Title: Bringing history to life in the classroom: An exploration of how the study of visual and aural artefacts can give voice to the forgotten and disenfranchised.

Presenter: Alison Morgan

Bio: Alison Morgan is an associate professor and head of secondary teacher education at the University of Warwick. Following completion of her PhD on Shelley’s Peterloo poems in 2012, Alison has continued to research in the field of radical poetry and song in the long nineteenth century and has published a range of work, including a monograph, Ballads and Songs of Peterloo, in 2018. Currently, Alison is researching the life and work of John Stafford, a working-class balladeer from Lancashire and has recently written a book chapter on Staffords™ contribution to electoral culture which will be published next year.

Outline: This session begins by considering how the theories of feminism and historicism can be used to enhance and support learning. Using Alison's research into the Peterloo massacre of 1819 as a case study, trainees will explore a range of visual and aural artefacts through feminist and historicist lenses, discussing how they can be deployed effect learner engagement.

Suitable for: Secondary

WTV: Social Justice

Title: Creative thinking: the cement in between the blocks of the writing process.

Presenter: Adrian Copping

Bio: I have been involved in teaching for over 25 years, as a primary practitioner, senior leader, curriculum leader and teacher educator. I taught in two contrasting primary schools in the North-west of England, mainly working with Years 3-6. Over the years my research interests have varied, including reflective practice, talk to scaffold learning and more latterly creative thinking and how it impacts writing. I currently lead the University of Cumbria's range of primary PGCE programmes, teach undergraduate and postgraduate modules and mentor PhD students.

Outline: This talk draws out some key implications for primary teachers in their teaching of English, particularly writing. Within it, I make some evidence-based assumptions about the challenges children face when writing. One of these challenges I think is that the children in your class are not inside your head as you are planning. Whether you are using a scheme, published resources or planning from scratch, you will be designing the learning process, creating connections in your head between your shared reading and writing, your modelling and their writing and to you it all makes sense. But to the children it may not. To your learners, the incredible connected design that you have created for their learning may well just be a series of unrelated tasks to be completed and hopefully get right. In other words, they are blocks that are not joined together. In order to get the most from the learning and make it make sense your learners need to be able to connect those blocks with the cement of creative thinking.

Facilitator: Mark Harris

Suitable for: Primary

WTV: Creativity

Title: Is the SPELL Framework as Magical as it Sounds? Exploring Its Effectiveness in Supporting Autistic Students.

Presenter: Grace Muirhead

Bio: As a Psychology graduate, I am passionate about applying psychological principles in educational settings to support children and young people, fostering inclusive, positive, and healthy school environments. My experience includes working in support roles within primary and specialist education, particularly with children on the autism spectrum and those with Special Educational Needs and Disabilities (SEND). While working as a learning mentor in an autism-specialist school, I completed the PGCert in Professional Education at the University of Warwick.

Outline: This presentation will consider my research into the effectiveness of the SPELL framework in supporting autistic students in educational settings. SPELL, which stands for Structure, Positive Expectations and Approaches, Empathy, Low Arousal, and Links, is a framework developed by the National Autistic Society to guide best practice for understanding and responding to the needs of autistic students.

Facilitator: Emily Davies

Suitable for: Primary

WTV: Intellectual Curiosity

Title: The development of a competency framework for Designated Safeguarding leads in Education.

Presenter: Nicola Law

Bio: Nicola has worked in the field of safeguarding for 20 years, with the last 15 years in Education. Nicola has experience leading safeguarding across five different Multi-Academy Trusts, covering primary, secondary and special schools. Nicola is passionate about preventative practice, working with children and building relationships with families, having started out as a family support worker and parenting practitioner. The role of the Designated Safeguarding lead is a critical role in education and having co-produced a competency framework for DSL’s, aims to further develop understanding and practice across the sector.

Outline: Having worked as a safeguarding lead in education for the last 15 years, I have experienced first hand how the role of the Designated Safeguarding Lead and the responsibilities of the DSL have grown exponentially, however I have also experienced the challenges due to deficits in the development of practice standards or quality assured training to equip safeguarding leads effectively and consistently in education. This has resulted in different conceptualisations of the role and significantly variable practice. Having focussed my research on the development of competency frameworks and comparator competency frameworks in other sectors, such as in social care, I have co-produced The DSL standards with the aim to address these challenges in part and support the development of qualification routes for DSL's.

Facilitator: Jonty Leese

Suitable for: All trainees

WTV: Social Justice, Intellectual Curiosity, Creativity.

Title: Trainee teacher research in Early Reading (SSP) Intervention ​: A two-fold study considering the potential impact of the intervention and trainee perspectives on engaging with research during a PGCE.

Presenter: Kirsty Weeks, Jo Dobb, Molly Stronge, Grace Thomas.

Bio: Jo and Kirsty have worked at CTE for over 10 years. Jo is the school-lead for the Primary PGCE, previously having led the Primary English Programme which she continues to teach on. Kirsty heads the International Programmes having previously led Early Years Programmes at warwick. Jo and Kirsty have extensive experience teaching SSP in primary schools. Kirsty was a SSP consultant and moderator for the Warwickshire Local Authority and Jo was a Local Authority Moderator.

Outline: This talk will be of interest to anyone concerned with supporting early reading for primary aged pupils; anyone engaging in collaborative small scale research or anyone considering applying for IATL funding.

Suitable for: All trainees

WTV: Social Justice

Title:

Presenter: Will Haywood

Bio:

Outline:

Suitable for:

Title: The First Steps Towards Creating an Anti-Racist Education Department: Curriculum, Pedagogy and Organisational Structures.

Presenter: Emily Davies

Bio: Emily Davies is an Assistant Professor at CTE.

Outline: This presentation considers the current educational context in relation to anti-racist practices. Since the murder of George Floyd in 2020 and the subsequent rapid growth of the Black Lives Matter movement, attention is being paid to understanding the experiences of Black, Asian and Global Majority (BAGM)1 student teachers both in higher education and school settings in order to create more inclusive programmes of study. Using the invaluable Anti-Racism Framework for Initial Teacher Education/Training produced by Newcastle University, Leeds Beckett University and the National Education Union in 2022, this presentation shares the initial stages of a project in an education department at a higher education institute, outlining the scope and aims of creating an anti-racist department. According to recent data from the Department for Education (2023a), 36.91% of primary and 35.4% of secondary pupils are from BAGM backgrounds, yet the most recent data on the racial profile of the teaching profession in England shows that in 2022 89.7% of teachers were white (DfE, 2023b). Furthermore, in a survey conducted for the 2021 Lit in Colour Report, only 12% of secondary teacher survey respondents and 13% of primary teacher survey respondents reported having received training on how to talk about race as part of their initial teacher training (Elliott et al, 2021 p. 7). There is a clear need for Initial Teacher Education providers to ensure their programmes develop a teacher workforce skilled in anti-racist pedagogies and practice. Underpinned by a departmental teacher value of social justice together with an institutional focus on tackling the awarding gap and marginalisation experienced by BAGM students, the project aims are wide ranging. Adopting Kishimoto’s (2018) three foci: curriculum, pedagogy and organisational structures, this project began in 2023 with a departmental audit of data on admissions and attainment, as well as staff development on anti-racist practices before introducing more authentic and inclusive forms of assessment on the Postgraduate Certificate in Education programmes for the 2023/24 academic year. Using quantitative data to explore outcomes for BAGM students, it is hoped that the awarding gap begins to close. Whilst the project is only in its early stages, this presentation provides the opportunity to share initial data and ideas with teacher educators in order to further progress this vital area of work.

Suitable for:

Title: The Long-Distance Teacher: Navigating Mental Health and Well-being in Global Education.

Presenter: Virginia Tieman-Özyazgan

Bio: Passionate about nurturing children's growth and development, Virginia has dedicated 12 years to diverse roles in education, from counselling at Girl Scout camps in the redwoods of California to teaching in primary and preschool schools in Thailand and Türkiye. Inspired by her experiences, including documentary work on refugee children, she strives to create impactful educational programs and inclusive learning environments that address diverse needs and learning styles while also fostering curiosity and perseverance. With a PGCEi from the University of Warwick and a MA in Professional Education, Virginia is committed to continuous learning and excellence in teaching.

Outline:

Facilitator: Emily Davies

Suitable for: Primary

WTV: Social Justice

Title: Feedback not marking!

Presenter: Liz Pyne

Bio: I have been teaching for 27 years in the state and independent sector. Over that time my focus has always been teaching and learning and I have led numerous initiatives across Coventry schools and with Warwick University. My research into educational pedagogy is varied, but my passion is to provide pupils will the best possible opportunities to make progress in the classroom. My time at Princethorpe College has been instrumental in furthering my research into effective feedback. This was documented in my article 'Feedback is an act of love' which was published by the Chartered College in July 2024.

Outline: What is the difference between marking and feedback? This session will explore the current research about what makes effective feedback in the classroom. It will also be full of tips on how to manage workload as a busy teacher but simultaneously continue to offer the best possible feedback and support for pupils.

Facilitator: Holly Heshmati

Suitable for:Secondary

WTV: Intellectual Curiosity