Phil is Lead Practitioner of English at KAR - Instructional coach and ECT Mentor.

Reading is fundamental for every single young person to succeed in school and in their life. But, all students come to us with different perspectives and knowledge on reading and how to read well. How can we use the reading data we have access to when considering the implementation of reading and understanding in the classroom? What strategies can we then put in place to allow all of our young people to feel more confident in accessing the challenging curriculum we present them with?' This session aims to address key misconceptions around young and novice readers as well as looking at the data and research behind strategies we can all use in the classroom to support them.  

Collecting meaningful data and how to assess students in their understanding of texts in the classroom. Equipping students and teachers with strategies to do this.

Kate is Assistant Principal at KAB/KAO leading on Teaching and Learning

Do Nows are part of our teaching framework 'non-negotiables', but are we making the most of them? The aim of this session is to share examples of best practice and reflect on the rationale behind the strategy.

This session revisits the intent, implementation and the impact of Do Now's. We will look at best practice and reflect on the success of this strategy in our own schools.

This is Josh’s fourth year at KAP, with this being his third as Head of History, and he also teaches politics. Alexa is a history teacher at KAP  She has responsibility for more able students across the academy. 

This session equips teachers with the skills to manage the increasing demands of reading and comprehension in the GCSE and A Level syllabus.

The session shares the department strategy at KAP to support KS3 students in developing their reading

Natalie Moorhouse is the Head of the Humanities Faculty with direct responsibility for History, RE and PSHE at KAR.  She has been teaching longer than Sarah has been alive! Sarah Pillar is the Head of Geography and an Instructional Coach at KAR. Previously, she was employed as a Special Needs Teaching Assistant.

This session explores the rationale for setting homework and some of the barriers.  Natalie and Sarah share some practical and workload friendly suggestions on setting homework and ensuring success in completion.  

Andy is Subject Lead for Geography and Emma is Raising Standards Lead in Humanities; both at KAB

We aim to give you a snapshot case study of two schemes of work in geography (year 8 and 9) that are based on two texts; how these texts have been used to frame the lessons and ultimately how this allows students to make deeper connections and garner greater understanding of particular geographical concepts, processes and difficult issues. The two texts focus on the global economy (year 8) and mentality of a Russia (year 9). We also aim to provide some strategies for decoding demanding question stems (using geography edexcel paper Bs as examples) and how to provide access to exam questions for students with lower confidence and lower literacy.

Two 15/20min sessions within one (what a great deal!). An opportunity to review how KAB Geography have introduced two books into two units of work in year 8 and 9. Also an opportunity to explore ways to make exam questions more accessible to students with lower literacy and give them a fighting chance when grappling with technical terminology and demanding command words.

Sarah is Assistant Headteacher at KAP, leading on Teaching and Learning and Katherine is Head of Geography and a member of Teaching and Learning Team

This session shares examples of how we can encourage students to become more confident when addressing longer answer questions.

This session looks at a variety of different techniques and strategies that can be used to help students become more confident in the creation of longer answer questions.  

Matt is Deputy Headteacher and KS5 RSL at KAEP. Dee is a teacher of Sixth Form Social Science and generally all-round awesome colleague!

Session Aims: 

1. Sharing best practice for writing academically at KS5

2. Strategies to overcome challenges we may face as teachers, 3. Supporting students through GCSE to A Level transition with techniques for academic writing

This 40 minute session will allow professionals to reflect on barriers to success for academic writing at KS5. The session will open room for discussion of barriers to writing academically and allowing teachers to attempt a practical task that they may find useful to use in their own classroom settings. We will unpick key strategies with a focus on AO3 critical analysis

Gavin Weir is the Director of Science and currently seconded to SLT at KAR. Since joining KAR in 2017, he has held a number of roles including lead practitioner and professional tutor.

This session aims to give teachers a basic understanding of the promises and pitfall of generative AI as well as give teachers practical applications of AI that they can use to enhance their teaching and learning and/or reduce their workload. 

This session briefly explores what generative AI is and how tools can be built on large language models (LLMs). It addresses some common misconceptions about what AI currently can and can't do. It then looks at a number of practical applications of AI that can directly enhance your classroom and professional practice. Through this you will learn how to write effective "prompts" so that the AI tools provide you with accurate and precise responses. 

Niamh has been Head of Year 7 for two years at KAEP and has been teaching for six years. Preeti has been Head of Mathematics since 2009 at KAEP. She started her first HOD role as Head of Citizenship at the end of her NQT year, in her first school in Woking and then took an AHT role leading AFL across a partnership school before joining KAEP. She has taught Maths for 24 years and is still going!

The session aims to answer the following question: How can we ensure our questioning aids the students' learning journey through a lesson or a topic?

This session starts with exploring the questioning we currently use at KAEP and will then look at applying a tool to help move our questioning on through paired work and discussion. This will enable participants to feel as though they can deepen students' knowledge, rather than add breadth to it. 

Sian has been involved in leading and supporting Teaching and Learning at KAP since 2013. Her roles have encompassed Lesson Study Mentor, Associate Assistant Headteacher (T&L) and Head of Art/Photography. Sian currently leads on ITTCo responsibilities, Early Career Framework, new staff enrolment and contributing to CPD. 

This session aims to to introduce, discuss and share concrete strategies to ensure high expectations of student progress and outcomes in coursework based subjects. 

This session explores some of the barriers to students making excellent progress and outcomes in coursework based lessons. Sian then introduces some concrete pedagogical strategies to help facilitate strong progress in lessons and share good practice between participating teachers' subjects. 

Julie is Teaching and Learning Lead & Second in Science at KAB.

This session aims to describe classroom routines that systematically involve everyone in the learning, not allowing students to opt out. 

Using several Walkthru strategies, teachers will increase their toolbox of strategies to systematically involve all students in learning.

Ben has been an education professional since 1998 and roles have included teacher, HOD, HOF, Senior Leadership and headteacher. He had a spell out of the classroom as a charity CEO, consultant and police officer. He wanted to get back into the classroom. As such, since November 2023 he has been Head of Performing Arts at KAP.

Raymond is a Teacher of Maths at KAP.

This session aims to  work through potential behaviour scenarios in the secondary classroom and discuss strategies of how they can be dealt with without causing conflict.

This is not a, "how to deal with any and all behavioural issues session," but a stimulus for professional dialogue about de-escalation in theory and practice with delegates being asked to share good practice examples from which we can learn. Lively discussion about how we might approach challenging situations is the aim.