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4 July 2019 | Ibis London Earls Court (ILEC) Book online 

Sustaining a Culture for Excellence 

LIMITED PLACES

Our 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 specialists and leading subject experts.

This year, Geoff Barton, ASCL General Secretary will open the event around the theme of middle leadership, and how to create and sustain a culture and climate for excellence.

In light of Ofsted’s decision to focus on the curriculum from September 2019, ASCL Curriculum and Inspections Specialist Stephen Rollett will explore the potential implications for how subject leaders think about and plan the curriculum.

ASCL Deputy Director of Policy Duncan Baldwin will focus on understanding what the data for your school and department really means in the context of the national picture.

In addition, subject specific workshops will address key topics such as:

  • continuity of learning from KS2 to KS3

  • curriculum planning

  • exploring effective assessment at subject level

  • developing effective teams within your department

£275+VAT | 1 delegate
£225+VAT per person | 2 delegates
£175+VAT per person | 3 delegates

Speakers

 

Provisional Programme

08.45

Registration and refreshments

09.30

Welcome and introduction

09.40

Keynote 1: How to create and sustain a culture and climate for excellence in Middle Leadership
Geoff Barton, ASCL General Secretary

10.15

Keynote 2: The Curriculum Landscape
Stephen Rollett, ASCL Curriculum and Inspections Specialist

10.55

Refreshment break

11.25

Keynote 3
Speaker tbc

12.05

Keynote 4: What does your departmental and subject data mean in the context of the national picture
Duncan Baldwin, ASCL Deputy Director of Policy

13.00

Lunch

14.00

Workshops Session 1

ENGLISH | Curriculum Progression at Key Stage 3
Victoria Flynn, English Inspector/Advisor, Hampshire County Council
Joanna Kenyon, English Teaching and Learning Coordinator, Hampshire County Council
Three years ago, Hampshire Local Authority’s English Team embarked on collaborative project with local schools across the primary and secondary phases focused on improving Key Stage 2-3 transition and eliminating ‘the wasted years’ (Ofsted, 2015). The project aimed to develop a model of curriculum progression and assessment approaches, underpinned by research-informed pedagogy and, together, the group developed a range of resources including medium-term plans, transition schemes and diagnostic assessment tools.

With the release of Ofsted’s Draft Inspection Framework emphasising the need for ‘a model of curriculum progression for every subject’ and for ‘intelligent use of assessment to inform curriculum design’, this workshop will provide an opportunity for leaders to explore outcomes from the project and what we have learned about designing a quality Key Stage 3 experience for all pupils.

MATHS | What does outstanding leadership look like?
Sarah Whyand, Deputy Headteacher, Samuel Ward Academy, Suffolk
In this session we will focus on outstanding leadership including: characteristics of effective middle leaders; practical strategies to develop and get the best out of your team; and managing difficult conversations.

SCIENCE | Leading an Outstanding Department
Tony Houghton, Director of Science, Tarleton Academy, Preston
We will explore how strategies such as mixed attainment groupings, collaborative planning, developmental observations and coaching have been utilised at Tarleton Academy and throughout Endeavour Learning Trust schools to develop and improve teaching, learning and assessment. The workshop aims to facilitate the opportunity for discussion and reflection with fellow subject leaders on how to lead an effective Science department. We will consider the impact of research informed strategies to develop genuine collaboration between teachers that is focused on delivering high quality teaching and learning within Science.

14.50

Workshops Session 2

ENGLISH | Beyond exam practice: developing consciously crafted writing at KS4
Victoria Flynn, English Inspector/Advisor, Hampshire County Council
Joanna Kenyon, English Teaching and Learning Coordinator, Hampshire County Council
Writing at KS4: do we teach it, or do we just do it? In a tightly packed curriculum, the more familiar skills of creative and transactional writing can often take a back seat to challenging literary texts and honing analytical skills for the reading sections of GCSE English Language papers. This session explores the importance of curriculum design that creates space for students’ writing to flourish and of explicitly teaching elements of high-quality writing, going well beyond exam-style tasks. Teachers involved in the action research project that has informed this workshop have reported not only significant progress in their students’ writing but also corollary benefits in reading through their increased awareness of the writer’s craft.

MATHS | Applying the new Education Inspection Framework to the teaching of Mathematics
Sarah Whyand, Deputy Headteacher, Samuel Ward Academy, Suffolk
In this session we will focus on applying the 2019 Ofsted Education Inspection Framework to the effective teaching of Mathematics – considering the curriculum, implementation and impact. We will look at difference curriculum plans and mastery curriculum and see how these relate to the 2019 EIF.

SCIENCE | Curriculum Developments in Science
Tony Houghton, Director of Science, Tarleton Academy, Preston
We will discuss the key principles behind the curriculum developments in Science at Tarleton Academy and throughout Endeavour learning trust that have been implemented to avoid a knee jerk reaction to reviewing curriculum. The workshop aims to stimulate discussion and collaboration among colleagues around curriculum developments that are planned or have taken place within a range of schools and science departments. We will explore the approach taken at both key stages and look at how diagnostic assessments are being utilised to inform and shape the science curriculum as we move forward.

15.25

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