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Welcome to the Exeter Partner News Page

This page is updated with Teacher Education News, details of research along with any teaching events being run by our partner schools. It also has details of all the upcoming 'important' dates for your calendars.

Latest News

 

Own Voice Intensive Programme (OVIP) via Online Teaching for the Covid-19 period

SENCo teachers may be interested to know about an offer of an online reading programme for students aged 12+ with a diagnosis of dyslexia and who want further intensive teaching during the Covid-19 period.

Background

The OVIP Dyslexia Project has run successfully in GSE (St. Lukes) during the 2019 summer vacation and continued on Saturdays during the autumn and spring 2020 terms.

All the participants (ages 8-11) with a ‘diagnosis’ of dyslexia from their school system showed encouraging gains: in terms of word recognition this ranged from 2.3 to 3.5 years in 21 lesson sessions. Participants commented that they enjoyed the lessons.

Previous school based teaching of OVIP has shown good results with increases in word recognition averaging 1.5 years after 15 sessions spread over 8 weeks in secondary school settings (see the summary of the research below: Gwernan-Jones et all 2018).

Before the lockdown OVIP sessions were at St Lukes campus on Saturdays. Since the lockdown the method has been taught using freely available video conferencing software such as Vsee and Skype. Feedback from the current cohort is that these. distance methods work well.

 

What is OVIP? (Briefly)
The OVIP programme is an innovative evidence informed method in the area of reading delay. It is based on an analytic phonics approach and uses Own Voce Feedback to deliver the lesson material. In essence the learner becomes the teacher. It is delivered in a 1 to 1 ‘close coaching’ supportive setting.
Online lessons take 15-20 minutes to record the lesson, in which the learner with tutor support reads the words/text without errors. This recording is then emailed to the participant to use at home to consolidate their learning. Practice involves the learner listening to the audio of their own voice speaking the text and writing the contents down as dictation several times, for about 10-15 minutes. It consists of exercises designed to enhance phonological awareness (PA) on the assumption that good levels of PA are fundamental to the development of effective word attack and analysis skills.

What will be required?
Access to a Windows PC or laptop with a webcam, a microphone headset and access to the free version of Vsee Messenger (preferred, it is secure) or Skype. A quiet surrounding to permit good quality sound to be recorded. Lessons will be delivered on Saturdays and possibly Sundays or by arrangement.
OVIP involves a 20-30 minute double lesson once a week over a 10-11 week period, with the work at home between these sessions. In volunteering to take part we expect all participants to do a pre and post reading test to monitor progress (a single word recognition test and a reading comprehension test). A brief post-test report will be provided at the end of the sessions.
If you are interested and/or want more information please email me at
p.macmillan@exeter.ac.uk
Dr. Philip MacMillan Graduate School of Education
A.F.B.Ps.S
HCPC registered Educational Psychologist

More about OVIP:
1.  Evaluation of OVIP:
Gwernan-Jones, R., Macmillan, P. and Norwich, B. ( 2018) A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’. Journal of research in SEN, 18, 2, 136-146 https://doi.org/10.1111/1471-3802.12400
Summary
    This paper describes the mixed methodology evaluation of the Own-Voice Intensive Phonics (OVIP) programme with 33 secondary students with persistent literacy difficulties. The evaluation involved a quasi-experimental evaluation in which 33 students in years 7–9 in four schools used OVIP over an 8 week period and were monitored at three times for their word reading, phonic decoding and phonological skills. Students, teaching assistants and teachers involved were also interviewed about the use of OVIP, the perceived processes and outcomes. Assessment results showed that OVIP was associated with greater gains in word reading than these students' usual teaching/intervention approaches. Those interviewed also experienced benefits associated with using OVIP. It was further found that word reading gains were not related to a measure of being at risk of significant literacy difficulties.

2  Participants identified the use of their own voice, the student's agency and working at their own pace as key factors relevant to how OVIP worked. These factors aligned with a working OVIP programme theory. The findings are discussed in terms of further development and research related to an own voice approach to addressing persistent literacy difficulties.

 

2. Why should own voice feedback be of use in remediating reading delay?
Own Voice Individualized Phonics (OVIP) is aimed at remediating reading delay in those who have failed to acquire adequate literacy skills in the area of word recognition despite at least two years exposure to the reading development curricula that are routinely available in schools. The method involves the learner recording, with the aid of the tutor, an error free lesson that involves activities known to assist in the development of phonological awareness generally and the acquisition of grapheme/ phoneme correspondences specifically. The learner then repeats the experience by writing out, without the presence of the tutor the contents of the tape to dictation multiple times. The method draws on research-informed work in the areas of word recognition, speech perception, own voice feedback and self as model. It is based on the idea that the use of own voice feedback in combination with structured multi-sensory materials will better enable the learner to acquire phonological awareness so that the processes involved in word recognition can be developed to the point of automaticity.

3. One Parent’s Feedback:
Before the coaching, **** approached reading in front of his class and sitting spelling and grammar tests as a situation to be endured and completed as quickly as possible. He would already form a sub optimal outcome in his mind set and then only deliver to this level.
Since the coaching, **** now approaches performing these tasks as opportunities to grow and deliver better quality. He now actively tries to show his best off to himself, his peers, parents and his teachers.
This change has been reflected in the upward trend of his test scores across the board (including maths) and his place in his classes since last October.
**** now takes on much more of a sense of self challenge in how he sits tests and reads aloud in public (including complex biblical passages in Church, which he will rehearse himself beforehand).
In general, **** is now a much more self-confident young man who is visibly beginning to realise his academic and personal potential.

 

For further information please contact Brahm Norwich at the Graduate School of Education at b.norwich@exeter.ac.uk

 

Waking up to the Planetary Health Emergency: Thursday 30 April 2020

How small changes can have a big impact

 

Our colleagues in the College of Medicine and Health will be holding a conference on Waking up to the Planetary Health Emergency on Thursday 30 April from 09:00 to 5:00 at the RILD Building, Royal Devon & Exeter Hospital (Wonford site).

Exeter has been awarded the title of UNESCO City of Literature and, as part of this conference, schools may like to take part in the open invitation to submit a creative writing piece.  Submissions should be received before 30 April and further details can be found at medicine.exeter.ac.uk/planetaryhealth

There are further details at Waking up to the Planetary Health Emergency.

 

Torbay Teaching School Alliance Leadership Conference 2020: Nordic Schools

TTSA is holding a Leadership Conference on Thursday 18 June 2020 at the TTSA Conference Centre, TQ3 2SY, where they will welcome Nordic Schools, all the way from Denmark.  The conference will consider:

  • Why do schools from Finland, Denmark, Sweden and Norway perform so well in international studies such as PISA, ICCS and more:
  • How do the teachers manage to improve both the children's academic skills and their well-being?
  • Why do the children in the Nordic countries love going to school?

Keynote speakers are Casper Rongsted and Kasper Myding, Partners in Nordic Schools.  Full details of the conference are available at Torbay Teaching School Alliance Leadership Conference 2020 Nordic Schools

To book places please complete the TTSA Leadership Conference 2020 booking form available from www.torbayteachingschool.org.uk

 

Department for Education's Teaching Vacancies service

The DfE's Teaching Vacancies service teaching-vacancies.service.gov.uk, is a free-to-use job listing service which is intended to save schools across the South West time and money.

"It has been estimated that schools across the country are spending in the region of £75million a year on teacher recruitment advertising. Teaching Vacancies is a free national service, widening schools talent pools and meaning local pupils get top teaching talent. While the region already has over two thirds (70%) of schools using Teaching Vacancies, more cost savings could be made when all South West schools sign up".

NQTs are encouraged to see @educationgovuk #TeachingVacancies.

 

Lesson Study Network

The Lesson Study Network in Graduate School of Education is interested to know the extent and form of lesson study work that is going on in regional primary and secondary schools.

Here are a few questions to find out whether any teachers in your schools use lesson study in some form or other.

Please pass this questionnaire link onto teachers who know about professional development in your school or who are using lesson study in some form.

If you are interested in finding out more about lesson study you can answer these questions and give your contact details at the end. We will send round a summary of findings to those who give contact details.

https://exeter.onlinesurveys.ac.uk/lesson-study-practice

Many thanks

Brahm Norwich, Lesson Study Network

 

Integrated Group Reading (IGR): Classroom-based teaching for struggling readers.

A team that has developed and researched a teacher-led inclusive targeted teaching approach (IGR) for children who sruggle to learn to read would like to find out how teachers in years 1 to 3 teach reading as a preliminary phase to further development and research work.  The team are running a brief survey which can be found at https://exeter.onlinesurveys.ac.uk/whole-class-models-of-targeted-teaching-of-reading

Further details about IGR, the team and survey can be found at Whole class models of targeted teaching of reading

 

Farmington Scholarships for Academic Year 2020-21

The Graduate School of Education, University of Exeter, is one of several selected universities working with the Farmington Institute which supports and encourages teachers of Religious Education in school and Head teachers working on values and standards. Farmington Scholarships are open to Secondary and Primary School teachers, teachers of RE to children with Special Educational Needs, and Head teachers.  Two types of scholarships are available: university-based and school/home based.

Full details are available at Farmington Institute Scholarships and the closing date for applications for the academic year 2020/21 is Sunday 26 January 2020.

 

 

 

 

Making it Happen: Outdoor Learning in the Primary School Curriculum

Peninsula Research in Outdoor Learning (PRinOL) in partnership with the Association for the Study of Primary Education will be holding a one-day conference at Plymouth Marjon University on Wednesday 22  January 2020.  Speakers include Professor Justin Dillon of the University of Exeter.

Full details, costs and registration details can be found on this conference flyer Making it Happen: Outdoor Learning in the Primary School Curriculum and at plymouth.ac.uk/prinol-making-it-happen

 

SWDTP/ESRC PhD Studentships

If you are considering a PhD and applying for a studentship we would be grateful if you would attend at least one of the following meetings

  • Friday 1st November: St. Lukes, Baring Court 201, 12-2pm GSE specific [This meeting is for all potential students and their supervisors and there will be a chance to meet successful applicants]
  • Thursday 28th November: Streatham Campus, Amory B105, 1-2:30 pm
  • Tuesday 3rd December: St Lukes, Baring Court 03, 10:11.30 am

 

The information session will give potential applicants an opportunity to:

  • Find out more about the SWDTP and PhD study at the University of Exeter
  • Get advice on how to write a strong application for funding
  • Learn more about the application process for studentships
  • Ask any questions they might have about SWDTP Studentships and studying at Exeter

 

More details about how to apply for studentships can be found on the SWDTP website

The closing date for applications is 12 noon GMT, 21st January 2020.

 

 The Somerset Centre for Integra‌ted Learning

Foundation Degree in Teaching and Learning

Foundation Degree in Learning and Development - Early Years to 19

The Somerset Centre for Integrated Learning (SCIL) has asked us to circulate details of their two-year Foundation Degree in Teaching and Learning, and the two year Foundation Degree in Learning and Development from Early Years to Adolescences (0-19).  SCIL are working with the University of Worcester.  Further information is available from SCIL on 0300 123 1967 or SCIL@somerset.gov.uk.

 

Women in Leadership

"Women in Leadership (WiL) is a highly personalised programme designed to suit your needs and your stage of leadership and ambition.

The programme, offered in partnership by The Affinity Teaching Alliance (TATA) and the Redstart Teaching Alliance (RTA), is funded by the Leadership, Equality and Diversity Fund.

The main aim of the programme is to give women the confidence and support to progress into a leadership position. You may currently work in a middle leadership role and are now looking for the next step or you're maybe just considering your first step into leadership.  Whether you are in full-time teaching or on maternity leave considering which way your career is going, this programme will support and challenge you."

Full details of this programme are available at Women in Leadership training

 

Awards - Gender Action Schools Award

"The Gender Action Schools Award is structured to support teachers to put in place systems and behaviours that allow students to be truly able to make choices free from gender stereotypical lines. Tiered recognition provides a tool to measure progress".

Further information is available at www.genderaction.co.uk/awards

 

Research Opportunities

 

 A mixed methods study of early career teachers’ experiences as mentees and their perceptions of the effectiveness of the mentoring they receive

Sian Holton, an MA Education student at the University of Exeter is completing a dissertation exploring mentoring practices in Primary schools. This study is examining the mentoring that takes place during the first few years of a teacher’s career.

She would like fully qualified Primary School teachers with 1-5 years teaching experience to complete a questionnaire. The questionnaire is confidential and should take around 15 minutes to complete.

Please contact Sian with any questions or concerns about the research at sh720@exeter.ac.uk

Here's the link to the questionnaire https://www.smartsurvey.co.uk/s/L8XZ8/

 


 

 

Induction Training Days

Tuesday 1 October 2019:    Kingston Maurward College, Dorchester

Thursday 3 October 2019:   St Austell Conference Centre, St Austell

Tuesday 8 October 2019:    Tiverton Hotel, Tiverton

Thursday 10 October 2019: Buckfast Abbey, Buckfastleigh

 

Please contact exeterpartner@exeter.ac.uk in advance to book a place.

 

Regional Citizenship Hubs, Led by teachers for teachers

The Association for Citizenship Teaching will be holding their next South West Regional Citizenship Hub meeting at University of Exeter Streatham Campus on Wednesday 19 June from 4.45 to 6.00 pm.  To sign up please visit www.teachingcitizenship.org.uk/events-cdp-training

Regional Citizenship Hubs Led by Teachers for Teachers

 

Inaugural Lecture:

"A National Disgrace: Why Learning Beyond the Classroom Matters More than Ever"

Professor Justin Dillon, Professor of Science and Environmental Education, Graduate School of Education

"Everyone remembers their school 'trips' yet we barely scratch the surface of the educational opportunities to be had beyond the classroom. The UK has an abundance of museums, science centres, heritage sites, botanic gardens, etc. often staffed with highly qualified educators. However, while some students attend schools that make use of these facilities, others don't, and it's often those children from less well-off families that consistently miss out. That is, I argue, a national disgrace and one that needs to be addressed."

This Inaugural Lecture takes place on 16 May from 18:00 to 20:30, at the University of Exeter's Streatham Campus.

To reserve tickets please see https://bit.ly/2ZXs23k

 

English In Education: Curriculum and Assessment

On 12th March English teachers and trainees from across our partnership joined the wider English teaching community for a British Educational Research Association / SWEET Chartered College hub event focused on English in Education: Curriculum and Assessment.

Our 60 attendees included researchers and teachers from the South West, London and beyond and consultants from the AQA and OCR exam boards, and explored problems and tensions within our current curriculum and assessment practices – notably the reductionism apparent in KS2 assessment, the absence of media, multimodality and drama in the curriculum, the constraints of the GCSE and the decline in uptake of English at A level.

Presentations also explored the whether a ‘knowledge-rich’ curriculum is possible in English, what is means to be ‘good’ at English, and what we should be teaching trainee English teachers. Our plenary ended with an agreement that there is an appetite for further collaboration – both in terms of challenging the current curriculum, and in terms of helping each other to work productively within its constraints (see below).

If you would like further information about the event, please contact Annabel Watson: a.m.watson@exeter.ac.uk  

 

 

Exploring the Experiences and Perspectives of Senior Leaders in Secondary Schools on off rolling

 

Helen Knowler, Lecturer in Education at the Graduate School of Education,is currently undertaking a research project exploring the experiences and perspectives of senior leaders in secondary schools on off rolling. We think this research is important because to date there has been a focus on data to show that there are some unexplained pupils movements and even suggestions of ‘naming and shaming’ schools.  We are working from the premise that we need to better understand the issues that senior leaders are facing that mean off rolling is more likely to happen.  We want to do research that is based upon listening to senior leaders and is not judgmental or blaming.

 

We would like to hear from anyone who is part of a senior leadership team and we want to assure you that this research has full ethical approval through Graduate School of Education Ethics Officers and your contribution to this work will be anonymous.

 

We would be grateful if you could take 15 mins to do our online questionnaire which can be found by clicking the link below: https://exeter.onlinesurveys.ac.uk/off-rolling-2019-ex

 

If you have further questions please do email Helen on h.knowler@exeter.ac.uk.

 

The deadline for completing the survey is 12 July 2019.

 

A mixed methods study of early career teachers’ experiences as mentees and their perceptions of the effectiveness of the mentoring they receive

Sian Holton, an MA Education student at the University of Exeter is completing a dissertation exploring mentoring practices in Primary schools. This study is examining the mentoring that takes place during the first few years of a teacher’s career.

She would like fully qualified Primary School teachers with 1-5 years teaching experience to complete a questionnaire. The questionnaire is confidential and should take around 15 minutes to complete.

Please contact Sian with any questions or concerns about the research at sh720@exeter.ac.uk

Here's the link to the questionnaire https://www.smartsurvey.co.uk/s/L8XZ8/

 

How can we all work together better to ensure Science teaching is evidence informed?

The Wellcome Education and Learning Team have contacted us to say that they will be seeking proposals for projects that support science teachers in primary and secondary schools to engage with research and/or carry out research on their practice. They will soon be issuing two requests for proposals, one exploring teachers engaging with research and another exploring teachers carrying out research.

If you would like to collaborate with Graduate School of Education on a proposal, please contact Lindsay Hetherington, Senior Lecturer in Science Education at l.hetherington@exeter.ac.uk or Justin Dillon, Professor of Science and Environmental Education at j.s.dillon@exeter.ac.uk for further details. Justin is attending an event at Wellcome on 3 June. Please email him to express your interest in finding out more about either strand, outlining your particular topic of research interest if you have one, by 31 May. The day at Wellcome is open to school partners to attend directly too, of course, and if you let us know of your interest we will forward your name to Wellcome to receive the online registration.

 

Behaviour Management Study

Please see below for an invitation to take part in a research project, 'Behaviour management of low-level disruption in secondary schools in SW England', that is being run by Brahm Norwich.

Behaviour Management Research Project - Brahm Norwich

Thank you to everyone who contacted Brahm who has now received enough expressions of interest to go ahead. For further details please contact Brahm directly on 01392 724805 or at b.norwich@exeter.ac.uk .

 

International Thinking Schools Conference 2019

Monday 17 & Tuesday 18 June, Alexandra House Conference Centre, Wroughton, Swindon SN4 0QJ

 

Torbay Teaching School Alliance Leadership Conference 2019

TTSA will be holding a Leadership Conference on Thurday 23 May. To book places in advance (which is essential) please see the conference details.  Speakers include:

  • Debra Seale MVOP, MBE, only the fourth woman in the world to row solo across the Atlantic.  She presents "Choose your Attitude: It's not Magic, It's Mindset"
  • Roxanne Burness-Moakes: an ASD teacher at Combe Pafford School, presenting "The Stitch Project"
  • Dee Passenger, Autism Champion, Oldway Primary School, leading "Understanding Autism" Workshop
  • Lorwyn Randall, Director of Kingsbridge EEF Research School, leading "Pupil Premium: Developing Successful Learners workshop.

Further details of the conference can be found in this flyer TTSA Leadership Conference 23 May 2019

 

 

Teach Meet at Ivybridge Community College

Ivybridge Community College are holding a Teach Meet on Monday 20 May from 4.30pm until 6.30pm.



Please note there is an Eventbrite page where you can book a place - https://www.eventbrite.co.uk/e/tmsouthwest-teach-meet-south-west-tickets-59138432644