context - tapestry partnership · the first masterclass, ... in february 2015, ... more...

C O N T E X TAll voyages begin with a vision. The purpose of each journey should be clear and the destination mapped and agreed, with the roles of the team ably defined and a commitment received from all involved. Each voyage should be charted carefully to enable safe passage and a quality and enjoyable experience to ensure that each person arrives at their chosen destination both secure and enriched.

Successful journeys involve a skilled and dedicated team who are supportive of and learn from one another. Mutual trust and respect are paramount. All involved should be engaged and work together to reach the destination. Most importantly, a good leader who inspires confidence must be at the helm.

The “Voyage” is an allegory for the learning and teaching in our schools, involving colleagues, young people and their families and importantly, the communities which we serve. Schools and centres should be resources for families and the wider community.

The first Masterclass, ‘Set Sail’, with Professor Dylan Wiliam, will focus on how “…each school will design an assessment system that will support its curriculum” – not one which is compromised to fit a particular system. This Masterclass will be “launched” by Professor Graham Donaldson and will provide an introduction to key issues in designing an assessment system that meets the needs of young people, parents/guardians and teachers. It will explore how to design systems for recording and reporting achievement which will provide information for parents/guardians and other stakeholders and motivate young people. The Masterclass will be chaired by Isabelle Boyd.

The second Masterclass, ‘The Navigators’, brings to Scotland Professor Mel Ainscow, Professor Sir Tim Brighouse and Sir Anthony Seldon. This Masterclass has as its focus school improvement as a learning journey which enhances the lives of young people and their families, school teams and the wider community. How is a high quality experience achieved? What does this mean for thinking and practice in the school and its community? Where are we now? Where should we be heading? What are the major challenges and what does this mean in practice? This Masterclass will look in particular at the implications for leadership. Participants will have the opportunity to work with Keynote speakers in groups. The Masterclass will be chaired by Larry Flanagan.

The third Masterclass, ‘The Treasure’, tackles one of our most challenging and ongoing concerns – that of, “Closing the Gap” between those young people who “succeed” and those who do not. At the heart of this Masterclass is the premise that we must adopt a “family-centred” approach to education. It is important to establish many more connections between schools and their communities. Designing local learning systems will require a paradigm shift in educational thinking and policy. Participants will explore with Keynote speakers, Professor Alan Dyson, Maggie Farrar and Professor John West-Burnham, the potential of designing local systems underpinned by joint accountability to achieve positive outcomes for young people and their families. The Masterclass will be chaired by Professor Chris Chapman.

The fourth and final Masterclass, ‘The Explorers’, will examine how teachers may “Improve Our Classrooms”, by understanding how young people think and how teachers may best develop routines which scaffold and support learners’ thinking. This Masterclass demonstrates theory and practice, deepens learning and fosters thinking skills and dispositions which are vital in schools today. At this Masterclass, presenters, Mark Church and Professor Chris McIlroy will introduce participants to a variety of new “Thinking Routines” – what they are and how they may be used to create more thoughtful and dynamic classrooms. The Masterclass will be chaired by Ken Muir.

Please join with our local authority and guest presenters as our Masterclass chairs guide us on our “Voyage”.

The Voyage

AIMEE ROSSAimee is a teacher at Duloch Primary School.

While the use of assessment to support learning, or formative assessment, is well established in many Scottish schools, less attention has been given to designing effective systems that allow achievement to be recorded, monitored, and reported.

As schools continue their work in building Curriculum for Excellence, it is therefore essential that each school gives careful thought to how it will design an assessment system that will support its curriculum, rather than, as often happens, a curriculum is distorted to fit a particular assessment system. We start off with the idea of making the important things measurable, but sometimes we end up making the measurable important.

Designing an assessment system for a school throws up many technical challenges, and the aim of this Masterclass is to provide for schools an introduction to the key issues in designing an assessment system that meets the needs of young people, teachers and other stakeholders in education. Participants will learn how an assessment system can be designed around the “big ideas” in terms of young peoples’ development, and how young peoples’ progress in the understanding of the “big ideas” can be monitored.

Participants will learn why traditional ways of thinking about the quality of assessments are unhelpful, and why many assumptions that are made about how we can monitor progress are at best misleading, and sometimes just plain wrong. Finally, participants will explore how to design systems for recording and reporting achievement that not only provide information for parents and other key stakeholders, but also motivate young people.

PROFESSOR DYLAN WILIAMDylan is Emeritus Professor of Educational Assessment at University College London.

After seven years teaching in inner-city schools in London, he moved to the University of London, working at Chelsea College, King’s College, and, most recently, the Institute of Education, where,

from 2006 to 2010, he was Deputy Director.

He has authored or co-authored over 300 publications on ability grouping, education law and assessment, directed a large-scale testing programme, and has worked with many groups of teachers all over the world, leading them to develop their use of assessment in support of learning.

Dylan is a Key Advisor to Tapestry, with whom he continues to work on an exclusive basis in Scotland.

PROFESSOR GRAHAM DONALDSON CBGraham is an Honorary Professor in the School of Education at the University of Glasgow. Graham is also a Key Advisor to Tapestry.

He was the Head of HM Inspectorate of Education in Scotland. Following his retirement

in 2010, he took on a significant review of teacher education for the Scottish Government.

More recently, he has undertaken a review of the national curriculum in Wales. His report, ‘Successful Futures’, published in February 2015, has been very positively received. The Welsh Government is due to make an announcement imminently. Graham was also an international expert on the OECD Review of Sweden. The radical report of the review has been accepted by the Swedish Government.

PETER McNAUGHTONPeter is Head of Service, Broad General Education, for Fife Council. He was a Primary teacher and later, a Primary Headteacher in West Lothian. He joined Her Majesty’s Inspectorate of Education (HMIE) in January 2003.

In both HMIE and then Education Scotland, Peter held a number of senior posts, including

Assistant Chief Inspector and Assistant Director. He took up his current post in April 2015. Prior to that, he was Head of Education for Midlothian Council.

IMPROVING TEACHER PROFESSIONAL JUDGEMENTTHE LAUNCH OF A NEW PROGRAMME

ISABELLE BOYD CBE (CHAIR)Isabelle is Head of Education Standards and Inclusion for North Lanarkshire Council having previously served as Headteacher of Cardinal Newman High School for 11 years. The school achieved an “excellent” HMIE inspection report.

She was recently seconded by the Scottish Government as National Co-ordinator to set up the Scottish College for Educational Leadership. Isabelle was awarded the CBE for Services to Education in 2008.

LUCY MURRAYLucy is ateacher atDuloch Primary School.

JACQUELINETHOMPSONJacqueline is a teacher at Ceres Primary School.

JUDITH WOODJudith is a teacher at St Andrew’s RC High School.

P R O G R A M M E 0925 Welcome and Introductions Isabelle Boyd CBE

The LaunchGraham Donaldson CB

0945 Assessment: What Makes it Good? Dylan Wiliam

In this session, participants will learn about the power of assessment, both positive and negative, and the ways we can evaluate the quality of assessments. Participants will also learn about the principles of effective assessment design, including task selection, task presentation, evidence identification and evidence accumulation.

1050 Refreshment break

1115 Assessment: What Makes it Good? (continued) Dylan Wiliam

1230 Lunch break

1330 The Power of Music, Ebb and Flow Music: Young People from Perth and Kinross Instrumental Ensemble

The Programme in Practice – Fife Council Peter McNaughton and Practitioners share experiences.

1410 Recording, Reporting, and Putting it all Together Dylan Wiliam

In this session, participants will learn about the strengths and weaknesses of different methods of recording student achievement, and how these can be used for reporting to parents and other stakeholders. In the final part of the session, participants will consider how all the various ideas they have encountered during the day can be applied to their own practice.

1530 The Summative Assessment Isabelle Boyd CBE

“ASSESSMENT SHOULD SERVE LEARNING RATHER THAN THE OTHER WAY ROUND”

DYLAN WILIAM, 2015

IMPROVING TEACHER PROFESSIONAL JUDGEMENTTHE LAUNCH OF A NEW PROGRAMME

Tuesday, 8th September 2015Strathclyde Suite, Glasgow Royal Concert Hall

A P P L I C A T I O N F O R M

Title Forename Surname

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Establishment/School

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I enclose a cheque for £125.00 + 20% VAT (total: £150.00) made payable to Tapestry Partnership.

Alternatively, please send an invoice as detailed below:

Purchase Order(if applicable)

Please return to: Victoria McNicol/Lynn Smillie, Tapestry Partnership, Suite 2.1, Floor 2, 106 Hope Street, Glasgow, G2 6PH. Tel: 0141 248 5525 Email: [email protected] or [email protected]

BOOKING CONDITIONS

CLOSING DATE FOR APPLICATIONS IS 10 WORKING DAYS PRIOR TO THE COMMENCEMENT OF THIS MASTERCLASS. NO REFUNDS WILL BE MADE ON CANCELLATION AFTER THIS DATE. CANCELLATIONS MUST BE MADE IN WRITING. SUBSTITUTIONS WILL BE ACCEPTED. ALL APPLICATIONS WILL BE ACKNOWLEDGED AND FINAL DETAILS WILL BE SENT PRIOR TO THE EVENT. TO KEEP COSTS DOWN DELEGATES ARE REQUESTED TO PURCHASE THEIR OWN LUNCH.

Like many countries, Scotland is going through a period of massive change with regard to its education system. This is driven by a desire to ensure that all children and young people are guaranteed a high quality experience during their years in school.

This Masterclass sets out to stimulate debate about what this means for thinking and practice in the field. The specific focus of the day is on ways of moving forward, seeing school improvement as a journey, and encouraging participants to reflect on their own thinking and practice.

The starting point for any journey must be a consideration of overall purpose. In other words, where should we be heading? This means that we need to think seriously and deeply about the purposes and practices of schooling. Having determined a sense of overall purpose, it is then necessary to examine where the education system is now. In particular, what are the major challenges? And, what are the effective practices which can be built upon?

Building on such an analysis, it is important to remember that educational change requires learning at all levels of a system. Collaboration within and between schools is a powerful strategy for fostering such learning. It provides a means of transferring existing knowledge and, more importantly, generating context-specific new knowledge. Ultimately, however, it is the teacher in the classroom who is the main change agent. This is why professional learning is so crucial.

This Masterclass will explore effective ways of fostering professional learning, looking in particular at the implications for leadership.

PROFESSOR SIRTIM BRIGHOUSETim is an Honorary Professor at several British Universities. Having graduated from Oxford, he taught in secondary schools before starting a career in educational administration. He has held several senior management posts in education - Deputy Education Officer (I.L.E.A.),

Chief Education Officer in Oxfordshire, Chief Education Officer in Birmingham and Professor of Education at Keele University.

The strength of his leadership made a considerable impact on attainment in Birmingham schools. He was appointed as the Education Tsar in London – as Commissioner and then as Chief Advisor for London schools during which time he was Visiting Professor at the Institute of Education London. His time as Chief Advisor for London schools and his strong leadership had the effect of raising the proportion of young people gaining 5 or more A-C grades.

His ability to change attitudes and improve achievement led to plaudits from all – including OFSTED. Tim has authored several books on education, he is a broadcaster and speaks at local, national and international conferences.

Tim is a Key Advisor to Tapestry.

SIR ANTHONY SELDONAnthony is Vice-Chancellor of The University of Buckingham and was Master of Wellington College and Headmaster of Brighton College. He is author or editor of over 40 books on contemporary history, politics and education. He was the co-founder and first director of the Centre for Contemporary British History, is co-

founder of Action for Happiness, and is honorary historical adviser to 10 Downing Street.

The Navigators.. .

PROFESSOR MEL AINSCOW CBEMel is Professor of Education and Co-director of the Centre for Equity in Education at the University of Manchester. He is also Adjunct Professor at Queensland University of Technology, Australia.

Previously a headteacher, local education authority inspector and lecturer at the University of Cambridge, he focuses his work on ways of making school systems effective for all children and young people.

Currently Mel is leading Schools Challenge Cymru, the Welsh Government’s multi-million pound flagship programme to accelerate the rate of improvement across the country’s schools. In the Queen’s 2012 New Year honours list he was made a CBE for Services to Education.

Mel’s new book, ‘Towards Self-improving School Systems: Lessons from a City Challenge’, was published in April 2015.

TONY McDAIDTony has been the Head of Education (Curriculum and Quality) for South Lanarkshire Council since April 2013. Previously, he was Headteacher of Calderglen High School in East Kilbride. Tony has worked with the Scottish Qualifications Authority as Senior Examiner and Principal Assessor for National Qualifications at Intermediate 1 and 2 level.

LINDSEY WATTLindsey is currently Headteacher of Castleview Primary School in Edinburgh, which was graded as “excellent” for Curriculum and Meeting Learners Needs in 2013 by HMIE.

She was seconded to The City of Edinburgh Council to develop leadership for headteachers and support raising attainment in areas of

Positive Action. Lindsey is also a Trustee of Columba 1400.

LARRY FLANAGAN (CHAIR)Larry is the General Secretary of the Educational Institute for Scotland (EIS). Until taking up the post of General Secretary, Larry was Principal Teacher of English and Drama at Hillhead High School, Glasgow, and has 33 years experience as a class teacher. He is the author of three English text books, published by Leckie and Leckie,

and he served on the CfE Management Board throughout the formative years of the programme.

SCHOOLS ON A VOYAGE TOGETHER:WHERE AND HOW?

P R O G R A M M E 0930 Welcome and Introductions Larry Flanagan

Music: Young People from East Renfrewshire Schools’ Jazz Band

0945 The Vision Sir Anthony Seldon How can we make our schools what our young people, our universities, our economy and the world need?


1115 The Reality Tony McDaid and Lindsey Watt

What are the strengths that we can build on? What are the barriers to progress?

1135 Self-Improving School Systems Sir Tim Brighouse with Mel Ainscow CBE

How can school systems become self-improving? What forms of leadership practice are required?

1235 Lunch break

1335 Moving Schools Forward Mel Ainscow CBE with Sir Tim Brighouse How can schools be encouraged to move forward? What forms of professional learning are required?

1450 Drawing the Lessons Participants will be involved in small group discussions with the key speakers in order to debate: What are the main lessons for Scottish education? What does this mean for the development of policy and practice?

1530 The Outcomes Larry Flanagan

“JUST IMAGINE…THAT SIMPLY BY TEACHING IN A GOOD SCHOOL YOU BECOME A BETTER TEACHER. JUST IMAGINE…THAT SIMPLY BY BEING AT A GOOD

SCHOOL YOUR LIFE CHANCES IMPROVE BY 20%”TIM BRIGHOUSE, 2015

SCHOOLS ON A VOYAGE TOGETHER:WHERE AND HOW?

Thursday, 26th November 2015Strathclyde Suite, Glasgow Royal Concert Hall


The Navigators.. .


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BOOKING CONDITIONS


In spite of decades of school improvement strategies, better teaching and learning and more effective leadership now evident in many Scottish schools, closing the gap between those children who achieve and those who don’t remains one of our most challenging issues.

The premise of this Masterclass is that our response must lie in establishing more connected schools and communities. It lies in accepting that a whole school based response is necessary, but no longer sufficient, if we are to get the best outcomes for the children we serve.

Designing local learning systems that are self-improving will require shifts in our thinking about school improvement, our practice of teaching and learning and our leadership. Most significantly it will require us to look at our approach to accountability and how we measure impact.

This work is primarily relational and invitational. It requires us to construct our response to these complex issues with other leaders, practitioners, families, communities and the young people themselves.

This Masterclass is designed around a series of ‘conversations’ which will model this approach. Participants will explore international practice in securing well-being and achievement for children and young people. They will engage in activity designed to build collective and connected approaches to closing gaps in outcomes and creative ways in which schools, families and communities are taking ownership of the issue. Finally, they will explore the power and potential of designing a local system underpinned by joint accountability for outcomes so that all who play a role within a local education system feel responsible for the outcomes for all the children and young people living there.

Throughout this Masterclass our collective aim will be to explore and to then start to build, a culture of connected moral purpose.

MAGGIE FARRAR CBEMaggie has worked in London and Birmingham in senior leadership positions in schools and local authorities. More recently she was the Director for leadership development, research and succession planning at the National College for School Leadership and interim Chief Executive.

She has a particular interest in team leadership, community leadership and schools as organisations that work together to transform children’s life chances and close gaps in achievement.

She is currently working with the Centre for British Teachers (CfBT) on peer review and cluster based approaches to school improvement. She is a senior associate of the North Leadership Centre at Newcastle University and a coach to a number of senior leadership teams.

Maggie has worked on school reform and leadership development in India, Australia and China. She is the co-author with John West-Burnham and George Otero of ‘School Community Partnerships - WorkingTogether to Transform Children’s Lives’.

She is a Governor of the Oxford Academy and a Trustee of the Story Museum. Maggie was awarded the CBE for Services to Education in 2014.

PROFESSOR JOHNWEST-BURNHAMJohn is a writer, teacher and consultant in education leadership with a particular interest in leadership learning and development and learning in schools and communities. He has been a school teacher, teacher trainer, education officer and has held posts in five

universities. He is Professor of Educational Leadership at St Mary’s University.

John is the author or editor of 27 books including ‘Rethinking Educational Leadership’ and ‘Leadership Dialogues’ and he has worked in 27 countries. He is a director of three academy trusts and a trustee of two educational charities.

PROFESSOR ALAN DYSONAlan is Professor of Education at the University of Manchester where he co-directs the Centre for Equity in Education. His research interests are in the relationship between educational and social disadvantage.

He is currently working with Save the Children to develop holistic area-based approaches to

improving children’s outcomes. He has been a member of the government’s ministerial working group on Special Educational Needs and the National Education Research Forum.

Alan has co-authored many publications including ‘Breaking the Link between Education, Disadvantage and Place: Making the Local Matter’, 2014.

PROFESSOR CHRISCHAPMAN (CHAIR)Chris is Chair of Educational Policy and Practice at the University of Glasgow and Director of the Robert Owen Centre for Educational Change. Prior to this he was Professor of Education at the University of Manchester and held academic and research

posts at the universities of Nottingham and Warwick.

His research interests focus on the interaction between educational research, policy and practice, in relation to the improvement of educational outcomes in disadvantaged settings.

Chris has undertaken research and evaluation projects for research councils, charities, national and local governments and their agencies.

He has also led projects with local authorities, schools and teachers to build the capacity for leading and managing change and improving student outcomes.

THE CONNECTED SCHOOL AND COMMUNITY

The Treasure...

P R O G R A M M E 0930 Welcome and Introductions Chris Chapman

0940 Well-being and Achievement for All Maggie Farrar CBE and John West-Burnham

How do we develop our own leadership so we can truly create local environments in which well-being and learning is evident and our children thrive? Maggie and John will explore what we know about how local learning systems work and how we lead within and between clusters of schools and local stakeholders to get the very best outcomes for children. Maggie and John will share insights from international practice and engage participants in conversation and activity that will aim to build leadership of locality learning and well-being.


1130 Leading a Connected School and Community - The Task, The Action and The Outcome Chris Chapman, Alan Dyson, Maggie Farrar CBE and John West-Burnham Participants will take part in conversations as well as being guided through a range

of activities designed to build skills and expertise in leading connected schools and communities. Each Keynote speaker will work with a group of participants to formulate ideas, offer action plans and discuss solutions.

1230 Lunch break

1330 Music: Young People from South Ayrshire Council 1340 Closing the Gap Alan Dyson

Despite our best efforts we still have a system where the most vulnerable children living in our most impoverished communities, get the least out of their school experience. There is no easy solution; there is no one strategy, but as educators, it is our moral responsibility to do all we can to address the issue. Alan will engage participants in conversation and activity exploring some of the creative ways in which schools and other agencies may work with families and communities to take ownership of this issue and to make a difference.

1430 Smart Accountability and Collaborative Impact Maggie Farrar CBE How do we work together to develop systems of joint accountability that transcend

individual institutions and organisations? How do we create a culture of connected moral purpose where we can feel genuinely responsible for the outcomes of all children, not just those who come to our own school? Multifaceted and complex

issues that impact on children’s learning demand smarter approaches to how we measure impact and hold ourselves collectively accountable. Maggie will work with participants to explore this question more fully.

1530 The Outcomes Chris Chapman

“ISOLATION IS THE ENEMY OF IMPROVEMENT”MICHAEL FULLAN, 2015

Tuesday, 8th March 2016Strathclyde Suite, Glasgow Royal Concert Hall


The Treasure...


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Local Authority

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BOOKING CONDITIONS


THE CONNECTED SCHOOL AND COMMUNITY

Thinking often happens in ways which are invisible. Effective thinkers, however, are able to make their thinking visible to themselves and also to others.

Teachers must be able to identify when thinking occurs. They should be able to recognise when learners are putting forward a new point of view, proposing a new theory, providing an explanation, making a connection, or seeing a pattern. Good thinking is not only a matter of skills, but also a matter of dispositions. When teachers become aware of, and are able to identify, different ways of thinking in their classroom, they are able to support learners in “Making Thinking Visible”.

Making Thinking Visible is a strongly research-based programme developed by Project Zero at the Harvard Graduate School of Education. Research has shown that teachers who are successful in developing thinking in their classroom often use some type of thinking routine to scaffold and support learners’ thinking. Over time, these thinking routines become part of the classroom culture of thoughtful learning. The long-standing goals of the Visible Thinking approach - deepening learning and fostering thinking skills and dispositions – are vital in schools today.

The aim of this Masterclass is to provide ideas and strategies for teachers to use which make learners’ thinking visible. Participants will be introduced to a variety of thinking routines over the course of the day: what they are and how they can be used to create more thoughtful and dynamic classrooms.

MARK CHURCHMark is involved with various Harvard University Project Zero Cultures of Thinking initiatives and is co-author of the book ‘Making Thinking Visible: How to Promote Engagement, Understanding and Independence for All Learners’ (Jossey-Bass, 2011).

He has a particular interest in helping teachers and school leaders to think deeply about their efforts to cultivate thinking and learning opportunities for young people. He works with schools and districts, encouraging efforts to create rich communities of practice for educators committed to being mindful students of those they teach and lead. Mark has taught in the United States, Japan, Germany and the Netherlands and has served as a school district central office administrator in charge of teacher and principal learning and growth.

KEN MUIR (CHAIR)Ken was appointed Chief Executive of the General Teaching Council for Scotland in September 2013. Prior to that, he had worked in HMIE/Education Scotland for 18 years, having previously held various senior postsin schools and education authorities.

Ken is the author of a number of Geography textbooks and is a regular speaker at national and international conferences. He has been a member of many national education groups, including the Curriculum for Excellence Management Board and the National Implementation Board, and is a Non-Executive Director of the Scottish College for Educational Leadership. He chaired the Ministerial Group which reported on the first year experiences of the new national examinations.

He has a particular interest in the Finnish education system where he has worked with Helsinki University and the Finnish National Board of Education.

The Explorers.. .

PROFESSOR CHRIS McILROYChris is currently a visiting professor at Strathclyde University. He has over 40 years experience working in primary education and curriculum development. He taught in primary schools in Scotland and England and was Headteacher of Yoker Primary School in Glasgow for almost 12 years. He left his

Headteacher post to become a Senior Curriculum Officer with Scottish CCC.

He joined HMI in 1991 holding posts as lead inspector for primary and pre-school education and district inspector for Renfrewshire and South Ayrshire. Until he retired in April 2011, he had Chief Inspector responsibilities within HMIE for seven years. He has led recent staff development work for Aberdeen City, Aberdeenshire, Argyll and Bute, Glasgow, Midlothian, Orkney, Renfrewshire, South Ayrshire and Western Isles and national conferences. His ‘Improving our Classrooms’ course, attended by eight cohorts of Glasgow teachers was praised as “excellent” by GTCS.

COMPASS POINTS FOR NEW THINKING SKILLS

ANNE PEARSON MBEAnne is Head of Education for Falkirk Council. Prior to taking up this post, she was Curriculum Support Manager for Falkirk Council.

She was awarded an MBE for her outstanding leadership as the Headteacher of Park Primary School in Alloa. Following her post in Stirling Council where she was Service Manager with

responsibility for ASN/inclusion, Anne worked as a consultant with the Hay Group. She is also currently a member of the Scottish College for Educational Leadership Design Group Committee.

P R O G R A M M E 0925 Welcome and Introductions Ken Muir

0930 In Our Classrooms, In Our Schools: What is the Story of Learning in this Place? Mark Church What difference does it make to learning when teachers strive to make their

learners’ thinking visible, give it value, and use it to shape ongoing day-to-day learning.


1115 Thinking Routines: Establishing Patterns of Thinking in the Classroom Mark Church

The real power of thinking routines comes from using them to establish patterns of thinking in the classroom. What do classrooms look like when such patterns take hold? How do teachers transform their classrooms into cultures of thinking?

1215 Lunch break

1315 Music: Young People from West Lothian Schools’ Big Band 1325 The Scottish Context Chris McIlroy

Curriculum for Excellence emphasises the development of Making Thinking Visible by getting learners to show their understanding in different ways. It encourages the provision of curriculum opportunities which develop learners’ thinking, teaching and learning for understanding, and assessment of secure learning. It extends and deepens our development work in Scotland on Curriculum for Excellence, pedagogy and AifL and previous work on developing learners’ thinking.

1410 Making Our Thinking Visible Anne Pearson MBE and Falkirk Practitioners share experiences.

1425 Exploration of Thinking Routines: Every Journey Begins with a Single Step Mark Church

A further exploration of thinking routines and an introduction to core routines to enable participants to make use of learning immediately and think about the next steps towards creating a culture of thinking in their own classrooms and schools.

1530 Vote of Thanks Ken Muir

“FOR CLASSROOMS TO BE CULTURES OF THINKINGFOR LEARNERS, SCHOOLS MUST BE CULTURES

OF THINKING FOR TEACHERS”MARK CHURCH, 2014

Wednesday, 20th April 2016Strathclyde Suite, Glasgow Royal Concert Hall


The Explorers.. .


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BOOKING CONDITIONS


COMPASS POINTS FOR NEW THINKING SKILLS


Designation


Postal Address

Local Authority

Access Requirements

Telephone Email

I enclose a cheque made payable to Tapestry Partnership for the Masterclass(es) I wish to attend.ORPlease send an invoice as detailed below for the Masterclass(es) I wish to attend:


CLOSING DATE FOR APPLICATIONS IS 10 WORKING DAYS PRIOR TO THE COMMENCEMENT OF EACH MASTERCLASS. NO REFUNDS WILL BE MADE ON CANCELLATION AFTER THIS DATE. CANCELLATIONS MUST BE MADE IN WRITING. SUBSTITUTIONS WILL BE ACCEPTED. ALL APPLICATIONS WILL BE ACKNOWLEDGED AND FINAL DETAILS WILL BE SENT PRIOR TO THE EVENT. TO KEEP COSTS DOWN DELEGATES ARE REQUESTED TO PURCHASE THEIR OWN LUNCH.


VENUE

Strathclyde Suite, Glasgow Royal Concert Hall




DATE

Tuesday 8th September 2015

Thursday 26th November 2015

Tuesday 8th March 2016

Wednesday 20th

April 2016

TICK ASAPPROPRIATE

KEY PRESENTERSAND CHAIR

Dylan WiliamGraham Donaldson CBPeter McNaughtonLucy MurrayAimee RossJudith WoodJacqueline ThompsonIsabelle Boyd CBE (Chair)

Sir Tim BrighouseSir Anthony SeldonMel Ainscow CBETony McDaidLindsey WattLarry Flanagan (Chair)

Maggie Farrar CBEJohn West-BurnhamAlan DysonChris Chapman (Chair)

Mark ChurchChris McIlroyAnne Pearson MBEFalkirk PractitionersKen Muir (Chair)

PRICE

£125.00+ 20% VAT (£25.00)= £150.00

£125.00+ 20% VAT (£25.00)= £150.00

£125.00+ 20% VAT (£25.00)= £150.00

£125.00+ 20% VAT (£25.00)= £150.00

TITLE OFMASTERCLASS

SET SAIL…Improving Teacher Professional Judgement:The Launch of a New Programme

THE NAVIGATORS…Schools on a Voyage Together: Where and How?

THE TREASURE...The Connected Schooland Community

THE EXPLORERS…Compass Points for New Thinking Skills

context - tapestry partnership · the first masterclass, ... in february 2015, ... more...

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