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Trinity Academy ...creating opportunities
Review of 2010!
Content: Literacy AR
Staff News and Announcements
Something to try
Strategies before Sanctions
School Visits Review CPD Carousel Extravaganza
Student Voice Young Chamber
Enterprise Enterprise Week
9 SEASON 3 ISSUE 3 05/01/11
Strategies Before Sanctions A large number of staff utilise a variety of methods to encourage positive behaviour and curb negative behaviour before resorting to the Academy’s sanctions. Here are some of their ideas.
Isolating the Student— Student—Removing their Audience Strategy 1 Stop the trouble maker outside the door and away from the windows. Shut the door and start the class warn everybody that they are to ignore the person when they come in on pain of various threats. Go and collect the person. Before they come in have a very positive word about how well they did on some former occasion and how good their work is and what a nice person they are then direct them to their seat at the back (this removes opportunities for grandstanding). Warn them that they are to get to their seat without talking or showing off on pain of some unspecified threat. Then keep them busy. Strategy 2 If tables can be moved or if there is a separate table in the room, it is usually a good idea to isolate a person by turning their table and hence their face to the wall. I have in the past used this on several students in the same class. I find threatening to phone their parents and making notes of bad behaviour which you threaten to use more effective than actually making the call in many cases. Strategy 3 Another is to stop them at the door and send them with work to a pre arranged other teacher who hold on to them will while you get hold of the rest of the class. When they come back use any of the above.
Promoting Independence I have just produced a couple of posters. One is a number plate which says 3 B4 ME, which means you must consult 3 other sources of information before asking me for the answer, the other is the 4 B’s which works with the number plate. It stands for Brain, Book, Buddy, Boss. Boss This means that they must use their brain first then look in the book and then ask a friend to try and find the answers before asking the boss, (i.e. me!!)
The Charm Offensive ♦Speak to child first. ♦Ask the child if they think they need reseating. ♦Re-seat child to take them away from a potential problem no choice.
♦Ask the child if they think they should have had a warning yet.
♦Give warning and explain consequences of another. ♦Second warning; ask how many statements they think they need to start them off. I like it when they give themselves the punishment.
Although this is not particularly behaviour, it does encourage
♦I always try at first to make not a joke but be quite casual
them to be more independent and therefore are less likely to
about what behaviour they are showing and what I expect
not be able to get on with work because they don’t know
from an individual, often pupils are been disruptive
what they are doing.
because they don’t understand the work so I may go through it with them again.
Rather than just sitting there waiting for help to be given,
I would also say how well they are doing before
them little excuse to be off task and know they know they
launching into how much more they could do!
will be picked up for it.
♦A kind word is always better to give than a negative one, so
they can be reminded of how to help themselves. this gives
Promoting Positive Behaviour Strategy 1 I have two columns, one for those who have behaved well and those who have not, all pupils start off in the behaved well column and I move their names between the columns when necessary. I allow pupils to work their way back into the behaved well column (but I do not let them off any statements they get). Strategy 2 Next to my ‘Warnings’ space on the board I have a ‘merits’ space so students can see there is a chance of a reward as well as consequence. This is a great visual tool that not only highlights negative behaviour but allows the ‘good’ students to be recognised consequence as well, all without making a fuss or raising your voice. Strategy 3 Points system – students are allocated points for early arrival, participation in lessons, good behaviour etc. These points are then recorded by each student in the back of their books. Once a week the points are calculated and a desirable prize is awarded. Sticker chart – for weaker sets this works well. Design a poster with a prize at the top (roads to a treasure). At the end of each lesson those students who have behaved well receive a sticker to help them get one step closer to the prize. This is a visual, measurable way for the students to see that their good behaviour has not gone unnoticed. Strategy 4 Praise— Praise — Praise those who are working well – write their names on the board. Praise the appropriate noise level ‘This is a perfect noise level everyone, well done!’ Politeness— Politeness— Greet those that are a particular issue at the start of the lesson with a nice to see you, even if it’s not true! Give an informal warning with a positive reinforcement eg. ‘Todd, please stop shouting out or I’ll have to give you a warning. I am very interested in what you have to say but just put your hand up’. If given the chance speak to all pupils in a lesson, make them feel like they are important. Routines— Routines—Stick to routines, keep the same high expectations, if nothing changes then it’s easier to avoid warnings. Use a traffic light system to let them know they are getting closer to a formal warning.
Staying Calm I don’t shout. I stay calm. If the teacher is out of control then it is much easier for the pupils to be. Hands up – If I raise my hands I expect absolute silence whoever is not silent gets their name on the board. The student with their name on the board at the end of the lesson gets a detention. I have never had to give a detention for this yet. The students are given the opportunity throughout the lesson to prove that their name should not be on the board. This makes them strive to get their names off the board the whole lesson and makes it a pleasure to teach them. Use the least invasive form of intervention Give a ‘knowing’ look or glance. Quick verbal reminder to the whole group about what they should be doing not what they shouldn’t be doing. Quick verbal reminder to the whole group but highlighting the behaviour of one individual without naming him/her – so all get the message but him/her in particular get it. Try to correct individuals quickly and privately.
Thanks to Nigel Westhead who put these terrific strategies together and of course to all the staff who contributed.
CPD— CPD—School Visits On 19th November the majority of Trinity staff invaded other Yorkshire schools and academies to observe their daily practises and routines . This day proved to be useful for many staff who have shared their experiences.
“I went to Sir Thomas Wharton in Edlington, Doncaster. I made the mistake of catching the same bus as all the school kids, which was horrendous. I almost got squashed. I witness smoking at the bus stop and lots of swearing from the year 9s even while small year 7s were around. There were a few things that struck me about it. The building was only 18 months old and looked very grand and beautiful. It was a whole different layout from ours. The students were allowed to just sit on corridor floors and wait within the central areas of the school. It looked really quite disorganised. There were groups of students sitting all over the place listening to i-pods and using their mobile phones. They were also eating in the corridors and drinking. Their uniform was untidy, they had all sorts of brightly coloured things in their hair and on their wrists and they had clip-on ties to try to prevent students from undoing their top buttons, however, some students had decided to even wear a clip-on tie with the top few buttons undone, which quite frankly looked ridiculous. I was shocked to see some students with bars through their ears, which also looked quite dangerous. I’m sure that this must have been a breach of the rules. The day started immediately into the first lesson at 8:55, they then had 2 lessons and then a tutor time of 20 minutes. The tutor groups were parallel tutor groups, which meant they had a few students from every year group, which made behaviour management a doddle. Notices were a little more difficult though. They only had 6 periods of 50 minutes and the day ended at 3:20 which was quite nice and their lunch hour was the same. Apparently behaviour has improved a bit since their new head teacher, who along with the teachers there are working very hard. It made me proud to be a part of our school anyway.” Suzie Holloway
“I went to the Bridlington Campus of East
“For the out of school visit I was lucky enough to
Riding College to look at the Travel and
attend Griffin Primary School in Hull. The focus of my
Tourism Department and, in particular, the ways in which the vocational element is delivered. It was a fantastic day. I came away inspired by the staff there, rich in ideas for things I can do with my students and also slightly, no, VERY envious of their on-site travel agency which allows students
visit was to look at the science provision across the school in particular in year 6 with a focus on the transition into key stage three. I observed many Science lessons including lessons about factors affecting growth of garlic plant, transport of liquids through the xylem of celery, magnetism, electricity and hovercrafts. I saw that learners in key stage two
to gain actual work experience and also provides
learn about science using a mixture of “hands on”
an excellent facility for assessment of the students’
practical activities and a focus on thinking and
customer service skills, product knowledge, ICT
investigating skills. I was able to find out the skills
ability and many other core skills for the courses.”
which are developed in year 5 and 6 and this will now be useful for my own teaching. I also found out how
to make a simple hovercraft from every day items, and this is an idea I will definitely be using in future!!” Andy Winkley
Middle Management Course While staff were visiting their schools, a small number of teaching staff stayed behind to attend a course on developing middle management skills. The course proved to be very informative and it revealed a few things about staffs’ personalities that we may not have been previously aware of!
“As a teacher with no middle management experience, I found this course to be a real insight into the academic world outside the classroom. Everything was new to me and challenging. I found aspects of the course to be intriguing, particularly the psychological assessment of my personality. It also has given me the confidence to want to go on pursue more positions of responsibility and I look forward to the next session.”
“The training gave me an opportunity
“I found the course really insightful and enjoyable. We were able to
to reflect upon my own middle
develop ideas as a group through practical tasks and we developed
management practice. The day was
our understanding of what a good school is. Through the course I
also very informative and combined
generated a deeper understanding of leadership from an academic
discussion based and practical
perspective as well as a pastoral perspective. Finally, I was able to
activities to develop my middle
analyse data from an underachieving class - identifying strategies to
management skills. I now intend to put
improve attainment. This proved very useful and hearing thought
this knowledge to good use in the BITE
from the other groups provided me with intervention ideas I could
use in my own practise.”
In addition the day gave opportunities to discuss middle management with
colleagues from Trinity Academy and the other schools within the ESF. This was really beneficial as I rarely get the time to do this with colleagues since our profession is so hectic!”
“I found it very useful, especially as I’ve not had any middle management training before. The last session on numbers crunching was very helpful – I had felt all at sea to begin with but afterwards I actually felt like I knew what I was doing and presented my table’s discussions in front of everyone else, which was nerve-wracking but at least proved I knew what I was talking about! The rest of the sessions were also insightful and interesting. I look forward to being able to be part of another session later in the year, if one is planned.”
The CPD Carousel Extravaganza!! The afternoon of Friday 12th November saw a slightly different CPD experience for teaching staff! Instead of the usual Lecture Theatre based presentation, staff were given a choice of six different workshops aimed at sharing good practice in specific elements of the now legendary “Teaching Diamond!” As you couldn’t get to all six workshops, here’s a taste of what they all had to share:
Constructing Effective Learning Objectives (Shaun McArthur) Advice and guidance on how to put together Learning Objectives that actually mean something in a lesson and can help you to measure and assess the learning that takes place in your lessons.
Socratic Questioning for A*/A Students (Andy Ramsden) Specifically aimed at pushing our Gifted and Talented cohort Andy explained in a practical way how to improve your questioning techniques to deepen the thinking that our students have to do, which hopefully will improve their learning!
Teaching BTEC Lessons within the Diamond Structure (Becky Carter) A hugely useful session aimed at proving that BTEC or coursework lessons can still be taught within the Diamond structure successfully, including self or peer assessment, assessment criteria and an extremely useful PowerPoint slide template that ticks lots of Ofsted boxes!
Interactive Methods of Promoting Independent Learning (Lee Clark) A timely reminder on how to use SAM Learning both within the classroom and as a homework that you don’t have to mark! Also what the students can get out of it and how they can use it to make progression in their learning. We will be ending our subscription for SAM Learning in January, so if you are a fan make sure you let us know and we can look at extending our subscription.
Assessment for Learning (Mark Aveyard) (NB. AfL has now become ASL – Assessment to Support Learning) A practical session aimed at ensuring staff know what AfL/ASL is and how it can be included in any lesson in a simple and practical manner – including those all encompassing Mini-Whiteboards!
Active Plenaries that Assess Progress in Learning (Chris Potts) Just one of the imaginative methods of assessing student progress in plenaries is shown opposite! Many more were demonstrated in this session to illustrate how easy it can be to show both observers and students of the learning progress made in a lesson. Hugely accessible and very useful were comments coming through from this workshop.
Don’t forget all the PowerPoint presentations can be accessed fully in Q Drive through All Staff and the CPD folder. Many thanks to all the presenters – you were fantastic!! Mark Aveyard
Charity, Environment, Healthy Living, Enterprise, and Events. ‘Snow is falling, all around me….’ Shakin’ Stevens’ all time Christmas classic is indeed very apt when we reflect on the last half term at Trinity. A half term in which the wintry weather had put the whole country near stand still, Student Voice has suffered a similar fate, with only 2 of the 5 year groups, Y7 and Y8, managing to meet over the period. The ethos of Student Voice here at Trinity is forever positive, a platform from which positive reform can be discussed and ideas shared amongst a cohesive team sharing a similar philosophy of how their education should be provided, by us, their teachers. The
Of course there is always a flip side to such positives,
student representatives of this year’s voice cohort have a
yet it was refreshing to hear such mature and valid
refreshing diversity, not only the stereotypical ‘geeky’ students as
responses from the students when discussing possible
the cliché would have it, but none other than everyone’s favourite
ways of improving the academy. The students
Y8 student Jack Beal amongst them – and who says Student Voice
identified the length of the school day, lack of break
time activities, volume of homework, need for lockers, inability to research the internet due to restrictions, the
Mr Beal, alongside the other Y7 and Y8 representatives of Student
value of pm tutor time, and the inequality of how
Voice, clearly have a passion to do well, and a vision for what they
teachers use the behaviour policy as areas where
believe to be the very best for Trinity Academy and its students.
possible change could be made.
Most surprisingly of all has been the lack of the usual questions, ‘Why do we need uniform?’, ‘Why can’t we dye our hair?’, ‘Why cant girls wear make up?’ Instead, the students have focused on addressing real issues relating directly to their day to day academy
If the 2 meetings I have had with the students are anything to go by, the future looks very bright for Student Voice and it’s representatives. Over the next
lives, and are in the early stages of brain storming their ideas for
half term, all year groups will have met, and ideas will
have been drawn up upon how to implement positive change for the Academy in the 5 areas of charity,
The opinions of the Y7 reps were interesting as they reflected on
environment, healthy living, enterprise, and events.
their first term at the Academy, and the transition through the key
Watch this space!
stages. They found resounding positives in the school environment, the accessibility of ICT facilities, variety of food options in the canteen, and finally, the variety of extra curricular clubs. The Y8 reps shared similar opinions in their responses, as well as highlighting the Academy uniform, school cleanliness, and ‘fair’ pastoral system as current Academy strengths.
Article by Dave Stuart
Enterprise Week th
15 to 19 November 2010 A Review
How Enterprising Are You?
Enterprise Week was as fun packed as ever this year with pupils competing in challenges set by local businesses to win some great prizes, we also had break time activities, Enterprise Diaries and The Business Game, here are two students’ accounts of the week: Enterprise week was great! There was a treasure hunt, egg smash, the cube and knot a chance at break time. We had to use skills such as team work, leadership, communication and problem solving. The treasure hunt on Monday the 15th November was good. We had to work
Last week at Trinity Academy was Enterprise Week and 30 Year 9
out the answers to the questions and find the room
students took part in the ESF Business Game and I was lucky enough
numbers. When you got there you found out a letter. When
to be one of them. We had to apply for our place this year and Miss
you had found all of the letters you went back to the room
Pashley selected the best 30 people who applied.
where you started, you had to unscrambled the letters and
We were put into three teams of 10 and I was chosen to be Managing
make a word to win a prize. Egg smash was on Tuesday
Director of my team the Trinity Tycoons. We went up to Kings Acad-
16th, you covered an egg in material and dropped it on the
emy the Thursday before Enterprise week for the launch of the Busi-
floor and see if it smashed. The cube was on Wednesday
ness Game and we were told we had to design a product to meet one
17th, we had to look at a design and then look away and
of four briefs, a product for the elderly, a product for parents with
build it, also you could try and walk in the marked lines on
young children, a product to aid a health lifestyle or a product to help
the floor without looking. There were lots more things to
do too, like Knot a Chance. We had to work in teams to
My team decided to design a product to help parents with young
untie two knots without letting go of the rope it was fun!
children and we designed the Thermo-Dummy. This is a dummy that
My favourite was the knot a chance. I liked it a lot.
changes colour depending on the baby’s temperature. We were really
In BITE we had to do a competition where we had to come
excited about our idea and spent the week researching it and ringing
up with an idea for an event to help raise money for
businesses up to see if they thought it would be a good idea and
Doncaster Rovers. We had 3 lessons to complete the task
trying to find out how much it would cost to make.
and we had to plan our whole event and design posters
At the end of the week we went back to Kings for the final! We had to
and tickets and write a letter to a celebrity to ask them to
present our idea in front of the three judges and all of the rest of the
come and be at our event.
teams, I was so nervous, as Managing Director I had to speak first for
I liked Enterprise Week and I would like to take part in it
again next year.
We presented our idea well and Miss Oates our team mentor said we
Charlotte Wales 7 Linley
had a good chance of going through to the next round, Judges Questions. We got selected as one of the top four teams and the judges questions were really hard but Sophie answered most of them really well. Now all we could do was sit and wait, the winner would be announced that the end of the day. We didn’t win….but we came second which was great because we won £500 to split between our team and we decided to donate 10% of what we won to Ryan’s fund. We all had a great time and it was a really fun week, we had a few fall outs but it has made me want to do businesses in the future. Shaun Logan 9Brown
Literacy A million words for success
1665 books read since September which equals 39,880,350 words.. words rd
23 November was the busiest quiz day with 61 quizzes completed.
Reading Stars 10 Forster 8 Cole 8 Boughey 7 Linley All students in the above groups have taken at least one AR quiz— quiz—100% participation . Way to go! Who will top 2011?
Favourite books The top books in terms of issues are the junior versions of Dracula and The War of the Worlds but Jeff Kinney’s Diary of a Wimpy Kid remains a popular choice.
Staff News and Announcements Welcome Back! Hopefully you have had a restful and relaxing holiday and are ready for 2011 at Trinity Academy! There are a number of events of note coming up in the first half-term; Maths Week (w/c 31st Jan.), ESF Olympics (Fri. 4th Feb.), Bugsy Malone (w/c 7th Feb.) and in the final week before half term Year 10 Work Experience.
Key Academic Dates
e ! y News up to th Holida -term ek half … e s w n a n e e hm A sev ary k, whic 8th Febru ry brea Februa riday 1 F n w o do n ak up unting We bre u’re co till o y e s ca o l d a ys (Just in 1 scho nly 12 o ’s it further mmer!) the Su
The reports and results deadlines come thick and fast this term – make sure you’re organised! Yr 12/13 – Exams from 4th Jan - 28th Jan. Yr 9 Book Monitoring – w/c 10th Jan. Yr 9 Revision Week – w/c 17th Jan. Yr 9 Exam Week – w/c 24th Jan. Yr 11 Parents Evening – Tues. 25th Jan. Yr 9 Results – Fri. 4th Feb. Yr 9 Reports – Fri. 11th Feb. Yr 12/13 Book Monitoring – w/c 14th Feb.
Staff Dep artures A sad fa and Arr rewell to ivals Dominic position Bourn w in Africa. ho has le W ft to tak e wish him new life! e up a and his Also Mer family w yl Watkin Nottingh ell in the s (Dram am. Join ir a) has le ing us th ft to retu David H is term rn to arries – are: H ead of Rebecca Science/P Ellis – T hysics eacher of Sarah Jo Drama nes – GT P in MFL Sharon Farrow – GTP in M Laura M aths ulligan – GTP in T Change echnolo s in Staf gy fing Congratu lations to Sa rah Price who has been appointe d as TLL for Year replace Maternity/Wedding News! 10 to Kim Pierc ey who has opted to Congratulations to Shaun and Gemma go parttime fro January. who became Mr and Mrs McArthur in m Sarah’s Tutor G be taken roup will October half-term at a fantastic over by Nathan Caughe location! y. In terms of baby news,
congratulations to Ian Fillingham, who became the proud father of twins, and
Cover Statistics for the First Term The following is the staff who have done more than 5 covers this term:
Code 3BM U JMC 3KHU 3NAR JFO
Teacher Mr B Murphy Mrs J McMurdo Miss K Hughes Mr N Armstrong
Total 316 312 300 62
Mrs J Fowler Miss N Handley
Mrs K Taylor
Mr D Stuart Mr N Westhead
James Cole who became a father for the second time this term.
Something To Try: Why not turn your plenary into a game show? Split the class into teams and give them a buzzer. This competitive element will allow you to assess for learning and have funâ€”add a timer for those more capable students to add some pressure.
Sources: www.tes.co.uk Teachernet.gov.uk www.gifted-talented-update.com Www.qcda.gov.uk Www.Amazon.co.uk