| | Unity Research School Newsletter |
|---|
|
|---|
Since our last newsletter we have rounded off all of our three day programmes for 18/19 ... and scheduled our training offer for 2019/20 which is outlined below.
It has been a rewarding year of activity. Thanks for all the involvement, energy and expertise that has been influential in growing activity, capacity and our network.
We are always keen to hear from you - do contact us if you wish to explore how you can get involved or we might bring evidence informed guidance and activity to your context or work alongside you at your school on training/development related needs. One of our team will be only too happy to return contact made via researchschool@unitysp.co.uk
|
|---|
| |
|---|
|
@HuntingEnglish - Alex Quigley, EEF National Content Manager
@Literacy_Trust - The National Literacy Trust, independent charity dedicated to raising literacy levels
@DriverTrust - Driver Youth Trust, charity committed to improving outcomes of young people who struggle with literacy
@RuthevRuth – Unity Research School literacy lead facilitator, consultant for English and Literacy
@tombennett71 - researchED founder, DfE behaviour adviser
|
|---|
|
|---|
| Unity RS training offer 2019/20 |
| |
|---|
|
|---|
Our training activity in 2018/19 has welcomed leaders, teachers and teaching assistants from schools across the east. From twilights to three-day programmes, all drawing on and utilising best evidence, our team of facilitators have found it a professional privilege to work alongside such committed colleagues. Thank you to all!
We have a great offer for 2019/20 and look forward to welcoming you on to our training opportunities.
Andy Samways, Director of Unity Research School
|
|---|
| |
|---|
Unity Research School
Continuing Professional Development 2019/20
Twilights
Offering bite-sized input to CPD, our twilights explore the growing library of EEF Guidance Reports. Each session is designed to help busy teachers, teaching assistants and leaders interpret the key recommendations each report presents. Running from 16:15-17:45 and led by members of our team, every delegate will receive a hard copy of the guidance report to take away and be guided as to the next steps in making use of these fantastic resources.
| |
|---|
|
|---|
-
Improving KS2/3 Maths (RS1a)
-
Preparing for Literacy (RS1b)
-
Improving behaviour in schools (RS1c)
-
Working with parents to support children’s learning (RS1d)
-
Improving KS2/3 Literacy (RS1e)
-
Metacognition and self-regulated learning (RS1f)
-
Making best use of teaching assistants (RS1g)
-
Using digital technology to improve learning (RS1h)
-
Improving secondary science (RS1i)
|
|---|
| |
|---|
One day (and equivalent - two afternoons) workshops
Focussed opportunities for teachers and leaders to further develop aspects of their practice and understanding.
-
Introduction to Disciplined Inquiry (RS2): an evidence informed reflective framework for teachers, TAs and leaders
-
Putting Evidence to Work (RS3): implementation theory and practice for middle and senior leaders
-
Evidence Lead Programme (RS5): supplementing expertise with evidence
-
High Impact Digital Technology (RS7): feedback, retrieval practice and modelling in the primary classroom
| |
|---|
|
|---|
Two day programme
Marc Rowland, Unity's Pupil Premium and Vulnerable Learners Adviser and author of ‘An Updated Practical Guide to the Pupil Premium' leads this programme designed to support schools with improving their Pupil Premium provision.
-
Maximising the impact of the Pupil Premium (RS6)
|
|---|
| |
|---|
Three day programmes
Each of these Research School Network programmes takes place over three days, spaced over two terms. This provides participants valuable opportunities to really explore and get behind the evidence, contextualise it within their own school to deliver change and and then plan for sustaining improved practice. Focussed on topics we believe will be high on your priority list for your own school improvement work, each programme is led by experienced facilitators from our team. They are comprehensively resourced and provide excellent opportunites for securing evidence informed school improvement in 2019/20. Opportunities for follow-on support are provided and can be put in place to enable maximum impact and professional development.
| |
|---|
|
|---|
-
Metacognition and self-regulation (RS4a)
-
Improving KS2/3 Mathematics (RS4b)
-
Preparing for Early Literacy (RS4c)
-
Improving literacy at KS2/3 (RS4d)
-
Making best use of teaching assistants (RS4e)
-
Leading professional learning (RS4f)
|
|---|
| |
|---|
Further activity will be added throught the year so keep an eye out via our newsletter, Twitter and Facebook. As well as the opportunities outlined above, if you would like to discuss a more bespoke training programme/event to meet your specific improvement priorities (eg. twilight series, workshop or conference etc) please do not hesitate to get in touch with us via researchschool@unitysp.co.uk
We look forward to welcomong you and working with new and familiar faces in 2019/20 as we continue to evolve #easternevidence #TeamEast
| |
|---|
|
|---|
| RS Network news & evidence |
| |
|---|
|
|---|
|
*NEW GUIDANCE REPORT*
IMPROVING LITERACY IN SECONDARY SCHOOLS
Reading, writing, speaking and listening, are at the heart of every subject in secondary school. Focusing time and resources on improving reading and writing skills will have positive knock-on effects elsewhere, whether that’s being able to break down scientific vocabulary or structure a history essay.
Download the guidance report here |
|---|
|
|---|
|
*NEW EEF GUIDE* TO THE PUPIL PREMIUM
The EEF have published a new guide to support schools in spending their pupil premium funding to maximise the benefit for their pupils. The report seeks to dispell pupil premium myths, recommends a tiered approach to spending the pupil premium and signposts to case stuies as well as further reading.
Download the guide here |
|---|
|
|---|
|
PUPIL PREMIUM: AN INTERVENTION EPIDEMIC?
Is a lack of diagnosis leading to guess work in a world of solutions looking for problems? Writing for SecED, Blackpool Research School’s Phil Naylor urges schools to ensure that the evidence backs up their interventions.
Read More |
|---|
|
|---|
|
USING TESTING TO IMPROVE THE QUALITY OF LEARNING IN READING
The IEE recently published the results from a project funded by the IEE Innovation Evaluation grants, which tested the impact of an intervention to improve the reading comprehension ability of Year 5 pupils. The small-scale evaluation found that, on average, pupils in the intervention group made more progress in reading comprehension than pupils in the control group (effect size = +0.37). In particular, the percentage of pupils scoring above age-related expectations (standardised score of 115 and above) increased more in the intervention group than in the control group.
Read the report here |
|---|
|
|---|
|
CLOSING THE WORD GAP
Unity's lead literacy facilitator Ruth Everett reflects on our three day programme - Improving Literacy at KS2 and KS3, where delegates were introduced to the EEF guidance reports and given practical, take-home strategies. Read more about how this three day programme enabled delegates to investigate how the strategies can be tailored for use in their contexts to improve outcomes for their pupils ...
READ THE BLOG |
|---|
|
|---|
| Improving behaviour in schools |
| |
|---|
|
|---|
|
IN CASE YOU MISSED IT…
Improving Behaviour in Schools
The EEF recently published their latest guidance report, Improving Behaviour in Schools. The report, which reviews the best available evidence to offer schools six recommendations for improving behaviour, suggests that universal systems are unlikely to work for all pupils and for those pupils who need more intensive support with their behaviour, a personalised approach is likely to be better.
Download it here |
|---|
|
|---|
|
IMPROVING BEHAVIOUR IN SCHOOLS
AN INTRODUCTION AND GUIDE TO GETTING STARTED
Improving Behaviour in Schools is essential reading for all teachers, teaching assistants, school leaders, governors and trust board members. Andy Samways's blog introduces the report and advises how to get started with implementing its six evidence informed recommendations:
-
know and understand your pupils and their influences
-
teach learning behaviours alongside managing misbehaviour
-
use classroom management strategies to support good classroom behaviour
-
use simple approaches as part of your regular routine
-
use targeted approaches to meet the needs of individuals in your school
-
consistency is key (see below too)
Read the blog |
|---|
|
|---|
|
BLOG POST: IMPROVING BEHAVIOUR IN SCHOOLS: A WORD ON CONSISTENCY
“Consistency is key”. Common sense! But how can implementation make it common practice?, asks Kingsbridge Research School’s Lorwyn Randall.
Read the blog |
|---|
|
|---|
| Listen at leisure: podcasts |
| |
|---|
|
|---|
|
A selection of the podcasts we've listened to and enjoyed recently, picking up and extending themes in this newsletter, namely behaviour, literacy and researchED
|
|---|
|
|---|
|
Tickets available now and selling fast! Buy now to avoid disappointment!
Keynote speaker Oliver Caviglioli opens the day ahead of a fantastic and inspiring line-up, including: Professors Muijs, Kime, Dr Jones and Kaiser, Karen Wespieser, Bradley Busch, Loic Menzies, Trisha Taylor, Victoria Barnett, Alex Bedford, Marc Rowland, Matthew Fuller, Ruth Everett, Rachel Rossi, Dave Perkins and more to come......
Free creche available - kindly sponsored by TES Global
(Booking required)
Book here & more details |
|---|
|
|---|
|
|
