Floyd Woodrow - Compass for Life
Luke Bramhall - Poverty Proofing the School Day
Poverty has a significant impact on children in our country with child poverty levels currently at 4.1 million and this set to rise drastically over the coming five years. Within our schools and within our classrooms we are faced with children who are struggling under the burden of poverty, with that very real task of raising their attainment and accelerating their progress. Poverty proofing the school day listens to tens of thousands of students every year and identifies and recognises the very real barriers that students are facing. This workshop will allow us to respond to that extensive student voice and reflect on how our day-to-day practice can have significant negative impact on disadvantaged students through unintentional stigma and discrimination. We will look at practical solutions to these every day challenges and share best practice from around the country. The poverty proofing work has evidence following evaluation from Newcastle University that this approach impacts on students engagement within school with significant impact on attendance and in turn attainment along with other key impacts such as increased take up of extra-curricular activities and free school meals.
Rikki Arundel - Supporting gender variant pupils in schools
Transgender, trans, gender non-conforming, non-binary, gender queer, gender fluid, bi-gender, effeminate, tom-boy, gay… These are just a few of the terms used to describe the multitude of gender variant identities now being expressed by children and young people. It’s hardly surprising that everyone is confused by this complex topic.
In this highly interactive workshop Rikki will help us to demystify the topic and explore the challenges and difficulties faced when supporting children and young people who are gender variant. The workshop is structured around watching and discussing short videos featuring gender variant children and their families. There will be plenty of opportunity for participants to raise and discuss their own experiences with supporting gender variant pupils.
Adrienne Duggan (Oxford Brookes University) - Using drama to explore science
Rachel Payne/James Bird (Oxford Brookes University) - Developing curriculum in partnership: embedding the visual arts