Dr Eowyn Crisfield is a specialist in languages across the curriculum, including EAL/ELL, home languages, bilingual and immersion education, super-diverse schools and translanguaging. She has been an ESL/EAL teacher, department head, curriculum developer, and has worked in several universities in teacher development programmes. She recently founded the Oxford Collaborative for Multilingualism in Education (https://ocme.uk) which aims to support schools, organisations, and governments to improve language teaching and learning in schools. Eowyn’s research is focused on equal access to learning and language development for all students, and on appropriate and effective professional development for teachers working with language learners. She is author of ‘Bilingual Families: A practical language planning guide (2021) and co-author of “Linguistic and Cultural Innovation in Schools: The Languages Challenge” (2018 with Jane Spiro), as well as a wide variety of chapters/articles in both practitioner and academic publications. She is also an honorary Norham fellow at the Department of Education, University of Oxford, where she is supporting the development of a new (distance) PGDip in EAL, alongside other teacher development and research initiatives.

Andy Vasily The journey is theirs: a student centered approach to deep learning

Amelia Sevilla-Martin & Andrew Watson Reimagining education for a sustainable future

Graeme Scott A data rich approach to student wellbeing

Jessica Humble-Crofts & Silvia Semana Unleashing conceptual thinking: a middle school mathematics classroom in action

Jamie Stark & Dr Jean-Marie Kahn From numbers to narratives: empowering personalised learning through data culture

Leena Merikallio Why positive pedagogy belongs at the heart of learning - empathy is universal

Nathan Burns Unlocking invisible metacognition in the classroom - turbo charging student progress

Nick Haisman-Smith Beyond an initiative: practices to embed social and emotional learning (SEL) and wellbeing into all teaching and learning and make it stick

Priyanka Kandpal Beyond blocks: loose parts as a bridge to language and learning

Rupal Shah Empowering futures: connecting classrooms and communities through global citizenship

Soha Saad Inquiry with purpose: guiding students to conceptual understandings

Therese Hoyle Why play matters: making a case for prioritising play in schools and beyond

Olivia Mottram Empowering creativity in the curriculum: adapting for a future ready education

Ali Ezzeddine Inquiry based learning using everyday objects

Christophe Gigon Empowering students through scaffolded self-regulated learning: building autonmy with the 8 key competencies and ATL skills

Chris Smith In between the sheets: level up your Google sheets skill set

J. Rafael Angel Designing systems that think

James Wellings A mature conversation about teacher wellbeing

Kate Jones Feedback techniques to support all learners

Laurie Kraaijeveld The language of belonging: leading multilingualism in IB schools

Liz Gibbs Raising student confidence in maths

Paul Bateson Story based pedagogy for PSHEE

Penelope Pareja Jarillo Cultivating inquiry: empowering lifelong learners in the PYP

Stuart Rathe Bringing texts to life: using drama to enhance literacy in primary and secondary settings

Dr Stephen Codrington Lead boldly, govern wisely, shape the future

Vidya Nagarajan Speak, Show, Inspire: storytelling skills every teacher needs

Aurel Tamas Maracsko Structured play as a pathway to critical and creative problem solving

Christopher Clyde Green Using Gen AI to spark critical thinking

Francesco Banchini Navigating through the leadership intelligences and capabilites towards a bright future

Hywel Roberts Botheredness: pedagogoies of hope and action

Jackie Williams Empowering educators and students through the UN sustainable development goals - from learning to meaningful action

Nichole Ryan Creating a space where experiences lead to lasting memories for all

Jenny O'Fee Elevating every voice: building inclusive learning communities

Karina Medvedeva & Co Entrepreneurial thinking as the core innovation of modern education

Marcelo Staricoff The joy of not knowing (JONK) and why it's so good for children not to know!

Dr Martin Hoskin & Dr Richard Poole No more off the shelf CPD: building sustainable growth in education through project based collaboration

Nathan Burns Oracy and metacognition - two birds, one stone

Tannu Jain From intentions to impact: data informed assessment design

Erik M Francis Inquiring Minds Want to Learn: Posing Good Questions to Promote Student Inquiry

Cindy Kaardal Tech Integrator vs Tech Coach: embracing the coach identity

Daire Maria Ní Uanachain From control to co-creation: empowering students through structured autonomy

Dawn Waugh Empowered and resilient: redefining core education through life skills

Görkem Demir Empowering every learner: inclusive strategies for autistic and ADHD students in the English classroom

Helen Stevens Empowering all students - quality first teaching

Josh Moore The quiet revolution: accommodating introverts in the classroom

John Jones A whole school approach to the AI era

Lucy Lewin & Kelsie McIntyre Lead to achieve: from surviving to thriving in education leadership

Martin Illingworth Shakespeare: new perspectives and practical strategies for the teaching and study of Shakespeare

Nick Haisman-Smith Inspiring emotionally healthy boys: from stereotypes to SEL success

Rebecca Goswell Leading with compassion

Patrick Renouf Reimagining mathematics with concept based inquiry

Tatiana Popa Sustainability at the heart of a school community

Ali Ezzeddine Learn how to learn

Cliona McMenamin From guidance to growth: embedding purpose, wellbeing and future readiness across the whole school

Douha Jemai Growing from AI: from today's classroom challenges to tomorrow's solutions

Hywel Roberts Cultivating cultures of joy

Kathryn Templeman Designing active conceptual lessons for the enhanced MYP

Liz Gibbs Every child a problem solver

Nicole Haya Kerswell From imagination to reality: a quiet spark that changed everything

Ricardo Martinez A bottoms up approach - keep expectations high and promote inclusion

Shaun Dellenty Holding our nerve - LGBT+ inclusion in challenging times

Sally Livesey Making learning local: connecting curriculum with context

Sabine Elarissy & Wafa Ramahi From compliance to commitment: reimagining accreditation through appreciative inquiry

Therese Hoyle An introduction to positive playtimes - a practical workshop exploring how to create safe, inclusive and joyful school playtimes

Veronica Santocildes Teach smarter: AI, integrity and efficiency with Revision Village

Kate Jones is a highly experienced teacher, leader, bestselling author, and award-winning international speaker with a global reputation for championing evidence-informed, practical approaches to teaching and learning. She is currently Senior Associate for Teaching and Learning at Evidence Based Education, where she works closely with educators and schools to translate research into classroom practice that improves outcomes without adding to workload. Kate is the author of over ten published books, including the bestselling Retrieval Practice series, which has become a go-to resource for teachers seeking to embed cognitive science into everyday teaching. Her most recent publication focuses on feedback strategies that are both impactful and sustainable, supporting teacher wellbeing and student progress. In addition to her writing, Kate is the editor of ‘The researchEd Guide to Cognitive Science’ (2023) and she is a regular contributor to respected education publications such as TES and Teach Middle East Magazine. Kate has worked with schools across the UK and internationally, delivering keynote presentations, workshops, and consultancy support in a wide range of settings. Her work is known for its clarity, practicality, and focus on what truly makes a difference in the classroom. Based in the United Kingdom, Kate continues to share resources and reflections on social media via @KateJones_Teach.

This will take place in the Atrium of the school from 18:00

James Nottingham is the creator of the Learning Pit, one of the most widely used models for teaching to emerge in the last 20 years. He has worked closely with professors Carol Dweck (Growth Mindset) and John Hattie (Visible Learning); been a teaching assistant in a school for deaf children and a class teacher from Early Years to Grade 9; developed a ‘learning to learn’ programme in three high schools in the late 1990s; taught critical thinking to AS Level; been a deputy head in a middle school; and led a multi-award-winning project to raise achievement in 68 schools across north east England. In 2006, he created Challenging Learning, a not-for-profit organisation that helped shape pedagogical practice in the Nordic countries, Australia, New Zealand and the USA. At its peak, this company employed 30 staff in seven countries. When the pandemic began, he returned to the classroom, teaching 2 days a week in primary and 3 days a week in a high school in the Scottish Borders. He now divides his time between teaching, consulting and writing. His twelfth book, Teach Brilliantly, was released in 2024 and is a best-seller in the USA, Canada, Australia, China and Argentina.

Beth Southern Approaching EAL support strategically: from arrival to assessment and achievement

Jack George Where schools see themselves in relation to assessment practices 

Liz Gibbs Mathematics parchute games and activities

Neil Atkin Creating an AI personal assistant to transfrom your efficiency and effectiveness as a teacher

Nick Haisman-Smith Building restorative cultures: proactive and responsive SEL aligned restorative practices

Pamela Usai Breakout thinking: the approaches to learning (AtL) skills through educational escape rooms

Dave Philip

Hywel Roberts Botheredness: imaginative leadership

Jessica Humble-Crofts Empowering student thinking through concept based inquiry in mathematics

John McCarthy Redesigning differentiation: a readiness driven approach that actually works

Marcelo Staricoff The joy of not knowing and why it is so transformational to launch the academic year with a learning to learn week

Cheryl Mandis Shah Innovating inquiry: cultivating critical and visible thinking in classrooms

Professor Miles Berry AI for accessibility and inclusion

Sohelie Zafar Creating global citizens - not the why but the how

Chris Temple-Murray Harnessing AI to develop a fully inclusive learning environment

Françoise Cerdan Pour l'enseignement de la diversité et de l'inclusion en cours de français

Graham Smith & Michelle Stanley EAL quality mark in international schools

Jean-Michel Jamet Solving word problems with bar model method

Nathan Burns Developing independent and resilient learners

Pamela Usai & Amelia Sevilla-Martin Level-Up Learning: enhnacing universal design for learning through games based learning

Silvia Semana & Co From embedding to sustaining: building a culture of ongoing formative assessment

Ben Baulf Lighting the wick in the candle of learning - fostering curiosity in the secondary classroom

Jordan Anderson Balancing top-down vision with ground-up practice: King's Bangkok's approach to EAL and oracy

Karen Corfield The value of outside of the classrom opportunites: a teacher and student perspective

Mark Ralph Exploring classroom culture

Martin Illingworth Forget school: insights into the education that our young are asking for in the 21st century

Natasha Dangerfield Authentic Leadership

Patricia Hubert Cultivating deep listening to empower voices in schools

Amanda Callendrier Learned helplessness: empowerment instead of reinforcement

Andy Vasily Trust at work: building the conditions for deep trust in our workplaces

Anca Toma TEDx Youth: inspiring and transformative - building community and human skills for the AI era

Heather Duley Rethinking pedagogy with VR: engagement, inclusion and immersive learning

John McCarthy Unlocking joy in student writing: strategies for craft, confidence and creativity

Nathan Burns Leading a metacognitive school

Nick Haisman-Smith Belonging by design: building flourishing adult cultures in schools

Kimberley Wilson is a chartered psychologist with a master’s degree in nutrition. She is author of How to Build a Healthy Brain and Unprocessed: How the Food We Eat Is Fuelling Our Mental Health Crisis. Kimberley believes the way we think about mental health – as separate from physical health is flawed. Her philosophy of Whole Body Mental Health is a comprehensive approach to mental health care; integrating evidence-based nutrition and lifestyle factors with psychological therapy.  A former governor of the Tavistock and Portman Mental Health Trust, Kimberley led the therapy service at Europe’s largest women’s prison. Kimberley hosted Radio 4’s Made of Stronger Stuff and regularly appears on BBC’s The Morning Show and Channel 4’s Know Your S**t. 

Location TBC