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Teaching and Learning NewsletterDeveloping a bespoke pedagogy at Drapers’ AcademyThursday 28th February 2019

Welcome to our seventh edition of our T&L newsletter. This edition focuses on literacy, pupil well-being and cognitive load theory.

OUR VISION

Our T&L Vision: Remember, by focusing on the 6 key areas, quality T&L will take place and pupils will make good progress!

Traditional Literacy vs Disciplinary LiteracyLMO

Literacy is the golden thread of a broad and balanced curriculum. It is the conduit through which the curriculum is delivered, received and assessed. Literacy marries the curriculum with pupil well-being. Does all this mean that there is only one type of literacy? Certainly not! There are two categories of literacy: traditional literacy and disciplinary literacy.

Traditional literacy views it as a ‘bolt-on’ rather than integral to every aspect of learning. Under the traditional approach literacy is shoehorned into lessons and the curriculum and is mostly viewed as an intervention. This generic approach has very little impact. The second type is disciplinary literacy, which is the antidote to the traditional approach.

Disciplinary literacy is defined by Tim Shanahan as: “the idea that literacy and text are specialized, and even unique, across the disciplines. Historians engage in very different approaches to reading than mathematicians do, for instance. Similarly, even those who know little about math or literature can easily distinguish as science text from a literary one.” In other words, it is the idea that each and every subject has its own distinct type of literacy. For example, the type of reading and writing undertaken in History is very different to that of Science, English or Mathematics. So although literacy is a tool for every teacher, it will and should look different in every subject.

However, with many of our pupils facing significant literacy challenges, how can we possibly expect them to know and retain several different types of literacy? The answer, according to Alex Quigley, Senior Associate of the Education Endowment Fund and author, is firstly for us to define it for ourselves. Disciplinary literacy is not something which is automatic. Teachers are not taught disciplinary literacy as part of ITE and often the literacy of our own specialism is something which is overlooked in place of knowledge. However, the below steps offer some guidance on how teachers and faculties can become more familiar with the literacy of their own discipline(s):

1. Raise awareness in your faculty meetings of the disciplinary literacy needs of your subject, Discuss the type of vocabulary, reading material and the writing style that is required for your discipline. Does everyone agree? Is everyone able to identify this? Can you create disciplinary displays in your faculty areas?

2. Make it explicit to students. Share your knowledge of your subject’s literacy with pupils. Tell them what good writing looks like in science, discuss the key vocabulary of R.E. Use the Frayer or SEEC models to teach new vocabulary. Clearly state whether analysis is required and the discourse markers which show analysis.

3. Metacognition and literacy. Explicitly and deliberately help pupils switch from their everyday literacy to the literacy of your subject. This might involve challenging the oral response of a student or requiring them to know and state the writing structures and linguistic codes for different types of questions.

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There is no quick fix. There is no magic literacy intervention that can address all the literacy needs of our individual disciplines. However, if we are all consistently and explicitly doing disciplinary literacy within our own specialisms, we will offer students a more nuanced and effective education. Let us not forget, without strong literacy skills, a young person’s life chances are severely diminished; their employability, health, confidence and happiness are all compromised. We can and we must tackle this.

Pupil Wellbeing @ Drapers’ AcademyALU

Pupil wellbeing constitutes the mental, emotional and physical wellbeing of pupils. It is something that can fluctuate over time, and has strong, evidence-based links to academic achievement, behaviour, attendance and future career prospects. For this reason, increasing the focus on wellbeing with the aim of improving pupil wellbeing is key.

At Drapers’ Academy, we already have a number of provisions to support pupils wellbeing...

• Positive relationships with pupils• Effective pastoral provisions (PMs)• External agencies (counsellors, workshop providers)• Rewards• Assemblies• CPD for staff• Student voice (house council)• SHARP System• OAK Centre support (including ELSAs)

Following a pupil and staff survey on wellbeing and its provision, there were clear areas of strength, but also some areas requiring intervention...

• Pupils are generally positive and happy to attend school, but not always. Years 9 and 10 particularly low.• Pupils have positive relationships with staff, but mainly in Year 11, 12 and 13.• Many pupils feel as though their voices are not always heard and would like to contribute to improving

wellbeing.• Issues around physical health in sixth form.• Staff not always confident in how to deal with a pupil in crisis.

As a result of this, there are a number of planned strategies; primarily with the implementation of ‘Wellbeing Reps’...

• Every form (Years 7-10) will have a ‘Wellbeing Rep’. • These pupils will vote and decide on which areas of wellbeing to discuss and focus on for the next half-

term.• Pupils will also have the opportunity to be involved in other aspects of Wellbeing (e.g. producing

resources, handbooks, attending training).

To finish – some statistics on the importance of pupil wellbeing...

• 3 children in every classroom has a diagnosable mental health problem.• 1 in 12 young people deliberately self-harm.• Number of young people calling Childline about mental health problems has risen 36% in the last 4

years.• Half of all cases of diagnosable mental health problems begin before the age of 14.

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Cognitive Load and Retrieval PracticeCKH

The recent changes in the GCSE has seen an increased demand on our pupils and students for retrieving significant amounts of information from memory.

There is lots of recent research that has been carried out in the field of cognitive load and memory. Having a better understanding can help us to support our learners.

Key TermCognitive load How much capacity something takes up in the working memory. Cognitive overload This is what happens when too many demands are placed on the working memory at any one time.Working memory Where thinking actually happens. It can only hold and process about 4 different items at any one time. Long-term memory Where our knowledge and facts of procedures are stored. Has infinite capacity. Retrieval practice The act of retrieving information from long term memory.

Tips to reduce cognitive overload:

• Silent tasks.• Present information in written form first, give them an opportunity to read this information before

explaining it verbally. • Images and words presented together do not negatively affect cognitive load as long as the images

are directly related to the words.

Retrieval Practice

The goal is to encourage pupils to use their working memory and then store the information in a well organised, easily retrievable way in the long-term memory.

Retrieval practice is a strategy we can use to give learners the opportunity to recall something that they have previously learnt. Each time this is retrieved, the memory will become stronger and easier to recall from the long-term memory.

Other benefits: Increases understanding, identifies gaps in knowledge and increases confidence.

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Strategies• Quick quizzes • Mini white boards• Go and find (Figure 1)• Plickers (Figure 2)• Last lesson, last week, last term, last year questions (Figure 3)

Tips• Little and often• Involve the whole class • Keep it low risk • Ensure feedback is

immediate

Figure 1: Pupils go and find the answers to the questions. You caninclude some red herrings to deal with common errors/misconceptions.

Figure 2: Pupils show their unique card to answer questions. The teacher can scan the cards with the app and instantly

identify any gaps in knowledge.

Figure 3: Pupils answer with one word or number questions that relate to topics covered recently and long.

CPD

INSET Day

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INSET DAY

Staff will attend one of the following three sessions:

Date: 15th March 2019

Compulsory attendance:

All staff are required to attend one of the sessions. Please note that only the first 15 staff that sign up to the Autism Experience will participate in it.

Optional attendance:

N/A

School Priority: To provide a stimulating, safe and purposeful environment within which each pupil is valued and motivated to strive for excellence in both academic achievement and personal development taking into account the needs of the community

Session Presenter/s Place Time Focus

SUMOGUY PMC DJH 8:40 – 12:00

Dealing with change, developing resilience,

increasing engagement, inspiring

others and building better relationships.

The Autism Experience

Training 2 Care

Autism Bus and Oak

Centre

8:40 – 13:30

The Autism Reality Experience is an

innovative, hands on training session which has been developed

to give people an experience of the

sensory processing difficulties faced by

people on the autism spectrum.

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INSET DAY

Staff will attend one of the following three sessions:



All staff are required to attend one of the sessions. Please note that only the first 15 staff that sign up to the Autism Experience will participate in it.


N/A


Session Presenter/s Place Time Focus

SUMOGUY PMC DJH 8:40 – 12:00

Dealing with change, developing resilience,

increasing engagement, inspiring

others and building better relationships.

The Autism Experience

Training 2 Care

Autism Bus and Oak

Centre

8:40 – 13:30

The Autism Reality Experience is an

innovative, hands on training session which has been developed

to give people an experience of the

sensory processing difficulties faced by

people on the autism spectrum.

Creating Curiosity at KS3

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Creating curiosity at KS3

Presenter: DST

Role: Disadvantage Pupils Achievement Leader


Time: 15:15 – 16:30

Place: Library

What the session will cover:

Instilling a love for your subject in pupils Encouraging wider knowledge beyond the National Curriculum Utilising extra-curricular clubs and homework


All trainees, NQTs


All staff are welcome

School Priority: To provide a broad, balanced and relevant curriculum with a quality of teaching that fosters an enjoyment of learning and develops skills for life

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Creating curiosity at KS3

Presenter: DST

Role: Disadvantage Pupils Achievement Leader


Time: 15:15 – 16:30

Place: Library


Instilling a love for your subject in pupils Encouraging wider knowledge beyond the National Curriculum Utilising extra-curricular clubs and homework


All trainees, NQTs




Twilight 4

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Twilight 4

Working parties focused on school improvement:

Date: 4th April 2019

Time: 15:15 – 17:15


Reviewing and developing the action plan for the school priority, discussing/sharing good practice, problem solving, trialling strategies/feedback, academic research


All staff are required to attend


N/A


To provide a stimulating, safe and purposeful environment within which each pupil is valued and motivated to strive for excellence in both academic achievement and personal development taking into account the needs of the community

To ensure a high quality education for all pupils/students through effective use of resources ensuring a stimulating learning environment

To ensure all pupils / students have equal opportunity to achieve their full potential in all aspects of their development and prepare them for the challenges of life in a complex changing society

Working party Presenter/s Place Differentiation for All NST/MHU Oak Centre

Literacy LMO/GPE 005 Disadvantaged Pupils DST/NAB 117 QA Days/ Behaviour

for Learning ALU/CKH 116

Improving Attendance DBA/ECH Library Numeracy across the

Curriculum RKU 013

Enrichment - Setting Up Extra-Curricular Clubs

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Enrichment - Setting up extra-curricular clubs

Presenter: LDU

Role: Extra-curricular clubs lead


Time: 15:15 – 16:30

Place: Library


The motivational impact of clubs The logistics of running a club The importance of promoting a club


All trainees, NQTs




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Enrichment - Setting up extra-curricular clubs

Presenter: LDU

Role: Extra-curricular clubs lead


Time: 15:15 – 16:30

Place: Library


The motivational impact of clubs The logistics of running a club The importance of promoting a club


All trainees, NQTs




Conference for Heads of English, Maths and Science4 July 2019 | Ibis London Earls Court (ILEC)

Popular annual conference for heads of department offers a unique opportunity for your team to get the latest assessment, curriculum and accountability updates from ASCL General Secretary Geoff Barton, ASCL Deputy Director of Policy Duncan Baldwin, ASCL Specialists as well as leading subject experts.

If you would be interested in attending, please let Julie Richardson know.

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