Kaizen have worked with staff and students from hundreds of schools, they were official suppliers of youth leadership training for London 2012, including running their award winning youth leadership programme, and Kaizen’s work has been highlighted as national best practice in youth empowerment. For more information about Kaizen see www.kzpartnership.com

 “I have worked with Kaizen for 8 years because they always deliver. Kaizen’s input into our student leadership programme is very exciting and empowering for the students. They have a very personal approach that the children really respond to…. With the more challenging students, some of them would have attained significantly less and some of them I would have expected to be excluded, had it not been for the training.”

Joan Barnes, Head Teacher, The St Lawrence Academy

Overview

Our 2-3 day Leadership Workshop could be a key foundation of your summer school programme. It challenges young people to examine themselves and reconsider the way that they think, feel and act. Participants  identify new ways of looking at situations, which will support them in being successful both in school and in their lives.

The course will enable the young people to develop their leadership, communication skills, and self-esteem.

 “You have completely changed my whole vision of the future.” 

“It opens up your mind and widens knowledge”

“It was great – really opened my eyes and it has improved my confidence with others. I’m going to be able to apply this to everyday life and not just school”

                                                Participants on youth leadership workshops

Workshop Components:

• Transition: setting a foundation for success
• Taking responsibility for your life
• Leadership – what it is and the qualities needed
• Commitment – what it takes to do what you say
• Exploring how to communicate effectively and powerfully
• Coach-Player relationship: creating effective relationships with teachers and other adults
• Actions and consequences – choosing actions that are in your long term interest
• Responding creatively in difficult situations
• Listening, communication and presentation skills
• Handling mistakes quickly and powerfully
• Looking at judgements and self limitations
• Discovering what it takes to be a successful member of a team

What participants have learned in their own words:

• “be more confident”
• “how to behave in Year 7”
• “how to manage myself”
• “not to walk out of a classroom and get distracted”
• “I feel more confident and excited”
• “I take school more seriously now”
• “I listen more to adults”
• “to work as a team”

Costs

For workshops with up to 50 young people, costs include:

• Planning with the school
• Bespoke Workshop design
• Workshop delivery with 2 trainers
• Evaluation

SSAT Members – £1300 per day  ( + expenses and VAT)

SSAT Non-Members – £1500 per day (+ expenses and VAT)

To book contact us: community@ssatuk.co.uk

Leadership at all levels is informed by a high level of understanding about language learning. At subject leadership level there is strong subject expertise and vision that underpins the entire workings of the department. There is a proven track record of innovation. Subject reviews, self-evaluation and improvement planning are well-informed by current best practice and research in languages and in education generally. Subject leadership inspires confidence and whole­ hearted commitment from pupils and colleagues. ”

Modern Languages survey visits, subject specific guidance for inspectors, Ofsted 2012

Programme overview

With the introduction of the ‘Ebacc’ measurement, the importance of Modern Foreign Languages has again come to the fore. The successful leader of Modern Languages must have a relentless focus on improving the quality of teaching and learning,be aware of the best of national practice and up to date with current changes in education. This programme, consisting of four one-day events hosted in schools all with outstanding Modern Foreign Languages departments,will provide opportunities to explore strategies that have been proven to raise achievement and engagement.

Structure

A one-year programme comprising four events.

Benefits

• Develop and share strategies to lead your department to outstanding and beyond.
• Opportunities to see best practice in action and explore innovative practice.
• Network nationally with like-minded colleagues and share practice.

Eligibility

For heads and aspiring heads of Modern Foreign Languages.

Cost

Members- £750 +VAT / Non-members- £1,125 +VAT

Start date

Spring 2014

Programme

The programme is subject to change depending on the needs of the delegates.

Event 1

Curriculum design and maximising progress – Spring 2014

• A curriculum for continuity and progression.
• Connecting the learning from primary KS2 to KS3.
• Examination boards and specifications (discussion).
• Year 11 intervention strategies to boost results at GCSE.
• Maximising achievement and controlled assessment.

Event 2

Outstanding teaching and learning – Spring 2014

• Improving reading and listening skills through the use of authentic materials.
• Optimising the use of target language.
• Differentiation and building on prior learning.
• Assessing progress and ensuring consistency at KS3.
• Supporting vulnerable students and intervention strategies.

Event 3

Promoting a love of languages and cultural understanding – Summer 2014

• Developing exciting enrichment and extra-curricular opportunities.
• Raising the profile of languages across the school.
• Increasing take-up at KS4 and building learning from KS3.
• Preparing students for post-16 learning.

Event 4

High-performance leadership – Summer 2014

• Mentoring and coaching.
• Developing your leadership.
• Building a high-performance Modern Languages department.
• Handling conflict and managing people.
• Making the most of new technologies.

To gain the schools network programme certification delegates are required to attend 75% of the events

For more information contact Beth Souster by email at elizabeth.souster@ssatuk.co.uk or by phone on 01823 446 902. To book a place download and return the booking form

‘Strong leadership at every level is critical if England wants to have a world-class education and skills system.’

Sir Michael Wilshaw, HMCI

Creating inspirational and sustainable leadership

SSAT leadership programmes support schools in creating the next generation of outstanding leaders and teachers. They are designed and delivered by leading headteachers and practitioners because we believe that the best people to lead system redesign are those working and leading in schools. SSAT can draw upon research and practice around the world.

Why choose SSAT leadership programmes?

• SSAT national programmes are unique in bringing together the brightest and best leaders.
• Our wide networks ensure that our programmes are delivered by outstanding headteachers and practitioners.
• Visit outstanding schools across the country in differing contexts.
• Our programmes are high quality and high-impact.
• Leadership programmes are consistently rated as outstanding by our delegates.
• With programme lengths of between six months and two years there is opportunity for sustained development, implementation, impact and reflection.
• Build valuable leadership and learning networks.
• Opportunities to engage in innovation and inquiry
• SSAT is independent of government, values led and committed to inspiring innovation and improvement in schools.

All our programmes are accredited and certificated.

Wherever you are on your professional and school journey, you will find support and inspiration to take you to the next level. We are passionate about supporting and equipping school leaders at every stage in their career to ensure that high quality leadership and teaching enables all schools and students to be successful. For over 10 years we have been providing opportunities for leaders to learn together, to spend time in schools with outstanding practice and engage in innovation and enquiry. As you read this brochure you will find many examples from school leaders of how our programmes have impacted learning and outcomes in their schools. We are proud of our excellent reputation and look forward to welcoming you on one of our programmes.

Dan Belcher, Head of Leadership programmes

Contact: daniel.belcher@ssatuk.co.uk

Download a full copy of the leadership brochure

10.00 – 10.45

PE

11.15 – 12.00

History

Moving towards success in History

St Anthony’s Girls’ Catholic Academy

Jude Wallis, Subject Leader, Social Sciences

3 years ago, the History department was achieving some of the lowest results in the school both at GCSE and A’ Level. Numbers opting for the subject at GCSE were declining. Through a combination of close monitoring, innovation in teaching and learning and practical support from the Senior Leadership Group, we are now one of the best performing departments in the school at both GCSE and A’Level – results demonstrate this and pupil surveys are very complimentary. Option numbers are thriving.

This session will cover:

1. Context of the school and position of the department 3 years ago.
2. Challenges faced by the department.
3. Strategies used to improve performance, including teaching and learning and monitoring.
4. Impact of the changes and current position.
5. The future and further development.

Leading by example in improving the History department

Rainhill High School

Jane Marshall, Head of History and Politics

After two years in post, I will outline how the department has moved from blue to green in RAISEonline. From the implementation of a new curriculum to improving student engagement, I will provide an overview of the strategies that I have used to improve the quality of provision for all students at Rainhill High School.

This session will cover:

1. Starting point – identifying priorities.
2. Implementing curriculum change at GCSE and A Level.
3. Improving student engagement through pedagogy.
4. Using assessment to tackle underperformance.
5. Student voice.

13.00 – 13.45

Science

Skills to last a lifetime

Pate’s Grammar School

Andrew Jones, Deputy Headteacher and Head of Science

The presentation will focus on how we have used the flexibility of a two year Key Stage 3 to focus on developing the skills of scientific enquiry and independent learning. We will explain the impact this has had on students’ learning outside the key stage and beyond the curriculum, as well as how we now use those skills to enhance the experience of our current cohort.

This session will cover:

1. Utilising the flexibility of KS3.
2. Developing enquiry skills.
3. Assisting independent learning.
4. Developing leadership skills.

Raising achievement through curriculum diversity

Bodmin College

Bruce Douglass, Head of Chemistry

During inspection in June 2010, the curriculum offer across the school and in Science in particular, was highlighted for praise. There have been many developments since then and the offer has continued to evolve in response. Effective use of data has played a large part in ensuring that pupil outcomes have continued to improve, as has the continued development of classroom practice.

This session will cover:

1. The evolution of Bodmin College’s Science curriculum offer.
2. Adapting to future change, including changes to Key Stage 3.
3. Department hierarcy and responsibilities.
4. Classroom practice to support a diverse curriculum.

14.00 – 14.45

MFL

Creative approaches to planning and assessment that place interaction at the centre of teaching and learning, enabling pupils to go beyond their perceived potential

Janet Livesey, Head of Languages Orleans Park School

Marian Carty, Secondary MFL Course Leader, University of Cumbria

The presentation will revolve around how the MFL department, in partnership with the University of Cumbria PGCE course leaders and students have improved the learner experience and attainment at Orleans Park School by developing a shared philosophy. Language teaching, pupil uptake at Key Stage 4 and French, German and Spanish results at Orleans Park are deemed excellent in comparison to national figures and similar schools. Language teaching was judged as outstanding in the last Ofsted report. The session will include video clips of pupils learning, showing progression between the key stages. It will focus upon meaningful lesson content, which promotes learning through interaction with both peers and teachers. We will consider strategies for implementing the approach through detailed and motivating assessments, tailored to the interests and learning styles of the pupils, that promote fluency and accuracy and encourage risk taking.

This session will cover:

1. The importance of partnership and belonging.
2. Meaningful scheme of work content.
3. Planning: beginning at the end.
4. Assessment tasks that motivate and instil confidence.
5. Exploiting the ‘here and now of the classroom.’
6. Developing divergent thinking in the classroom.

15.00 – 15.45

Inspiring Science and Outstanding outcomes at South Dartmoor Community College

South Dartmoor Community College

Mark Gale, Head of Science

At South Dartmoor our results improved from 51% A*-C in Science in 2011 to 89% in 2012, with GCSE results now being significantly above national levels in all areas. Results are projected to improve to 93% in 2013. The whole Science team has embraced an approach which puts student progress, understanding, learning and enjoyment at the centre. It is backed up by a renewed focus on tracking and intervention where the expectation is that students take responsibility for improving their own performance. It is a story of careful analysis, leadership planning, reinvigorated teaching and a lot of hope, patience and optimism.

This session will cover:

1. How to run an ‘Inspiring Science’ week to boost pedagogy.
2. Putting Assessment for Learning at the centre.
3. How getting students to describe ‘ I used to think…but now I think…’ helps them demonstrate excellent progress.
4. Student-centred approach to intervention.
5. Re-aligning the Science leadership team to reflect the new approaches.

Reflective planning

Robert Mays School

Jenny Robinson, Head of Science

Ofsted want all outstanding teachers to ‘plan astutely and set challenging targets based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding.’ This presentation will show how our department has encouraged, coached and mentored staff to ensure that lessons meet this criteria. It will include some practical examples of learning blocks that our students have come across and how we have successfully addressed (or partially addressed) these learning blocks. The blocks include the challenge of answering evaluate, explain and describe questions in the new style exams, encouraging students to self-assess and improve their own work and improving the quality of conclusion writing when the students do not know the answer.

This session will cover:

1. Addressing learning blocks in a proactive and controlled way.
2. How we have addressed the learning block of understanding the difference between the key words evaluate, explain and describe.
3. How we have addressed the learning block of self-assessment and improvement of work by students.
4. How we have addressed the learning block of meaningful conclusion writing.

Inspiring Departments B

10.00 – 10.45

Post-16

The ‘Be Competitive Programme”: Blending Academic and Vocational Learning to improve progression, outcomes and employer engagement post-16

St Joseph’s RC VA Comprehensive

Ryan Gibson, Assistant Headteacher

Denis Heaney, Head of Work-Related Learning and Enterprise

St Joseph’s Catholic School in South Tyneside is rated as outstanding by Ofsted, who have recognised both the quality of the curriculum and the quality of teaching. The school has developed an innovative ‘blended learning’ programme post-16 that allows students to combine academic and vocational qualifications. Come along to find out about the school’s formula for success e=(s+q+we)p x c and how the school effectively engages employers in the curriculum, encourages employers to recruit directly from the student body and improves progression for all learners – whether that be to university, apprenticeship, training or employment.

This session will cover:

1. E=(S+Q+WE) PxC.
2. The ‘Be Competitive’ Programme – curriculum structure, ethos and values.
3. Similarities to the Technical Baccalaureate.
4. Engaging employers in mutually beneficial and sustainable partnerships.
5. Applied learning to improve attainment, outcomes and progression.

11.15 – 12.00

Performing Arts

A creative approach to Performing Arts

Cotham School

Geraldine Hill-Male, Director of Performing Arts

The Performing Arts have been central to the development of the ethos of the school over the last ten years. They have enabled change in students, staff and the wider community and are proving to be the vehicle for continued improvement as we move into the next phase of our development as a cooperative academy. The faculty has had a consistent impact on whole school improvement and helps us to remain an oversubscribed school in a volatile education market.

This session will cover:

1. Context
2. Development
3. Impact and evidence
4. Future plans

Cross Curricular Creativity         

South Hunsley School and Sixth Form College

Sian Derry, Drama teacher

South Hunsley School has inspired the creative aspiration of our wider school community. Our thriving Creative Arts department incorporates Dance, Drama and Theatre Studies, Music Media and Music Technology. The presentation will explore: the creation and development of a successful Creative Arts Curriculum and the use of AfL; the key role Creative Arts has played in staff training and Professional Development; the importance of liaison with external partnerships; Peer to Peer Mentoring and the effective use of Creative Arts Ambassadors as a beacon to promote the Creative Arts.

This session will cover

1. Developing a Creative Curriculum.

2. Creative Arts Ambassadors.

3. Raising the profile of Creative Arts.

4. Liaising with External Partners.

5. Creativity in Staff Training.

13.00 – 13.45

Geography

Developing the love of Geography

Glyn School

Tim Starke, Head of Geography

Guy Carter, AST Geography

Geography at Glyn has been consistently very popular for more than ten years. In this time, the department has been led by five different people and has always had a healthy cohort of between five and nine staff. Next year we will have an A’ Level cohort of near to 150 students and a GCSE cohort of over 300 students. A whole school Ofsted in 2012 observed three Geographers, all rated Outstanding. Students and parents frequently make positive comments about learning and teaching in the department, We intend to present the reasons for this popularity.

This session will cover:

1. The love of Geography
2. Keeping Geography consistently popular over time and through national changes
3. Getting the very best out of students
4. The importance of outdoor learning
5. Using stakeholders

Building an Outstanding Geography Department

Greenbank High School

Sharon Naughton, Director of Learning for Humanities and ICT (i/c Geography)

We received an Ofsted Good Practice visit in March 2012 based on the findings from a whole school inspection. The focus was on delivering scaffolded case study examples of Geography to prepare students for examination questions.

This session will cover:

1. Delivering high impact GCSE lessons and achieving top results
2. Planning, designing and delivering an effective KS3 programme of study
3. Ensuring marking and feedback is high quality and effective
4. Integrating field work and enrichment opportunities in the curriculum

14.00 – 14.45

Geography / History

Is something boring because of it or because of you? Practical strategies for raising achievement in Geography

Reigate School

Kelly Sutton, Head of Humanities

This presentation focuses on the philosophy of shared ownership; that students and staff share a common goal – to enjoy and achieve. Through this vision, departments can raise the achievement of students by creating an engaging curriculum which inspires a life-long love of the subject. This, combined with good preparation for KS4 examinations and rigorous tracking and intervention systems allows departments to develop the skills needed for students to achieve both at and beyond school.

This session will cover:

1. A shared vision
2. Creating an engaging curriculum
3. Preparing students for GCSE
4. Tracking pupil progress and intervention
5. Celebrating success

History – engaging boys in learning

Fir Vale School Academy

Kate Simpson, History teacher

Fir Vale has a particular focus on raising boys’ attainment. The presentation will give examples of schemes of work and one-off lessons that we have used in History over the past year to engage boys in learning and will discuss the impact that this is having.

This session will cover:

1. Quick overview of Fir Vale
2. Schemes of work in Year 7 (Sheffield flood of 1864) and Year 9 (Jack the Ripper)
3. Individual lessons that engage boys
4. Feedback from the boys
5. Next steps for the History department at Fir Vale – other teaching ideas that we are planning to implement.

15.00 – 15.45

Modern Languages

Leading the Outstanding MFL Department

The Stourport High School and Sixth Form Centre

Saskia Van de Bilt, Director of Language College and Specialist Leader in Education

The Stourport High School and Sixth Form Centre and its MFL Department were judged as outstanding in 2009 and again in September 2012 under the new Ofsted framework. This has represented a major transformation in school ethos, the attitudes of staff and students, improvements in teaching and learning and raised GCSE results.

In the session, I’ll share the key aspects of how we raised levels of achievement by improving teaching and learning, whole school ethos, intercultural understanding and tracking and monitoring and I’ll give practical examples of how we achieved our success.

This session will cover:

1. Teaching and learning

• Engaging learners
• MFL skills pyramid
• Memory hooks

1. Understanding our students

• Background and motivation
• Positive interactions

1. Breadth of curriculum and broadening horizons

• Curriculum for MFL
• International events, partnership links and trips
• Intercultural understanding

1. Controlled assessment – getting it right

• Modelling successs
• High expectations
• Revision materials
• Tracking and monitoring

1. Rationale – the self-improving system
2. The process
3. Peer accountability
4. Working together
5. Next steps – JPD, co-creation, staff ownership

10.00 – 10.45

The surgery offers you a chance to drop in and have a chat with experts in school performance data, self-evaluation and preparing for Ofsted. Bring your school’s documents and discuss the issues arising from them – our team can advise you on how to improve your approach to self-evaluation and highlight any areas that inspectors might be likely to explore.

10.00 – 10.45

10.00 – 10.45

10.00 – 10.45

1. Identifying strengths and weaknesses of teachers within a department.
2. Developing an approach that improves the confidence of teachers and enables them to share their strengths alongside supporting their areas for development.