Sheffield Hallam University

28th November 2018, 16:30 - 18:30,
Room 12.4.12, Charles Street Building, Sheffield Hallam University

Accountability Measures and school practices: reflecting on what the NFER's International Evidence Review means for schools

Michael Coldwell from SIOE with Sian Devine and LIzzie Roberts-Garth from Forge Valley School, Sheffield

NFER has recently published a review looking at research across 6 countries into the impact of accountability on schools (https://nfer.ac.uk/what-impact-does...). In this session, Mike will outline some of the key findings, raise key questions for schools and reflect on findings from a study he led that was used in the NFER review into primary and secondary schools' differing responses to KS2 tests. A school-based discussant (tbc) will respond to the presentation leading into a discussion on the issues raised from the perspective of teachers, schools and researchers.

Creating a Food Education culture in your school

Jason O'Rourke, Headteacher, Washingborough Academy.

Obesity is one of the biggest health challenges facing today’s society. In 2011, the World Health Organization (WHO) stated childhood obesity to be one of the “most serious public health challenges of the 21st century”. In the UK, the government, has published two ‘chapters’ of its Childhood Obesity Plan to advise as to how this issue can be addressed as it is seen as a “high priority” for the government and their obesity strategy aims to set out the responsibility “we all have to support young people in meeting the challenge”.

Washingborough Academy’s approach to Food Education has been used as a case study for the Childhood Obesity Plan and Headteacher, Jason O’Rourke, will share the work that has been done to enable children to have more skills and knowledge about their own health and well-being.

Developing effective learners through a school/university partnership in curriculum making

Martin Said, Headteacher, XP School, Doncaster and Richard Pountney, Sheffield Institute of Education

An important point in the establishment of a new secondary school is the making of its curriculum'. In 2013, XP School, Doncaster, invited researchers from Sheffield Hallam University (joined in 2016 by Auckland University) to work with its teachers, involving school visits, sharing of curriculum plans and curriculum evaluation. In this session, recently published in the Chartered College of Teaching's Impact journal https://bit.ly/2LmXn8q, we describe the research-informed outcomes of this school (trust)/university partnership process in two parts: first, the collective theorising that has taken place; and second, how the curriculum is being enacted by the school to develop effective learners and learning.

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