Betsy de Thierry - Complex Trauma and Containing the Chaos
Complex trauma. Exploring a theory to enable containment and clarity amidst the chaos. Our most traumatised children and young people can take the largest proportion of our hours and budget and
often the professionals involved can feel overwhelmed and confused. Understanding complex trauma and how it presents can reduce stress and enable clarity and understanding.
Juliet Robertson - A teaching framework for curriculum-based outdoor learning
This is a practical, outdoor workshop that provides you with a straightforward, open-ended framework to support primary teaching staff to develop their outdoor practice. It uses the
skills, expertise and knowledge of a classroom teacher and extends this to enable them to create wonderful learning opportunities for their class outside. Attendees should be able to take the
framework and easily teach their staff how to use it for any subject area in KS1 and KS2, using their outdoor space - be this a concrete or natural jungle. It provides an ideal bridge between indoor
practice and traditional outdoor opportunities such as Forest School, adventurous activities and environmental education.
Helen Moylett - Skill, Will and Thrill: Thinking with Learners
Good thinkers of all ages are aware of their own thinking processes and can plan, review and evaluate their learning. In order
to become independent self-regulated thinkers and learners children need teachers who don't do the pretend thinking that results in children getting asked too many closed questions and being praised
for quickly telling the adult the 'right' answer he/she already knows. This workshop will explore ways in which teachers can provide real cognitive challenge by building on children's interests and
modelling the thinking processes they want to nurture in children.
Nick Swarbrick and Carol Brown (Oxford Brookes University) - Boys' Wellbeing in the Early Years and the Role of Assessment
Starting from how feedback is given we will be looking at how this has the potential to impact on a boy’s growing sense of identity. If we give feedback that doesn’t allow children to see
themselves as capable of change and growth, we risk limiting their options for later education and their sense of wellbeing. Crucial to this is professional reflection on how we interact with the
youngest people in our sector: “Getting The Boy Game.”
Jane Fletcher (Oxford Brookes University) - Using video to understand learning and to develop reflection in teachers and problem solving skills in pupils.
To undertake significant reflective practice needs to go beyond the daily routines of the classroom and reflect on the learning taking place and possible misconceptions and barriers pupils might
encounter. When the teacher has tried everything possible but still that child never really gets it or the group is still disengaged, a focused approach is necessary. Through capturing a lesson on
video, time and space is gained to review and reflect in depth the critical areas the teacher might want to focus on. This workshop will look at the guidelines to be followed, in order to maximise
the teacher’s time and impact on pupils’ learning.
Hannah Wilson and Julie Hunter - #WomenEd – From Zero to Sheroe
How a grassroots gender equality movement is encouraging women to be #10%braver to affect systemic, structural and societal change.