Thoughts From A Trainee: Impact of COVID-19 On Y10 Students

 By Tom Cooper & Najiyah Rahman

From September to early January we embarked upon a School Based Study research project that looked at the mental health and educational impacts caused by COVID-19 on Year 10 aged students within Westminster Academy. Our study sought to understand student mental wellbeing and educational development, as well as identify where Westminster Academy could potentially assist Year 10 students with mental health and attainment issues. 

This topic was selected after discussions about the unique challenges that teaching Year 10 poses. Year 6 (in 2019) was their last formal year of teaching, with Year 7 (2020) being disrupted by the pandemic lockdown restrictions. Our initial assumptions were that students would have faced distinct detrimental effects on their social and educational development, which could be seen through low level disruption and lack of attention in lessons.

Literature surrounding this topic suggested that our assumptions corroborated with published studies on such matters. For example, independent enquiries into the mental health and wellbeing of young Londoners (by the London Assembly Health Committee) saw that 85% had stated that the pandemic made them feel “down” or “very down”. UNESCO (2021) also noted that the lives and education of nearly 1.6 billion students were also adversely affected.

To investigate, we conducted a questionnaire, shared with all Year 10 tutor groups, gaining 112 responses out of a potential 200. The survey used a mix of qualitative and quantitative data, asking students to reflect on their mental health and schooling during and after the pandemic. The largest problem identified by the study was that 60.7% of students felt that the greater concern was the impact of the pandemic, and their lost learning, on their potential GCSE attainment. 

We also found that there was no obvious negative impact on mental health caused by COVID-19, with as many as 50% of the respondents disagreeing that the pandemic had a negative impact on their wellbeing, with only 23.2% of students saying that they were adversely affected. Of 112 students, only 19 students stated they received support for their mental health during the pandemic, with 52 stating they received no support at all, showing that while students were aware of what networks were available for support, they were not effective in accessing them. Students proposed changes to the school day, reductions in homework, school wide assemblies addressing the matter, and asked for more one-to-one sessions for support.

The study presented an interesting insight into the opinions and problems Year 10s have encountered during their schooling, as well as their judgement on how best they can be aided. 

Bitesize Research: Learning From Assessments

 By Jaya Carrier

I hope you’re all having a good week so far. As we start to think about processes of exam feedback and review and improve for YR11, I was interested to read the following Edutopia article on assessment.

Objectives: To provide effective three strategies for learning from assessments

Summary: 

• Tests offer insights into both students’ content mastery and study skills.

• The author suggests doing a ‘test replay’ as part of the post-exam debrief in order to gain insights into both of these two areas.

• The author recommends three things as part of this ‘test replay’:

• 1) An instant ‘brain dump’ after the test whereby students capture the questions and any surprises from the test. Some guiding questions for this might include; ‘What was I well prepared for?’ and ‘How did this test compare with my expectations?’

• 2) A ‘slow-motion replay’ whereby when students get their tests back, they have a deeper probe of their thinking and studying. Questions you could ask students at this point include; ‘What clues are built into the test question?’ and ‘What strategies did you use to make sure you understood the prompt?’

• 3) Encourage students to think about their preparation for future exams in light of the one they’ve just received back. This supports building metacognitive skills. 

How does this impact me and my practice?: Some reflections arising from this that might be helpful to consider are: 

• When am I next doing test feedback?

• What elements of the ‘test replay’ am I doing already? What could I improve or sharpen?

• What support do I need for this?

 

Please do get in touch if you would like to talk further about this - I’d love to hear from you!

Thoughts From A Visitor: Centre For Tutorial Teaching

By Tessa Palfreyman, Director of Teaching and Learning at CTT https://www.centrefortutorialteaching.org/ 

We are a global centre for tutorial teaching based in Oxford, UK. We are a community of professors, researchers, experienced teachers, executive leaders and instructional designers, each of whom have experienced the Tutorial Method at some point in our careers. Some of us have been delivering tutorials at the University of Oxford for decades, while some of us have implemented tutorial learning in our local primary school classrooms. We have staff who were taught by the Tutorial Method at the University of Oxford, and others who are veteran instructional designers who have long wanted to embed the method in their work. We were fortunate enough to have the opportunity to visit Westminster Academy in January 2023 and gained some valuable insights into the International Baccalaureate (IB), how it can work in a non-fee-paying school sixth form and the impact it has on students. There are a number of parallels between the IB and the Tutorial Method and this was evident when visiting the school. 

What did we do during our visit?

During our visit we met with Holly Youlden, Assistant Vice Principal for Teaching and Learning, and Dr Paul Wood, Principal and CEO of Westminster Academy. Holly and Paul talked us through the Diploma and Career-related IB programmes that are on offer to their sixth form students. We discussed the importance of students leaving school being fully prepared and equipped for further education and employment and what schools can do to ensure this. Dialogue-based learning and metacognition were two key pieces that we agreed were fundamental for students and the Tutorial Method and IB offer students. During our morning at the school, we were also able to observe some Year 12 and Year 13 students in their IB lessons in both Maths and Anthropology, this gave us the chance to see the two programmes in practice and the way in which teachers facilitate learning. In the Maths class, we were able to speak with three students and ask questions about their experiences of the IB and the way in which they are taught at the school. This was certainly the highlight of our visit and gave us insights and learnings we could take back to our work at CTT. 

What did we learn from our visit? 

We took a huge amount of learning away from our visit to Westminster Academy and are incredibly grateful to have met Holly and Paul and their articulate and interesting sixth form students. Hearing the positive impact that the IB has on students from both senior leaders and the students themselves consolidated what the data shows, but more importantly the crucial life-long skills that are developed through this way of teaching. As dialogue-based learning, independent work, study skills, relevance and intent are some of the key aspects of the IB programmes we, as experts in the Tutorial Method, were able to see how aligned the IB and the Tutorial Method are and how the method can be utilized by teachers on IB programmes to further enhance their teaching and offerings to students. We were encouraged to see how a programme typically only available in fee-paying schools is working so well in a state school, demonstrating the potential that other programmes and schools can have without being confined to traditions that may no longer work for students in the 21st century. We are excited to learn even more about the IB and the ways in which the Tutorial Method can be used within and alongside IB programmes.

Bitesize Research: Effectiveness Of Online Learning

 By Jaya Carrier

I hope you’re all having a good week so far. This is our 100th edition of Bitesize research! This week, I was interested to look at a systematic review of studies looking at the effectiveness of online and blended learning published by the British Educational Research Association in May 2022. This is particularly interesting in our setting as a one-to-one device school.

Objectives: To review the effectiveness of online and blended learning as outlined in the existing research literature.

Summary: 

• The incorporation of digital technologies into instruction had a significantly positive impact on learning in 85% of the research analysed

• This was particularly the case in studies that used blended learning 

• In terms of the most effective subjects, the best were EAL interventions, followed by writing and then STEM. 

• Generally, females did better than males in terms of the impact of technology on their attainment. Also lower prior attainers and EAL students also did especially well using technology.

• They conclude that the main advantage of using digital technology is likely to be enhanced task flexibility, and learner autonomy that encourages a greater degree of self-regulation and efficacy. However, they do conclude that the use of technology may not be an advantage for all students.

How does this impact me and my practice?: Some reflections arising from this that might be helpful to consider are: 

• How am I using digital technology currently with my students?

• How can I use the different packages of online learning available at WA to support my students, particularly EAL and LPA students?

• What support do I need to better utilise digital technology in my practice?

 

Please do get in touch if you would like to talk further about this - I’d love to hear from you!

CPD Reflections: Importance Of Professional Learning

By Sayef Khan

As educators, are we still students?

“In learning you will teach, and in teaching you will learn”  Phil Collins

 

Westminster Academy gave me the opportunity to attend a three-day CPD organised by IBSCA (IB Schools & Colleges Association) to complete the Category 2 training for the new IBDP Business specification delivered by Paul Hoang (Author of IBDP Business Management). 

 

I had the privilege to meet DP Business teachers from across the globe and be able to have access to how the new course is delivered in different cultures and learn a range of classroom practices. My intention in attending the CPD was to learn more about my subject however I left with more enriched knowledge. 

 

The training required me to return to the ‘student chair’ and learn from other Business specialists which reminded me that there are always more aspects of the subject to learn that could be applied to my teaching and learning - you just need to seek it!

 

It’s essential to be aware of the changes occurring within the external environment and the changes within teaching practices as factors such as technology have required us to make necessary adjustments to our teaching to continue enhancing student learning. However, continuing to learn can sometimes become hindered, if we forget the importance of teaching students the ‘hidden’ curriculum - it’s even more important to have access to the resources to do this. 

 

So why is it important to continue learning as educators? 

1. As mentioned, it enables teachers to become confident in going beyond the curriculum 

2. Increases your passion for teaching your subject

3. Improve student outcomes

4. Most importantly, encourages each other to become better educators.

 

Questions to reflect upon:

1. Are there opportunities to teach beyond the curriculum during our lessons? If not, what are the barriers?

2. How do I get access to effective resources to incorporate within my teaching and learning? E.g online resources/colleagues

3. Within our schedule, where can we find the time to continue learning about our subject?

 

If you have any insightful suggestions/thoughts please do share them! I would welcome any feedback.

 

Further reading: 

Beames, S., Higgins, P.J. and Nicol, R. (2012) Learning outside the classroom: Theory and guidelines for practice. New York, NY: Routledge.

Bitesize Research: Retrieval Practice & Spacing

By Jaya Carrier

I hope you’re all having a good week so far. This week I was interested to read a research review about the effectiveness of retrieval practice and spacing as compiled in August 2022 in Nature Psychology. This, for me, was an interesting link to Dr Wood’s session at the start of the January planning day which mentioned ideas about the power of discussing ‘how you learn’ with students.

Objectives: To review the existing literature about effective learning strategies, particularly looking at retrieval practice and spacing.

Summary: 

• Retrieval practice and spacing have been discussed as important learning strategies rooted in neuroscience for a number of years, and yet they are still underutilised by students

• Particularly if students are going to learn using more technology and in more student-centred ways, their autonomous processes and strategies for learning are becoming increasingly important

• The article argues that students should treat learning and revision as akin to a ‘fitness routine’  designed to achieve specific goals - doing specific things (including retrieval practice) at specific times (spacing). 

• Effective spacing is argued to be extremely important for long term memory creation across all ages. When combined with retrieval practice, the benefits of both techniques are significantly amplified. 

• The authors conclude that educators should look to consider how they introduce students to the ideas of ‘learning routines’.  

How does this impact me and my practice?: Some reflections arising from this that might be helpful to consider are: 

• How am I currently speaking to students about ‘how to learn’?

• How am I using spaced learning and retrieval practice currently? How could I amplify this in my practice and in our curriculum?

• What would a ‘learning routine’ look like in my subject?

• What support do I need for this?

 

Please do get in touch if you would like to talk further about this - I’d love to hear from you!

Developing The Curriculum As A KSCo

By Izzy Hilliard

When taking on the role of a curriculum coordinator, I was daunted by the idea of line managing my colleagues; planning open days and analysing key stage data. The idea of planning schemes of work for students was one that really excited me. I had always enjoyed planning my lessons and watching students make progress in those seventy five minutes. I also believed that the unit plans for Key Stage Three English were in pretty good shape, and therefore that part of my job was completed.

However, over the course of my first year, the English department was evolving and changing in relation to subject reports and research. The emphasis placed on skills was important but there was a new focus placed on knowledge and the explicit teaching of knowledge. On reflection, our unit plans for key stage three were looking outdated and needed to be changed. 

Therefore, I got started on planning a Year 9 unit for a novel called Ugly Dogs Don’t Cry by DD Armstrong. (If you have a spare moment, give it a read. It is set in Ladbroke Grove and is a modern retelling of Of Mice and Men based on two teenagers.)

Planning a seventy five minute lesson, and outlining the idea for twenty one lessons are different tasks, but not as different as we may first suspect. In coaching conversations with leaders of the school and other curriculum coordinators I was given the same advice. When faced with an empty excel spreadsheet for the scheme of work two decisions have to be made from the offset:

1. What essential understanding(s) do you want students to have by the end of the unit?

2. What do you want students to be able to do by the end of the term? What skill will you be assessing? 

3. What knowledge do you want them to gain over the term? 

4. How is what they are doing more challenging than what they were doing the year prior?

For me, talking to the team and leaders helped me figure out the answers to those questions. A unit plan is not something which is a completely solo project. The input from Department Leads and subject teachers are extremely valuable. Together we decided on how to assess their analysis skills and the knowledge and ideas we wanted to have. Furthermore, we discussed how to build towards having more sophisticated analysis, teaching them knowledge such as lexical fields; tonal shifts and focus changes instead of verbs; adjectives and adverbs and writing frames that came from a more detached, critical viewpoint. Deciding on what is the essential “golden nugget” or understanding of a unit is difficult as there always appears multiple goals. Yet, what I knew that the Year 9 cohort needed to understand was that their analysis should be detached and critical. I want to ensure that whilst the team promotes personal responses to analytical questions, simultaneously students are able to write authentic responses that retain a degree of criticality. 

The job of a curriculum lead therefore is to decide on the four questions posed, after collaborative conversations. Once the questions are answered the rest of the work falls together. You want to ensure each lesson builds to your overall goal and includes all of the knowledge you want to incorporate into the term. Also- have some fun! Each coordinator, teacher and leader has their own unique knowledge on their subject. Put that into the unit that you are planning. Once I began doing that, believing in the knowledge that I had, I was able to enjoy and feel excited about the unit I was planning.

Bitesize Research: Mental Health Issues In Teenagers

By Jaya Carrier

I hope you’re all having a good week so far. This week I was interested to read about a recent study about the prevalence of mental health problems in young people aged 16 and 17 conducted by the Institute of Education and the Sutton Trust.

Objectives: To understand the current prevalence of mental health problems in young people aged 16 and 17.

Summary: 

• The report highlights that 44% of young people aged 16 and 17 are reaching or exceeding the threshold for poor mental health

• This is up from 35% in 2017 and 23% in 2007

• The report authors say Covid is likely to have sped up or exacerbated the situation, but that underlying factors and systemic issues are likely to have a big impact

• The report also reveals some other characteristics that have a high prevalence of poor mental health. In particular, students who identify as non-binary were much more likely to self-harm. 

• The study makes clear that a large proportion of young people also reported that they had very low motivation.

How does this impact me and my practice?: Some reflections arising from this that might be helpful to consider are: 

• How am I currently supporting students with their mental health and motivation?

• What strategies can I use to support the mental health of the young people in our school community?

• What support do I need for this?

 

Please do get in touch if you would like to talk further about this - I’d love to hear from you!

Using Zones Of Regulations Effectively

By Paul Mulvihill

Welcome back WA! I hope you had a wonderful Christmas holiday and got lots of rest. January can be a difficult month… cold, dark and maybe regretting a few too many mince pies over the festive period. Therefore I wanted to share a reminder about how to utilise Zones of Regulation with yourself and students. For example, it will be completely normal for some of our students to feel in ‘blue zone’ after the Christmas break or a lot of our Y11 students doing their Mock Exams could be feeling stressed and in ‘yellow’ zone. The key message to all of our students is that every zone is fine and normal. What we want to try and promote in our conversations with students is that there is a best zone to learn and thrive in ‘green zone’. Try using zones of regulation in the following ways:

• Praising whole-class behaviour, for example ‘this is such good green zone learning’ or ‘I can see everyone is in the green zone at the moment and that is excellent as it is the best zone to learn in’
• Noticing different zones in students before giving warnings out. For example, ‘It looks as though you are in the blue zone, how can I help?’ or ‘It seems you are in yellow zone why don’t you take a step outside to count to 10 and re-enter the room in green zone’
• Modelling your own feelings to the class e.g. ‘I woke up this morning feeling in yellow zone because my train was late, luckily I was able to take a deep breath before starting the lesson so I am now in green zone’
• Using zones of regulation language in restorations you might be having with students.

Some questions to think about over the next couple of weeks:

• How many times a day do you reference the Zones of Regulation poster in your class?
• How can I use Zones of Regulation in my subject area?
• What strategies do you use to get into the green zone?