Primary Foundation Subjects’ Conference 2021

Make links between developing a broad curriculum and the Foundation Subjects

  • This conference will inspire you as to what the Foundation Subjects can do for you!
  • Make links with developing a Broad Curriculum and the Foundation Subjects.
  • Look what the Foundation Subjects can do for you!
  • Why should I attend? If you don’t go, you won’t know!

Date

Monday 19 April and Tuesday 20 April 2021.

Timings

Various sessions for you to book onto throughout the day, attend for the whole day or drop into sessions relevant for you (please see schedules for both days below).

Target audience

Primary Undergraduate and Postgraduate students

Booking instructions

Please click on the link below which will take you to a short survey to register your details. We will close the survey on Friday 16 April 2021 and you will receive your booking link(s) on this date.

Booking link

Click here to book on any of the sessions. 

Enquiries

Please email DCEC@edgehill.ac.uk or call us on 01695 650795.

Schedule

Monday 19 April

9.45am: Welcome – Christopher Russell

10am: Keynote Speaker – Jonathan Barnes

Further session information

 The Foundation Subjects: valuing, motivating, involving, and including all learners. 

Starting with the values that lead most primary teachers to enter the profession, Jonathan will speak on the central issue of motivating, involving, and including all learners. He will introduce his research on how teachers might go about this, focusing on integrating the Foundation Subjects through experience beyond the classroom – the ‘real world’ for many children. Students will be left with some simple focus exercises that will assist them in achieving these aims.

11am-12pm: Choose a session from:

  1. Music Live – Anna Mariguddi and Ian Shirley
  2. Child Agency (pre-recorded) – Janine Appleton
  3. A Local Study – Alice Waterfield

Further session information

11am Anna Marguddi and Ian Shirley – Music

Music in mind: how children learn in music.

(Both Ian and Anna will be delivering this as a joint session)

This presentation will explore how children learn in music, drawing upon ideas from the field of psychology. Three key pillars will frame our discussion: cognitive psychology; motivation; and musical identities.  Firstly, theories of working memory and stages of learning will be considered, falling within the realm of cognitive psychology. Secondly, how we can motivate children to engage and participate in active music making will be deliberated. Finally, the concept of musical identities will be challenged, considering the ideology of ‘music for all’. The aim of the presentation is to generate increased understanding of how the psychological theories and concepts examined can inform our future facilitation of music learning in the classroom.

Live

11am Janine Appleton and Katherine Jenkins- Child Agency

Child Agency – Empowering children to lead their own learning (is there an alternative to a pre-published curriculum?)

We look forward to sharing with you a commitment to the empowerment of children to lead learning that is appropriate and relevant to each individual and their future goals. With the national curriculum as the minimum, schools can be freed from schemes and recycled syllabuses and plan from the children who know their next steps and what they want to learn.

This session will explore methods of empowerment and how children are enabled to understand the links between all curriculum areas so that knowledge can be built upon and each can be the authors for their own learning. We will use working examples and case studies of children’s agency to explore the impact of coaching at all levels, including Solution Focused Coaching and how making connections in all subjects beyond the core areas of learning can improve outcomes for children.

Pre recorded

11am Alice Waterfield -Planning a Local History topic

How to plan a local history study that isn’t just about history’

This presentation, from one of our former Primary Education students, will discuss where to start with planning. Considering what the children will gain from the learning experiences. This presentation will also consider how to hook the children into the study and what to include and how to plan this in a cross curricular manner.

Prerecorded

1pm-2pm: Choose a session from:

  1. Planning for different year groups (pre-recorded) – Nicky Hains
  2. Languages Live – Shirley Hindley
  3. PE – Mike Goulding

Further session information

1pm Nicky Hains- Planning Across Mixed Age Ranges

Interviews with teachers, governors, parents and children and clips of the school trip around the village. Considering the following areas:- The school profile, Flexi – schooling, Mixed age classes, Considerations around mixed age classes, Benefits of mixed age learning and how the Creative Curriculum for mixed age classes was formed.

Prerecorded

1pm Shirley Hindley -Languages

Title: How to embed languages into daily school life.

A brief outline as to your presentation.: Ideas for daily routines; consideration of how to plan for “substantial progress” across KS2; how to reinforce memory retrieval using a little language often; cross-curricular opportunities.

Live

1pm Mike Goulding PE

2.30pm-3.30pm: Choose a session from:

  1. Memory, Recall and LOtC (pre-recorded) – Christopher Russell
  2. Creative Curriculum – Georgia Thake

Further session information

2:30pm Christopher Russell -Memory and Recall

This presentation will explore the position of memory and recall in teaching and learning and common retrieval practices. It will also consider the use of mind maps with Y6 children as a means of monitoring recall over time, based on information collected during a local area study.

Prerecorded

2:30pm Georgia Thake- Creative Curriculum

We will  explore how to develop and deliver a creative curriculum that uses the foundation subjects as an anchor to promote skill-based learning and higher attainment in writing. Georgia will share examples of planning, resources and outcomes during the session.

Prerecorded

Tuesday 20 April

9.45am: Welcome – Christopher Russell

10am: Keynote Speaker –  Professor Jonathan Glazzard

Further session information

10am Professor Jonathan Glazzard

This session explores the marginalisation of the foundation subjects in primary schools and the impact of this on children’s education and mental health. I argue that there is a need to reconceptualise educational ‘achievement’ and I will outline the costs to individuals and society if the curriculum lacks breadth and depth.

11am-12pm: Choose a session from:

  1. PE Live – Glenn Swindlehurst
  2. DT Food Technology Live – Julie Gore
  3. Beach School Live – Cait Talbot Landers

Further session information

11am Glenn Swindlehurst PE

Practical Inclusion Strategies – Removing barriers to the Physical Education curriculum

All children are entitled to participate in PE lessons at school in the UK. Education should be inclusive and where appropriate SEND pupils must be included in the same lessons as their peers even if some form of adaption is required for them to gain access to the activities. This workshop will explore a range of strategies to ensure ALL children make progress in PE.

11am Julie Gore – DT

This presentation aims to develop an understanding of the basic principles of a healthy and varied diet. With direct links to the NC, this presentation will

instil ‘a love of cooking in pupils will open a door to one of the great expressions of human creativity’. (DfE 2013:4). It will consider where food comes from, develop an

understanding of seasonality and teach basic food preparation skills.

11am Cait Talbot Landers

#Everything is better on the Beach: Using Beach School Pedagogy to Support Learning across the curriculum

Water and coastlines are environment that fascinates and thrill children. They offer a unique and incredible setting for learning This seminar will explore planning for visits to the beach, review the benefits and challenges and share examples of practice to illustrate how the beach effectively supports learning across the foundation subjects.

Live

1pm-2pm: Choose a session from:

  1. PSHE Live – Jo Martin
  2. RE Live – Tim Saunders
  3. Transition from – Rhonwen Bruce Thomas

Further session information

1pm Sarah Gabbett and Jo Martin – Picture News

‘Using current affairs to address inclusion and equality in your PSHE/RSE lessons’

(Live 1 hr early pm)

We will be developing the trainees’ knowledge and skills around:

  • how the teaching strategy of using current affairs can be inclusive for all learners.
  • strategies to effectively address the ‘inclusion’ statutory learning outcomes within RSE (DfE, 2019) in your PSHE lessons.
  • how this method of teaching RSE can be developed into a cross-curricular theme.
  • how this teaching strategy can develop children both socially and emotionally.

This is simply to give you an overview, at this stage, of what we are aiming to create. We will send the finalised workshop title and learning outcomes once we have written the workshop.

 

1pm Tim Saunders – RE

Religion and World Views Education

How to Teach Better RE if you are more Spiritual than Religious: exploring links between Religious Education and spiritual development.

Many people identify as Spiritual But Not Religious (SBNR) or more spiritual than religious, depending on their degree of affiliation to organised religion. Likewise many teachers prefer focusing on SMSC development and/or PSHE more than RE itself. In this presentation we will explore a model of spiritual intelligence which you can apply to yourself as well as pupils. You will consider how this relates meaningfully to your own personal development as a teacher and then how this self-knowledge can be used pedagogically to cultivate children’s own spiritual development when teaching RE.

Live

1pm Rhonwen Bruce-Thomas – KS2 to KS3 History

Tiers and Triumphs: Transition from KS2 to KS3 smoothly in History  [Live 1 hour]

The transition from primary to secondary school is viewed as a crucial and significant period in much of the existing literature, and has received more focus than any other educational transition. According to research, most children anticipate transition from primary to secondary in positive terms and typically navigate such transitions successfully.  Several studies over the years have identified a ‘dip’ in attainment at the time of primary-secondary transitions with a lack of expected progress and sometimes regression. Various reasons have been given for this dip in academic attainment such as lack of curricular continuity between schools, differences in pedagogical approaches, differences in expectations of teachers in the two contexts, alongside lowering of self-esteem. Most look forward to transitioning, however, many worry about loss of relationships with friends and school staff, and challenges forming new ones in their new school. School transition is also a period in which relative deprivation may be amplified. For this year’s and last year’s  cohort, there are even greater challenges and increased anxiety thanks to Covid-19. Just as day-to-day teaching has been upended by the pandemic, so have the detailed transition plans and activities which take place in the spring and summer terms. It can sometimes seem that the primary and secondary phases of education exist in isolation from each other. Yet the National Curriculum subjects expect pupils to experience a coherent programme of study spanning from 5 to 16. In addition according to a published Ofsted report (September 2015) called ‘Key Stage 3 – the wasted years?’ effective transition arrangements between Key Stage 2 and 3 has never been more important to ensuring pupil progress. Two of its key recommendations are to ensure that ‘transition from Key Stage 2 to 3 focuses as much on pupils academic needs as it does their pastoral needs’ and urges the creation of ‘better cross-phase partnerships with primary schools to ensure that Key Stage 3 teachers build on pupils’ prior knowledge, understanding and skills’.  Ensuring a smooth transition between key stages can be challenging. This session examines what good transition between Key Stages 2 and 3 looks like and how we can promote the development of children’s historical understanding at this critical stage.

Live

2.30pm-3.30pm: Once Upon A Town, Historic England – Karen Bloyce ad Christopher Russell

 

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