The return since Christmas seems to have flown by in its usual flurry of activity, so this post is a much belated update on what we’ve been doing during CPD.

Since my last post, we’ve had two lots of week one training, one from our Literacy and Numeracy groups, and one from our Innovative Teaching group.  A whole host of strategies were shared, everything from thinking about supporting literacy development in 6th form to using different forms of poetry for revision.  The staff in these groups range from experienced staff who have taught here for a number of years, right through to staff who just joined us in September 2015.

We’ve also had two week two training sessions, where staff work in their departments to consider ways of implementing, trialing and ultimately embedding the training shared during week one.  Every department has reflected on their focus on literacy and numeracy skills and there have been some fantastic ideas shared about how this can be done.  Our English department have made ‘word class graphs’, analyzing a writer’s use of verbs, nouns, adjectives and adverbs.  In Science, literacy and numeracy tasks have been explicitly written into Key Stage 3 schemes of work and plans are currently being developed for doing the same at Key Stage 4.  Our Languages department have introduced numeracy starter activities, teaching basic terminology in the target language.  Model extended answers have been developed for GCSE and A level PE students and the department are now looking at strategies to ensure that GCSE students make more accurate use of terminology.  Our Art and Textiles departments have worked on numeracy through processes such as scaling up, shape and ratio; they’ve also further developed their literacy boxes and writing frames.

Finally, we’ve had one week three session, which is our differentiated CPD.  Our NPQML cohort worked through the last elements of their Managing Systems and Processes unit; our experienced staff focused on developing targeted intervention for key Pupil Premium students; our NQT-4th year group identified the next steps available to them in their careers, analyzing a range of current job adverts by comparing job descriptions and person specifications.