possible, publicly praise those pupils who are being compliant. Be proactive not reactive using positive cues! Linked to Tip One, give recognition to those pupils being good. Praise pupils in a close vicinity to the pupil ‘off-task’ aiming to redirect pupils to behave appropriately. Use ‘Wise Positioning’ in class Think about your positioning - place yourself close to pupils behaving inappropriately whilst once again praising compliant behaviour elsewhere in the classroom.

Reiterate to refocus Ask questions to refocus a off-task pupils - for example a group of pupils are ‘off-task’, approach them but pay no attention to their ‘off-task’ behaviour instead ask redirecting questions such as ‘How’s it going? Do you need any help? Do you need me to check the work that you have done so far?’

Discretely redirect Most ‘disruptive’ pupils are either striving to ‘create a scene’ seeking attention or in contrast respond badly to public reprimanding, therefore a more discreet approach will be more successful. For example a pupil has stopped focussing on their work so you quietly move to their side and ask them to go back to the task they have been set. Don’t look for an immediate response, in fact move away from them to give them time to comply - if successful don’t forget to praise improved behaviour!!

Overtly Redirect Rather than confront pupils displaying inappropriate behaviour getting drawn into an argument, acknowledge the inappropriate behaviour while at the same time redirect the pupil to the actual task in hand. For example A couple of pupils are having a chat rather than working and naturally you ask them to stop and get back on task only to be met by the ‘standard ‘cock-sure’ response’ of “I’m only asking them what we’ve got to do?” Follow this up with a statement along the lines of “I appreciate that you might be unsure but you can

always ask me and now that you are aware can you get on with the task thanks. Adding the ‘thanks’ subconsciously you are expecting compliance from the pupil.

“Emphasize on the positives in a classroom. Whenever possible, publicly praise those pupils who are being compliant.” Rule Reminders Regular assertive reminders of your classroom rules are a very effective and nonconfrontational way of tackling ‘off-task’ behaviour. For example “Kieran, remember that our rule for answering questions is to put your hands up and not shout out, let’s try that thanks”. Using ‘Our’ de-personalises the enforcement of the sanction and takes away the ‘because I said so’ element that can cause confrontation. Again thanks are used to encourage compliance.

Let pupils make the choice Establish with the pupil that they are ‘choosing’ to behave in an inappropriate manner but provide them with the alternative (more suitable) choices they have. Reinforce the consequences that will come should they not choose to behave appropriately - “Liam I need you to stop shouting out (desired result), if you choose

not to then you know I’ll have no option other than to write in your planner which then puts you only one step away from an On-Call (consequence pending) which I don’t want to do so lets be quiet now thanks”

Consistent Consequences If despite your best efforts, a pupil continues to make ‘poor choices’ it is essential that you do follow through with the desired consequence outlined once again leaving scope for compliance and corrected behaviour. Continuing with the example from before - “Liam you have chosen not to take my advice, bring me your planner (write comment) I hope that you will now make the right choice so that I don’t have to have you removed, back to your seat now thanks.”

Restorative Removal Unfortunately in a school of our size, there will be occasions where pupils continue to significantly prevent you from teaching and affect other pupils learning and despite all your best efforts you are left with no option other than to have them removed from the lesson (On-Call). Following an On-Call it is essential that the issue is followed up with the pupil and restorative work undertake where the pupil is given the opportunity to reflect and understand ‘where they went wrong’ so that they can make better choices next time!!!



ongratulations to our NQTs who have all successfully completed their induction year. NQTs were treated to a twilight session with various workshops, firstly looking into the new teachers pay and conditions, linking these back to the teacher’s standards. Kevin Harris followed with a fantastic exercise to engage all learners. The exercise developed mystery, questioning, effective cooperation, competition and a sense of achievement. If you would like more information about the work that Kevin does, he will be more than happy to go through his workshop. Sarah Rhodes started her session by setting the scene, a mystery style exercise that showed how powerful questioning can be. The exercise,

which again wasn’t resource heavy, allowed students to develop deeper thinking. The work generated interest and a determination to ‘find the truth’. Again if you would like more information about this see Sarah Rhodes.

Punctuation Finally Sarah Cross introduced

punctuation to our NQTs. Sarah actively asked the group to demonstrate how difficult it is for some students to use dictionaries but also how important it is to develop student’s vocabulary. Again, Sarah will be more than happy to go through any literacy strategies with anyone wanting any additional support.

Above: A tweet about Visible Learning Left: A simple idea to assess what each person has contributed within the group.

Teach horizon issue 3