Festival Schedule Thursday 3rd July 2025

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8:15 - 9:00 am - Breakfast

Please come and join us for a drink and breakfast bite before the sessions begin

Room: The Rooftop Bar

9:00 - 9:15 am - Opening Address: The Venue

Note: You do not need to book this session

Dean of HE - University Centre Leeds

Principal - Leeds Conservatoire

9:15 - 10:30 am - Keynote Speaker: The Venue

Note: You do not need to book this session

From Corporate to Campus

Brian will reflect on his career journey - from the corporate sector into higher education - sharing the key influences behind his career choices, the challenges he has encountered, and how these experiences have shaped his professional path. He will also discuss his views on the qualifications he has undertaken and offer insights into his ongoing doctoral research, including how he is navigating the process.

10:30 - 11:00 am - Break

Grab a drink and get ready for the next bookable session.

Room: The Rooftop Bar

11:00 - 12:00 pm - Session Two (Bookable)

Choose and book one of the four options listed below for your first bookable session of the day

Dawn Smith and Asif Iqbal

11:00 The Venue

Beyond Delivery: Learning as Experience

Find it frustrating when student assignments bear an uncanny resemblance to what you delivered in the classroom? Discouraged by late submissions, the demand for writing guides and the intrusion of AI? Fed up with giving feedback that says ‘in order to obtain a higher grade, include critical evaluation.’ Can we help with this? Not yet, as the answer remains beyond our reach too, but I would like to invite you to join us on a journey which has begun to reshape our view of learning.

In this session, we will explore the experience of learning, with John Dewey as a guide, focusing on learning as a dynamic, lived, and transformative process. Dewey emphasises the 'vitality of experience,' not a passive accumulation of facts but a continuous interaction between the individual and their environment.

By experimenting with arts based approaches, we are integrating expressive, reflective, and sensory ways of knowing that take our students beyond delivery. Learning is never separate from its context; it is always situated within cultural, social, and material realities. Many of our students have not taken a traditional route to HE and, for some, learning is a process of becoming: a journey of identity and transformation. Rather than seeing education as a set curriculum to be delivered, we are trying to find ways of making it a generative, creative, and participatory experience which encourages students to let go of the teachers' apron strings and to actually learn!

Jo Griffiths

11:30 The Venue

How Can I Encourage Students to Respond to Feedback?

Providing feedback to learners has played a role in good pedagogical practice for some time but how do we encourage students to use that feedback to improve their work? With a three week marking turnaround at UCLeeds, I find that students are rarely interested in reading their written feedback as they view it as contextually specific and of little use to them in their next piece of work. When I give verbal feedback to students who need to resit a module they tend to write notes on the back of a random piece of paper (if they make notes at all) that they are unlikely to refer to again. My focus this year has been on using draft work as a way of encouraging learners to respond to feedback via recorded self assessment conversations with their tutor. This session summarises my research findings.

Lee Chapman

11:00

The Recital Room (219)

Overview of Student views on AI / AI vibe coding into education:

Demonstrating how anyone, even without experience, can utilise AI

Demonstrating how anyone, even without experience, can utilise AI to produce bespoke interactive reports, activities, games, and applications for students and departments.

This session will showcase how AI can be harnessed by anyone—regardless of technical background—to create bespoke, interactive reports, learning activities, games, and simple applications that support teaching, learning, and operational efficiency.

Ruth Tolson

11:00am Room 416 B

Belonging and Mattering in Higher Education

This session will explore the concepts of belonging and mattering within the context of higher education, examining their significance in shaping students' experiences, engagement, and overall success. Participants will reflect on how these concepts can be meaningfully integrated into their professional practice—both through everyday interactions and the broader educational offer.

The session will also consider the barriers that can prevent students from feeling that they belong or matter within the university environment, including structural, cultural, and interpersonal factors. Through collaborative discussion and practical examples, we will identify strategies to address these challenges and foster more inclusive, supportive, and empowering learning environments for all students.

Sarah J Cook

11:30 Room 416 B

Breaking Barriers: Supporting Refugees and Asylum Seekers in Higher Education

Four years ago Sarah presented her initial research into the Super Disadvantaged, this session presents new research into this complex and challenging area and considers potential solutions.. Refugees and asylum seekers are often described as "super disadvantaged" in the context of higher education (HE) due to the multiple, intersecting barriers they face. These individuals typically experience disrupted prior education, language barriers, uncertain immigration status, financial hardship, and mental health challenges stemming from trauma and displacement. Unlike other underrepresented groups, refugees and asylum seekers often lack access to student finance, face restrictions on work, and may struggle with recognition of prior qualifications. Bureaucratic obstacles and inconsistent support across institutions further exacerbate their exclusion. Despite policies promoting widening participation, these students remain on the margins, with very low representation in HE. Where access is achieved, retention and success can still be compromised by isolation, lack of tailored academic support, and limited pastoral care. Efforts to support them, such as sanctuary scholarships and outreach programs, are often limited, competitive, and reliant on institutional goodwill rather than systemic change. As a result, refugees and asylum seekers remain one of the most under-supported and overlooked groups in HE, requiring more coordinated policy interventions and inclusive practices to ensure equitable access, participation, and outcomes. Addressing their needs is essential for a genuinely inclusive and socially just higher education system.

Fay Kearley

11:00am Room 416 A

Inclusive GCSE English - Bridging the gap

This session explores the challenges faced by GCSE English Language resit students in further education (FE), particularly those who struggle with low confidence, disengagement, and anxiety linked to high-stakes assessment and a strong focus on spelling, punctuation, and grammar (SPAG). These barriers are often heightened for learners with SEND or from disadvantaged backgrounds.

The session highlights how traditional exam-led approaches can limit opportunities for success and contribute to feelings of exclusion. In contrast, it introduces Universal Design for Learning (UDL) as a flexible, inclusive framework that supports varied learner needs through multiple means of engagement, representation, and expression.

It also reinforces the responsibilities set out in national policy and legislation, including the Equality Act and the SEND Code of Practice. By applying inclusive strategies such as UDL, educators create more equitable, accessible classrooms that improve learner participation, reduce anxiety, and build confidence—giving all students a better chance of success.

Afnan Ezzeldin

11:15am Room 416 A

Investigating the Role of Phonics in the Literacy Development of ESOL Students in UK Contexts

This research investigates phonics instruction's effectiveness for ESOL students in the UK, driven by increasing immigration and diverse learner profiles. The study examines phonics' influence on literacy development and identifies key influencing factors.

Findings reveal that phonics, while valuable, yields varied results. Data from 30 ESOL students show mixed progress: 65% achieve typical development, 20% accelerate, and 15% experience slower growth. This variability underscores that phonics isn't a universal solution; individual characteristics profoundly shape its effectiveness.

Analysis identifies several contributing factors. A student's first language background, prior literacy, intrinsic motivation, and trauma-informed teaching significantly impact learning. Students with limited prior literacy or complex socio-emotional challenges often demand extensive, tailored support, highlighting limitations of a purely phonics-centric approach.

The research advocates for a balanced, differentiated literacy program. This integrates explicit phonics with vocabulary, comprehension, and meaningful reading/writing. It emphasizes culturally sensitive learning environments and adaptable teaching.

In conclusion, phonics is a vital component in ESOL literacy. Its optimal implementation requires understanding individual needs and the broader socio-cultural context. Sustained research and adequate resource allocation are crucial for equitable and successful literacy outcomes for all UK ESOL learners.

Darren Wynne-Jones

Room 416 A

Investigating the role of Google Chat in supporting peer learning and British Values

As an ESOL teacher at a large FE college in the north of England, I carried out an action research project exploring how learner-led use of Google Chat could support collaboration, inclusion, and values education in an Entry 3 classroom. What began as a simple communication tool became a space where students supported one another, shared knowledge, and engaged meaningfully with ideas such as mutual respect and individual liberty.

Through surveys, informal observations, and analysis of chat transcripts, I found that learners using the platform collaboratively developed stronger emotional safety, peer relationships, and awareness of respectful behaviours. Unlike a control group using Chat mainly for teacher announcements, my students used it to guide one another, offer encouragement, and build a positive digital classroom culture.

These outcomes weren’t the result of formal instruction but emerged organically from learner interaction. This led me to reflect more deeply on the role of digital spaces in shaping the hidden curriculum and promoting inclusive values in practical, learner-centred ways.

Zuzana McMillan

11:45am Room 416 A

How do predictable classroom routines affect wellbeing and focus in trauma-affected ESOL learners?

My research explores how predictable classroom routines—especially starting lessons with a consistent “Do Now” activity—impact the wellbeing and focus of trauma-affected adult ESOL learners. Many of our learners have experienced significant trauma through forced migration, displacement, or post-migration stress, which can affect memory, concentration, and engagement.

From observing my learners and collecting their feedback, it became clear that routines help create a sense of safety and calm. Learners said they feel more focused, confident, and comfortable when lessons follow a clear, familiar structure. Starting with “Do Now” activities, sharing learning intentions, and using consistent formats throughout the lesson reduced anxiety and supported re-engagement with learning.

This research has reinforced the importance of trauma-informed practice and inclusion. Predictable routines are a small but powerful way to reduce cognitive overload and support emotional regulation, helping learners feel secure enough to participate. In classrooms where learners may feel overwhelmed, consistency can make all the difference.

12:00 - 12:30 pm - Session Three (Bookable)

Choose and book one of the four options listed below for your second bookable session of the day

Seán Ryan

The Venue

Mother of the Revolution; Evaluating Accessibility in Cross-Disciplinary Work

Mother of the Revolution was a large-scale folk musical celebrating the life of Betty Beecroft, and platforming the lived experiences of working communities in West Yorkshire. The piece was presented as a site-specific promenade experience at Leeds Industrial Museum and radically integrated proactive accessibility. The work featured integrated BSL, embedded audio description and relaxed performance features. It was presented with professional artists alongside community participants to extensive regional acclaim. It was also made into a feature film, released in August 2024.

Mother of the Revolution was an Archipelago Arts Collective Production in association with Interplay Theatre and Leeds Museums and Galleries, with support from Arts Council England, CEG and Leeds Philosophical and Literary Society. A key outcome of the piece was an audience and participation research and evaluation document which delivered key findings around cross-disciplinary arts production in unusual spaces.

This presentation focuses on evaluating the process of this production, consolidating key learning around inter-organisational collaboration and exploring the next steps for radically celebrating high quality artistic outputs which impact ways of working. It will include a dissemination of the project evaluation.

Pa Jaiteh

12:00

The Recital Room (219)

Promoting Break Time at Work

The objective of the research project was to focus on exploring the importance of promoting break time at work which is crucial in enhancing work force well being (Miniano & Rui, 2020). Break time was promoted through collaborating with managers and staff whilst managing break areas and budgets. This presentation will give an overview of the project with reflections on the outcomes.

Zainabou Doumbia

12:15

The Recital Room (219)

Barriers to Mental Health Services Access Among Black African, Caribbean and South Asian Populations

A presentation of a secondary research project into the barriers to accessing mental health services for Black African, Caribbean and South Asian Populations. This will introduce an overview of the rationale and background, methodology, results and findings. This will be concluded with a look at recommendations for future practice.

Izzy Lee

Room 416 B

Perceptions of Androgyny

My research over the last two years has focussed on the ability of non-queer individuals to perceive androgyny as nonverbal communication of gender nonconformity. Mainly focussing on factors that limit this ability. For example, the body type/sex of the androgynous person. This research offers an insight into how deeply hegemonic masculinity has conditioned our minds to assess gender based on sex-based characteristics, ignoring any opposing visual cues.

This research was conducted using a combination of primary and secondary methods, with implications for further research into this rapidly increasing field of study.

Holly Marshall

Room 416 A

Low Level, High Potential: Exploring the impact of a tailored curriculum for GCSE resit students

This session explores the outcomes of a practitioner-led research project focused on re-engaging lower ability post-16 learners—particularly those working at Entry Level 3—in GCSE English resit lessons. Rather than following the traditional, fixed curriculum, the project introduced a more flexible, student-led scheme of work built around a shared reading of a popular Roald Dahl novel. Activities were designed to loosely link to exam skills while prioritising enjoyment, accessibility, and learner confidence.

The aim was to shift the focus from exam pressure to meaningful engagement with English, using storytelling and creative tasks to build foundational skills in reading, writing, and speaking. Grounded in the curriculum theory of Lawrence Stenhouse and the learner-centred approaches championed by Forbes, the research supports the value of responsive teaching that meets students where they are.

The presentation will outline the scheme, share real examples of student work and progress, and reflect on trends observed in comparison with previous cohorts. It argues that flexible, inclusive curriculum design can lead to greater participation, improved confidence, and measurable progress—particularly for learners who have previously struggled with English.

Join us to consider how small shifts in approach can lead to big changes in learner outcomes.

Enya Shackleton

Room 416 A

Inclusive Education - Investigating the effect of assistive technology.

How can whole group interventions and assistive technology resources, focusing on written and research skills, effectively enhance the proofreading and grammar abilities of learners re-sitting their English qualifications, thereby promoting greater inclusivity and success in their academic achievement?

This session will explore the pivotal role of whole group interventions and using assistive technology in elevating the proofreading and grammar skills of GCSE English re-sit learners who are completing vocational coursework assessments. The core objective is to foster greater inclusivity and academic achievement. My research project, central to this discussion, investigates the power of readily available assistive technologies to achieve these aims.

In the session the discussion is focused on platforms like Read&Write as a primary resource. Its multi-sensory functionalities, including text-to-speech, integrated dictionaries, highlighters, and voice notes, were highlighted for their ability to significantly enhance comprehension, vocabulary acquisition, and organizational skills – all crucial for effective proofreading and grammatical accuracy. The discussion also focuses how these features empower learners to engage more deeply with texts and self-correct their writing.

Megha Bansal

11:30am Room 416 A

Unlocking Potential: Impact of Inclusive Resources on learner engagement, curiosity, and reducing maths anxiety in a SEND Department.

As an apprentice, I have gained experience in teaching maths in many departments, including the SEND department. I started teaching in the Supported Internship Department in September 2024 with a diverse group of students, who are facing significant challenges in accessing and engaging with traditional mathematics instruction, due to negative past experiences, repeated failures, medical conditions, varied learning styles and needs, maths anxiety and relevance of mathematics to their lives and their future career aspirations. This situation encouraged me to evaluate the effectiveness of inclusive resources like White Rose Maths starter activities and Mastery Maths lesson strategies to address these needs and promote a more inclusive and effective learning environment for SEND students in the Supported Internship department.

The rationale for this research question is rooted in the recognition that students with Special Educational Needs and Disabilities (SEND) often face significant barriers to accessing and engaging with maths. This is a small action research on GCSE re-sits for sixteen plus (SEND) who have not yet achieved a grade 4 in mathematics have leading to many disengaged, demotivated, and anxious students who struggle to overcome their barriers to learning. Most of these learners become more and more demotivated in ever-increasing cycles of continuing ‘failure’ driven by their lack of confidence or how they have been labelled previously.

This research has shown that giving students effective strategies and support to identify and address their mathematical mindsets can improve their motivation, engagement, and mathematical resilience. I have used strategies from White Rose Maths and Mastering Maths research, such as starter activities to generate curiosity in the learners and connect the topics to enhance their mathematical reasoning, etc, to improve engagement, generate curiosity, and reduce maths anxiety in the learner.

12:30 - 13:30 Lunch - A buffet lunch will be served in the first floor cafe

Note: We have passed your dietary requirements on to the catering team but please speak with event staff on the day if you have any further questions

13:30 - 14:30 - Session Four (Bookable)

Choose and book one of the four options listed below for your final bookable session of the day

James Rew and Will France

The Venue

Lads at the Back: Foregrounding disadvantaged young men's voices to raise attainment and engagement with education.

This session will explore the research and work happening nationally to support disadvantaged young men and the early findings from this, we'll also look a little closer to home at the work of the West Yorkshire Boys' Impact Hub and the flagship programme for young men on Free School Meals delivered by Go Higher West Yorkshire.

Charli Butterfield

13:30 Room 416 B

Beauty 2.0 - Expression and Identity in the Digital Age

The way in which we express and curate our identity has developed additional avenues in the last few decades, and, as these avenues themselves develop, the concept of our online identity existing entirely separately to our offline selves becomes outdated.

Drawing from a chapter in my book - Made Up - this session will approach the concept of identity in a digital climate by exploring how social media platforms and technological development have encouraged identity creation and expression online.

We will consider the interactivity of digital spaces and how these contribute to the process of identity construction and reconstruction, as well as reviewing the impact of the visual nature of platforms on physical expression. We’ll look at the role of platforms and digital influence in the dissemination of beauty ideals and the possibilities of democratisation and demystification of beauty through user-generated content in the digital age.

Rachel Barraclough

14:00 Room 416 B

Japanese Horror Cinema and Deleuze

This session will explore Japanese horror cinema from the 1990s and early 2000s and how concepts and understandings of these films, originating within Western scholarship, can be incrementally transformed through the philosophy of Gilles Deleuze. This session will interrogate ideologies such as Orientalism, national and transnational concepts through case studies on the globally popular films Ju-On: The Grudge (2002) and Kairo (Pulse) (2001).

Scott Hewitt and Ben Hennessey-Garside

The Recital Room (219)

Scott and Ben started an Education Podcast

Without expectation of garnering any listeners, Scott and Ben saw a Podcast as a chance to reflect on and inform their own and each other's teaching practice. They used Al to help out too.

This workshop is designed to facilitate CPD through an Al prompted stimulus, using a Podcast as a container. We illustrate our current process and highlight opportunity for initial engagement in this activity. To get you started, an AI generated prompt is offered as your first Podcast topic.

Arshad Ahmed Mir

The Recital Room (219)

Sustainability, Environmental Sustainability and Alternative Energy Resources to replace Non-renewable Resources or Fossil Fuels

Sustainability is a broad concept referring to the ability to maintain or sustain something over time without causing harm or depleting resources.

Sustainability is pivotal for several reasons, ranging from environmental protection to promoting social equity and economic stability. There are three main types of sustainability:

1. Environmental sustainability

2. Economic sustainability

3. Social sustainability

Environmental sustainability focuses on the responsible conservation and management of natural resources to ensure their availability for future generations. It aims to promote equity and inclusion, as well as the development of technologies and practices contributing to environmental and social sustainability.

Alternative Energy Resources are energy resources that can be used instead of non-renewable resources or fossil fuels. They produce energy without the burning of fossil fuels (coal, oil, natural gas) to provide electricity, heat, and run cars. There are 5 types of alternative energy resources which include solar, wind, hydroelectric, geothermal, and biofuels.

This study focuses on the introduction of concept of sustainability, environmental sustainability and advantages and disadvantages of five alternative energy resources (renewable) to replace non-renewable resources or fossil fuels.

It is important research looking at the current environmental issues worldwide and climate change effects in different countries and their economies. It is believed that these alternative energy resources can help a lot to improve our environment and reduce the carbon emissions.

Katie Squires

13:30 Room 416 A

The Impact of Outreach Play Provision for Children Receiving A Bone Marrow Transplant

This session will look at the experiences of those children receiving a bone marrow transplant and the additional support that a health play specialist can offer. The session will highlight the impact that extended periods of isolation can have on a child in different areas of their health and development. It will also look into the current provision of health play specialist input and how this can be extended into a community setting to combat the long term effects and trauma that a child may endure.

Sarah Haley

13:45 Room 416 A

Work Based Project - Should an activity book be introduced to support the mobilisation of patients post cardiac surgery?

The presentation provides an overview of the research project. It includes a brief introduction on why the topic of mobilisation after surgery was chosen, the methodology used and the key findings. It concludes with the impact that the work has had and the potential for further research.

Katie Holl

14:00 Room 416 A

Supporting Siblings and Staff during a Bereavement

Supporting siblings through the bereavement of a brother or sister in hospital can be an emotionally complex and challenging process. Medical professionals often find themselves unsure of how best to support grieving siblings while also managing their own emotional responses and the needs of the wider family. This session explores whether introducing sibling support packs could help alleviate some of the stress experienced by healthcare staff during these difficult times.

Drawing on my background in childcare, four years of experience in a children’s hospital and my current role in Paediatric and Neonatal Intensive Care, I have seen the emotional pressures placed on staff during a child's end-of-life care and the period that follows. I therefore focussed my research project on exploring how providing sibling packs could provide structure, guidance, and reassurance for both families and professionals.

During this session I will talk through my findings and how sibling support packs might contribute to more consistent, compassionate care, and whether equipping staff with these resources can help reduce emotional burden and improve confidence during bereavement care.

Jade Minty

14:15 Room 416 A

Play Support for Children with Mental Health Needs in Hospital Settings

This research explores how play can be used to support children and young people (CYP) presenting with mental health needs in the emergency department. With the introduction of the NHS Trust's new Safe Space for CYP experiencing mental health crises, the project investigates professionals' understanding of the role of play and their awareness of available play resources in this context.

The study used an electronic questionnaire to gather both qualitative and quantitative data from nursing professionals working in the emergency department. Findings show that although staff recognise the value of play, many lack confidence and understanding of its therapeutic value. Barriers such as safety concerns and uncertainty around adolescent engagement also affect confidence in delivering play. Additionally, there is low awareness of the Safe Space and the therapeutic resources available to support CYP in acute mental health crises.

Recommendations focus on increasing professionals' awareness of developmentally appropriate and safe play resources, implementing a proactive use of therapeutic play, and further exploration of neurodiversity and adolescent perspectives.

14:30 - Staff Social

Grab a drink from the bar and enjoy some time catching up with your colleagues!

Room: The Rooftop Bar

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