Pintsize “LUVU2”

On Thursday 30th November, Year 8 were off their current academic time-table for half a day, to observe a theatre production, followed by an interactive workshop on Child Sexual Exploitation (CSE).

LUVU2’ explores why young people should, and how they might, make positive interventions to protect themselves and their peers/friends from the risk of internet and real life child sexual exploitation; its aim is to encourage the development of coping and avoidance strategies in relation to real and perceived risk, as well highlighting pathways to advice and support.

The project looked at and raises awareness of the following issues relating to young people, internet safety and CSE with the intention that, by the end of the performance and workshop, young people will have an increased knowledge and understanding of:

* What might constitute an unhealthy relationship? This will include an emphasis on understanding what consent to sex means, including consent within the context of the law. This will also reference the importance of only having sex when feeling ready to do so, what constitutes unwanted sex, the right to say ‘no’ to sex or unwanted attention and how best to avoid the risk of emotional or physical harm in relation to these issues.

* What might constitute sexual exploitation? This will include references to and discussion around virtual and real world exploitation.

* How CSE happens and how easily it can happen to any young person. This will include reference to and particular emphasis on, the role and tactics of the perpetrator/groomer

* Who should or might take responsibility around addressing issues relating to CSE. In addition to highlighting pathways to support agencies, the project will also encourage young people to look out for their friends and to access support services outside the home environment if they are worried about them.

* What to do if a young person is approached in an inappropriate way – who to tell and how to safely seek help.

* How CSE is everybody’s responsibility and how professionals such as teachers and youth workers might take measures to keep young people safe.

Mike Tomlinson
Head of Citizenship

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Differentiated outcomes

Using the grid, pupils have ownership on selecting what their logo design will have in it and what it will look like. Different choices are deliberately more or less difficult than others. If a pupil finishes too quickly then they are guided to choose more difficult options on the next design. This is a great way of giving pupil choice so they feel empowered and also a great way to differentiate and demonstrate progress over time as they will develop a few versions.ABee blog entry

Adam Bee
Head of Design and Technology

Totalement Dix

This is an effective and relatively easy to plan way of helping students to tackle a difficult text.  It allows for varying abilities within groups and encourages independent learning.  Pupils read the difficult text and then choose any combination of the questions supplied by the teacher in order to reach a minimum score of ten points.  The questions start at one point (easiest) and increase in difficulty up to five points (hardest).  For example, a student who finds the text difficult might choose three questions worth one point, two questions worth two points and one question worth three points.  A pupil who wants a challenge might choose two questions worth five points.  The most able pupils might go on to answer all the questions while some pupils might take all the time given to reach ten points.

This works really well in languages and I think it could be adapted to most subjects.

Ellen Knowles
Teacher of MFL
Carlton le Willows Academy

Friday 17th November INSET

On Friday we had our second round of workshops based on the book “Making Every Lesson Count”.

Staff from Netherfield Primary joined us for the workshops that were put on and feedback so far has been very positive:

“Provided useful insight into the use of practice and the reasons for using more practice in lessons. Minimal ‘flashy’ stuff or gimmicks – the facilitators focused on what we were thinking about the content and helped develop those thoughts”

“Discussion between members of CLW and Netherfield was encouraged, and provided fruitful discussion”

We are looking forward to seeing the new techniques used in the next Teach Meet on 8th January 2018!

Focus Frames

“Open activities are those in which the teacher sets the guidelines but then leaves it to the students to decide how to go about meeting them” (Gershow, 2013: 17-18). A ‘Focus Frame’ is an example of how a teacher might go about setting guidelines for students to follow autonomously. ‘Focus Frames’ are designed to:

  • Give students options so that it minimises room for failure.
  • Empower students by allowing them to work and achieve independently.
  • Allow students to plan their own educational journey that culminate in the same outcome as the rest of the class.

How it works?

‘Focus Frames’ can be used in lots of different ways and at different points during the learning process. They can be used as an exploratory device at the beginning of a topic, as a hinge point challenge, or an AFL activity after an assessment.

Simply, find an image relating to the topic being taught and print it (it needs to fill the page). Then on your focus frame, fill the boxes around the outer edge with questions or activates relating to the image. Students then cut out the box in the middle, move the frame around the image and answer the questions/complete activities outlined around the frame. Of course, the image could be displayed on the board, or the use of multiple images around the classroom, or objects within or outside of the classroom.

Once you’ve made one, it can be used over and over again. Have a go – you won’t regret it!

Focus frames

Shelley Devine
Teacher of English
Carlton le Willows Academy

Let’s get radical on Ofsted reform. Power:reliability:impact ratio is wrong. — teacherhead

I think it is time for a very significant review of the role of Ofsted, the nature of inspection and the whole accountability machinery for schools in England. I have a lot of time and respect for Amanda Spielman and I’m writing this hoping she will read it at some point. I’m sure that much of what follows […]

via Let’s get radical on Ofsted reform. Power:reliability:impact ratio is wrong. — teacherhead

The Brilliant Club

Business teacher, Liam Scott, has got students involved in an exciting new venture called The Brilliant Club – a programme designed to raise the aspirations of students among disadvantaged backgrounds. It aims to educate them about the prospects of going on to university, allowing them to have a real taste of what life could be like for them as a university student. Their project is led by a current PhD student (Allan) from the University of Nottingham. The title of their project is Maintaining public order: What response should the state make to adolescents who offend?

The launch of the programme started at Cambridge University. All pupils experienced a tour of one of the colleges there, got to meet some current undergraduate students and attended a workshop on academic referencing. Students are currently attending weekly tutorials, submitting homework and will submit a 2,000 word essay in December. This essay will also be awarded a university style grade! Upon completion, all students will then have a graduation ceremony at another Russell Group university. This is scheduled to take place around January time.

Liam Scott
Teacher of Business

Life inside the bubble – Part 2 — Teaching it Real

Last week I wrote a piece suggesting that our profession is increasingly divided between “informed teachers” (who engage with discussions about education, manage their own CPD, read books, articles and blogs about teaching, tweet, reflect on their own practice) and “uninformed teachers” (who don’t). The first group are firmly inside the education-world bubble and […]

via Life inside the bubble – Part 2 — Teaching it Real