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This month sees the fruition of our plans to bring the first researchED to the East as on Saturday 17th November we welcome over 30 inspiring speakers to One Sixth Form College to researchED Ipswich.
Meanwhile our training programmes (see final section) are recruiting for spring term starts ... check out our current offer and be sure to secure your place on these evidence-informed programmes.
As ever, should you wish to discuss how we can bring bespoke training sessions to your school please contact us via researchschool@unitysp.co.uk
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With keynote from Baroness Estelle Morris and contributions from a great line up including Oliver Caviglioli, Stuart Kime, Mary Myatt, Catt Scutt, Matt Hood, Dawn Cox, Niki Kaiser, David Weston, Ben Rogers, Vicki Barnett, Deep Ghataura alongside inspiring sessions led by teachers from Unity Research School Network, the locality and wider region such as CTSN it will be a day devoted to sharing insights, evidence and expertise.
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BLOG: WHAT MAKES GREAT TEACHING?
It’s fantastic when you open an email that starts like this:
Hi Andy,
We looked at the Sutton Trust report ‘What Makes Great Teaching’ in our teaching and learning meeting yesterday so I made this one page summary to go with it. Thought I’d share in case it is useful.
Emma
Suffice to say sharing was definately something I was keen to facilitate!
See Emma's visual summary and read more |
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BLOG: FIVE E'S - MY FIRST EXPERIENCE OF WORKING WITH THE RESEARCH SCHOOL NETWORK
As our Unity Research School Network grows, colleagues from across the locality are getting involved in exciting opportunities to delve deeper in to the evidence. Here, Louise Clark, School Improvement Leader for the Tilian Partnership reflects on her experience attending a recent RSN evidence day which focussed on Preparing for Literacy.
Read More |
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BLOG: TEACHING METACOGNITIVELY ISN’T A NEW PHENOMENON
In a new post on the Research Schools Network blog, Justine Paton examines how Rosendale School use metacognitive strategies to underpin effective teaching.
Read More |
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BLOG: THE IMPORTANCE OF WRITING (AND METACOGNITION, OF COURSE!)
“As a Research School, we were delighted to see the emphasis being placed on metacognition in the new Improving Secondary Science Guidance Report; it felt like everything was joining up into a coherent whole!” Karen Roskilly. Sandringham Research School lead, discusses the recently-published EEF guidance report.
Read More |
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10 MINS - “A TEACHER’S RESPONSIBILITY IS TO ENSURE THE LEARNING, NOT TO DO THE TEACHING”
The second in this series of short podcasts from Evidence Based Education, Professor Peter Tymms of the Centre for Evaluation and Monitoring (CEM) at Durham University talks about four major research pieces he has done, the outcomes, and the advice he would give to teaching staff, based upon what he learned though that research.
Listen here |
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28 MINS - THE PUPIL PREMIUM
In this recent Radio 4 broadcast, Professor Rebecca Allen assesses the evidence and shares insights in to The Pupil Premium and asks 'Has pupil premium money helped poorer students succeed at school'?
Listen here |
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40 MINS - WHAT EVERY TEACHER NEEDS TO KNOW ABOUT THE IMPACT OF TRAUMA
Trauma can lead to numerous behavioural issues that require specific support strategies.
“Children do make choices to misbehave,” states Professor Essi Viding, “but the tools they bring to make the choices are different. Someone who has very stable developmental history is making a particular choice with a completely different toolkit than a child who has an unpredictable developmental history.”
Listen and read more here |
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43 MINS - TRIALLED AND TESTED
As shared last month, in the first episode of the new EEF and Evidence Based Education podcast, Trialled and Tested, Alex Quigley (EEF) and Megan Dixon (Aspirer Research School) outline how metacognition and self-regulation approaches can be implemented in the classroom. The episode also features contributions from Caroline Creaby (Sandringham Research School and Roger Higgins (Norwich Research School).
Listen here |
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APPLYING BEHAVIOURAL INSIGHTS TO INCREASE GIRLS’ UPTAKE OF STEM SUBJECTS AT A-LEVEL
The DfE and the Behavioural Insights Team (BIT) have an exciting opportunity for state-funded secondary schools to test interventions to get more girls to take STEM A-levels.
Find out more |
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NEW EEF TRIAL: CAN ADVENTURE LEARNING IMPROVE STUDENTS’ SKILLS, BEHAVIOUR AND ACADEMIC RESULTS?
A new EEF trial, Adventure Learning, will test two different adventure learning programmes – one focused on outdoor activities like hiking and canoeing, another based on challenging activities with military veterans – to find out if they can help improve pupils’ behaviour and boost their attainment. Secondary state schools in England are invited to apply to take part in the project.
Find out about the project here |
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NEW EEF FUNDING ROUND TO IMPROVE OUTCOMES FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS
The EEF is seeking proposals for projects which improve attainment and other educational outcomes, such as social and emotional learning, for children with special educational needs or disability (SEND). Pupils with SEND might face significantly greater challenges in learning than the majority of their peers, or have a disability which hinders their access to the teaching and facilities typically found in mainstream educational settings. There is a very large attainment gap between pupils with SEND and their peers.
Find out more and apply here |
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CEBE WORKING GROUP QUESTIONNAIRE
The Coalition for Evidence-Based Education (CEBE) has recently set up a new group focusing on the role of leaders in encouraging an evidence-using culture in their institutions. The group would like to find out what kind of evidence there is about this aspect of leadership. If you are aware of any evidence, based either on experience or research, they would like to hear from you.
This simple online questionnaire has a few questions which may take around 10 minutes to answer. It is open to education professionals in all sectors. The closing date is 31 December. CEBE will notify all who respond about the outcome of this exercise.
Click here to take part |
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LEADING LEARNING - TRAINING PROGRAMME
We know that improving the quality of teaching in the classroom has the biggest impact on student outcomes. To do this, at a time when resources are being stretched, we need to improve the quality of our CPD.
‘Leading Learning‘ is founded upon the best evidence that has been gathered by globally renowned researchers and cohered in the excellent DfE Standard for Teachers’ Professional Development, with a particular emphasis on how professional development “should be underpinned by robust evidence and expertise”, with “expert challenge”.
Find out more & reserve your place here |
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MAXIMISING THE IMPACT OF TAs - TRAINING PROGRAMME
Teaching Assistants are often not used as effectively as they could be, and schools miss out on a large amount of potential support and expertise from these valuable members of staff.
Our Maximising the Impact of TAs (MITA) three session training programme guides school leaders through a process of strategic review and change, helping them to improve the deployment and impact of their TAs.
Find out more & reserve you place here |
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CLOSING THE WORD GAP AT KS3 THROUGH DISCIPLINARY LITERACY - TRAINING PROGRAMME
This three day programme is aimed at anybody with a literacy responsibility including secondary literacy leaders, subject leaders and classroom teachers. The training will explore approaches to reading, writing and vocabulary development through the lens of robust research evidence. There will be a particular focus on methods to use with secondary students who currently struggle to access the literacy demands of the key stage three due to low literacy levels.
Find out more & reserve your place here |
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ENHANCING PROFESSIONAL JUDGEMENT - TRAINING PROGRAMME
The single most important thing that school leaders do is to make judgment calls. Professional judgment is deemed to be a critical component of evidence-informed practice, yet little or no attention has been paid within schools to:
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what professional judgment involves;
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what good professional judgment looks like;
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how can common errors in professional judgment be avoided
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how to develop professional judgment.
This course is led by Dr Gary Jones and will provide school leaders with a structured approach to addressing these issues.
Find out more & reserve your place here |
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CREATING OUR OWN FUTURE
The Research Schools Network would like to invite CEOs of local multi-academy trusts, local head teachers and system leaders, including NLEs, SLEs, NLGs, Teaching School leads, LA/Diocesan leaders, to attend a symposium on the future of an evidence-informed school system, and add your voice and influence to the current education debate.
Join us and join in at the following locations:
Thursday 29 November, Bury St Edmunds
Download the flyer for info and booking details
Friday 30 November, Stoke-on-Trent
Download the flyer for info and booking details
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IMPROVING OUTCOMES FOR CHANGE: HOW DO WE KNOW WE’RE SUCCEEDING?
The finalised programme for the IEE’s first Innovation Evaluation conference, Improving outcomes for change: how do we know we’re succeeding? is now published. Held on Friday 23 November, at the University of York, this conference will look at ways of developing, and evaluating, innovations and change projects in schools.
Book your place |
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