10 minute read
THE FORUM
WEBCHAT project ongoing throughout IT’S GOOD TO TALK the process? AD: Not from start to finish – it comes after the initial self-reflection and A live webchat answering your creation of a professional questions on everything relating development plan. to ATS took place in July, hosted SET member: Will there be by the ETF’s head of professional any opportunities during or status Andrew Dowell. The after, for example, published webchat covered everything in inTuition? from understanding the portfolio AD: We are always keen for our format to finding out more about ATS awardees to share their experience supporting testimonies. – either in the research section/ SET member: What is the assessment supplement discussing their project, criteria for ATS? or about the ATS experience as a AD: There is no specific assessment whole – so yes, definitely. Another idea criteria, as ATS is not a qualification. we’ve had is to get someone to film a We are, however, looking for a thread video diary of the process, and we are through the portfolio, where personal always keen to hear any suggestions if development has been considered, participants are keen to get involved. along with colleague and organisationwide impact. To read the full transcript, visit SET member: Is the improvement set.et-foundation.co.uk/webchats
LEARNING ON THE WEB
Since June, we have hosted the following webinars and webchats on the SET website.
SET webinar: Online teaching strategies for fl ipped and blended learning approaches Tom Garside (pictured), founder of Language Point Teacher Education, looked at online teaching strategies as we move into a more blended learning approach for all.
SET webinar: Feedback for higher quality learning This webinar, hosted by Geoff Petty, looked at how teachers can improve the way they give feedback.
SET webinar: Find faults and fi x methods with Geoff Petty Checking and correcting learning while learning is still in progress is one of your most powerful tools.
SET webinar: Adapting the teaching cycle – a guide to online course design and delivery Advice on adapting your teaching delivery style.
You can register to watch a webinar live or on-demand and download useful resources by visiting set.et-foundation.co.uk/webinars To take part in a live webchat on our Facebook group page, or read an edited transcript taken from the event, visit set.et-foundation.co.uk/webchats
FIVE OF THE BEST
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Top web pages for you to visit: 2
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SE T ’S SOCIAL MEDIA GLOSSARY
Podcast: An audio-only recording you can stream on your device. Visit set. et-foundation.co.uk/ podcasts to subscribe and listen
Webinar: An audio/webcam, slides/screen-sharing broadcast. During live events, type in your questions and take part in polls. Only the presenter can be seen and heard. Visit set. et-foundation.co.uk/webinars to register and watch live or on demand
Webchat: Text-based live chat held on an event page via our SET Facebook group. These may also play out live or pre-recorded videos, show images and signpost to websites. Visit set.et-foundation. co.uk/webchats to register or read edited transcripts
Transcript: The written version of a podcast or video. We also provide written transcripts of webchats, which are edited versions of the conversations which took place
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Adapting the teaching cycle – webinar round-up bit.ly/2QTon3s Webinars, online classes and meetings – from Yawn to Yay bit.ly/2QSv8m0 Learner engagement in a changing world bit.ly/3jMVqlR My ATS journey: Helen Wood bit.ly/2EYzDc7
Podcast: Helping teachers encourage female learners into STEM bit.ly/32T8n74
How did you fi rst get into teaching? Believe it or not, I got into teaching for a bet! I had a diffi cult time at secondary school, which meant I didn’t gain any qualifi cations. I took an access course, which had a law element that I quite enjoyed so I applied to study law at university but I knew straight away I didn’t want to become a lawyer.
After graduation, my sister saw an advert for a law teacher in a private boarding school. She bet that if I applied, I would get it. So I did – and I got the job.
Why did you feel this was the career for you? Sadly, the school where I taught shut down and I was made redundant. I was devasted, but I immediately applied to study my PGCE in business education because I had been teaching business law. I took an A Level in business studies before the start of the PGCE. I completed my fi rst PGCE teaching practice at a school and then I was placed at the local college.
Where has your career taken you so far? Within a few weeks I was working fulltime running the vocational business course alongside law. The curriculum leader role came up at the end of the year and I landed the job. I spent 10 fantastic years there and found that my niche was working with young people with barriers to education, many of whom have gone on to have highly successful careers.
In 2010 I decided it was time to try other things – running my own business, teaching at university and working in Welfare to Work as an enterprise trainer and adviser. Last year I won the IOEE award for Enterprise Educator of the Year, presented in the House of Lords. This was one of many career highlights.
WINNING HAND London-based Giuditta Meneghetti fell into teaching after making a bet with her sister but hasn’t looked back since
What is your current position? I wear two hats. I am an occasional enterprise tutor at a prison through Milton Keynes College. I run the enterprise programme as I believe selfemployment can help reduce reoff ending.
I also run my own business, Heathcliff s Ltd, named after my cat. I deliver stress management solutions, private tutoring and Ofqual accredited qualifi cations. These include fi rst aid for mental health and safeguarding and protecting children, young people and vulnerable adults.
Can you run me through a typical day? Covid-19 means that I am working from home, producing in-cell activities and guidance packs for the guys to work on until we can go back into the prison. Wearing my other hat, I am delivering the qualifi cations via distance learning. What’s the strangest request you’ve had from a student? That was from an amazing group of Advanced Vocational Certifi cate of Education (AVCE) business students. I decided that as a part of their business programme they should take an NVQ in Spanish for business. They said they would – if I did it with them. So I did! Lo hicimos bien (we did it well).
What is the biggest challenge you face? The biggest challenge I have is getting into the schools, colleges and universities to deliver mental health and safeguarding qualifi cations. We must talk more about these issues; only then will everyone reach their full potential.
How would you like your career to develop? I am hoping to do more to advocate good mental health within education and promote the removal of workplace stigma.
What characteristics do you feel makes a good teacher? Being adaptable and getting to know each learner. Never stop learning and inspire others by making lessons fun and relevant.
What one piece of advice would you have for your former self? I would tell my former self to “follow your own dreams”. I allowed people to convince me my dreams were not realistic. It took me a long time to break those beliefs.
What do you most love about teaching? The learners. There is nothing more rewarding than knowing that “they did it”. It’s a privilege to be a small part of their journey.
What do you get up to outside work? I love salsa dancing, travelling as often as possible and growing my own veg.
If you would like to be featured in My Life in Teaching, email intuition@redactive.co.uk
BOOK REVIEWS
All books have been reviewed by DR ANNE DAVIS, head of mathematics at Earlscliffe, an independent sixth-form college in south-east England. She is also a cycling and kayaking coach specialising in coaching disabled athletes. She has experience as a manager in industry and teaching at university. Her other interests include chemistry, astronomy and classical guitar.
A CRITICAL GUIDE TO THE SEND CODE OF PRACTICE
by Janet Goepel, Jackie Scruton and Caroline Wheatley, Critical Publishing, 2020 All three authors are experienced SEN professionals working in education with a clear passion for their work.
The layout of this book is good, but the initial impressions when fl icking through the pages could be a bit off -putting. There are lots of acronyms used throughout, with two pages of listings at the start and additional acronyms encountered later on. However, the reader needs to bear in mind that this is intended primarily a guide to a piece of legislation and not a guide to working with learners with SEND.
There are some good ideas, along with hidden gems of tips for working with learners with SEND. Excellent scenarios and critical questions are included in each section, which make for a very readable book. In addition, there is a short background to the legislation, which helps put everything into context.
The requirements to meet this legislation are covered well. Details of resolving disagreements, the review process and appeals are also included, as well as responsibilities of key personnel involved.
This book is aimed at teachers, parents and anyone who works with children and young people with special educational needs or a disability.
InTuition readers receive a 20% discount on this book with the code IT2020 at criticalpublishing.com REFLECTIVE TEACHING IN FURTHER, ADULT AND VOCATIONAL EDUCATION, 5TH EDITION
by Maggie Gregson and Sam Duncan, Bloomsbury Academic, 2020 This is a must-read for educators in further, adult and vocational education (FAVE). First published in 2015, it is on its 5th edition and earlier editions have had very positive reviews across the industry. It is part of a series of books covering the whole of the education stages in the UK and has a companion book of readings with a linked website.
The aim of this book is to support all educators in the FAVE sector. It is aimed at practitioners at all career stages as well as leaders and management. The language is very academic and I did need to reach for my dictionary a couple of times, but this is my only minor criticism.
This book is structured into fi ve sections, which follow a progression through the teaching process. The moral and ethical responsibilities of the FAVE sector are also explored.
The structure is well planned and each section is clearly set out with relevant web links on each page. It is a large book but I found it inviting to read and pick out sections of interest. The sections clearly match up with teacher training programmes and also the everyday concerns of practising educators. It has given me insight into situations I have encountered, as well as new ideas for the next time I am in the classroom.
InTuition readers receive a 30% discount on this book with the code INTUITION20 at bloomsbury.com TAKING CONTROL 2: HOW TO PREPARE FOR OFSTED UNDER THE EDUCATION INSPECTION FRAMEWORK
by Paul Garvey, Crown House Publishing Limited, 2020 Following the success of his previous book, which was helpful for schools preparing for Ofsted inspections under the last inspection framework, Paul Garvey has produced an all-new guide to surviving an inspection under the latest framework published in 2019.
As an experienced inspector, the author explains the inspection process and what teams are looking for. This explanation is well detailed, including timings of the process and the structure of Ofsted. Experiences of inspections, both good and some not so good, are detailed and discussed as examples.
It is known that Ofsted suggests a school should not do anything extra in day-to-day activities to prepare for an inspection. But the author argues that detailed preparation is essential, despite the concerns that teachers experience over increased workloads.
He also promotes an understanding of the inspection process, as well as the preparation and activities that can lead to a good inspection outcome, and discusses some of the causes for failing the inspection.
This book is recent enough to include advice regarding Covid-19, and also contains useful selfevaluation tools.
