The purpose of GFM Talks is to welcome colleagues from across the GFM and our local area to share their practice, experiences and thoughts, within an educational context.
The GFM recognises the importance of sharing and values learning from one another to change attitudes, develop our outlook and enable us to best serve our community. Our agenda is to create a safe forum in which we can share, learn and spark debate and/or conversation.
Date & Time
3.30pm-4.15pm on the last term-time Thursday of each month
Programme of Speakers
If you would like to present please send your details, the title of your talk and a brief outline of the content to email@example.com.
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Alex Merrifield – Year 6 Teacher – Gomer Junior School
15 Online Teaching Tools
In this GFM Talk Alex Merrifield shares 15 online teaching tools that he wishes he had in the first lockdown. Back in March 2020 teachers were thrown into a digital age of remote learning with virtually no warning, meaning years of experience and training suddenly needed to be adapted. During this talk Alex will share how we can get a better grip on online teaching to own the digital age, as the more equipped the teacher, the easier it will become to adapt to lessons for remote learning.
Matthew Dacombe & Daniel Stancliffe – Bay House School & Sixth Form
Action Research in Education
Applying the TARGET Framework: Motivational Climate Theory and Education Pedagogy – Matthew Dacombe
Reflecting on the realities of trying to encourage a Mastery Motivational Climate in an educational setting. This talk discusses my personal action research on the implementation of motivational climate theory to challenge ego-orientated behaviours.
Mentoring in Schools: Theory to Practice – Daniel Stancliffe
A fundamental part of our careers as teachers is our training years. Our training years is where we learn our craft, utilising different pedagogical techniques to meet the individual needs of our pupils. This is all done under the watchful eye of a mentor whose job it is to steer us in the right direction. My piece of research analysed the effectiveness of a mentor implementing the ‘GROW model’ whilst mentoring a PGCE student teacher.
Teacher of Mathematics – Brune Park Community School
A Disembodied Classroom
The nature of the classroom is changing, just a year ago, on hearing the word classroom, most people would have conjured up the image of a physical space where all of the attendees were visible and the teacher/students could use visual cues to help navigate their way through the learning process. With the shift to blended learning and the introduction of Chromebooks into the classroom this has changed. The talk will explore the issues emerging from this.
Ryan Peet, Georgina Mulhall, Chris Willis, Deanne Coombs, Kerry Payne, Luke Adderley, Geoff Walls
The Learner Evaluation Working Group
What do students really think?
Understanding what our learners think about their well-being, learning, progress, personal development and education is fundamental to us understanding what we need to improve as a learning organisation. The learner voice must sit at the heart of our learning, teaching, self-evaluation and school improvement planning.
In this GFM talk, which is split into two parts, we will look at the ‘learner voice’ work of the Student Evaluative Enquiry Team at Bay House and the Learner Evaluation Working Group which has developed approaches to engaging with learner voice across all phases of the GFM.
David Higginbottom & Georgina Mulhall
Director of the GFM IOE & GFM Executive Head Teacher
A Reflection on GFM Talks
In this session of GFM Talks David and Georgina take the opportunity to reflect on the concept of GFM Talks and share their highlights and reflections from the talks delivered in previous years. Colleagues who have spoken at GFM Talks also share their reflections and motivations for presenting.
We look forward to welcoming colleagues to the GFM Talks during the course of the academic year.
Head Teacher – Bay House School
Narrative as a machine to think with
An exploration of how narrative methods can be used as a vehicle for school improvement.
Kerry Payne & Emily Weaver
Head Teacher & Assistant Head Teacher – Rowner Junior School
Opening Doors to a Richer English Curriculum
Enabling access to challenging (often heritage) texts for ALL learners, building their confidence so that they can appreciate, enjoy and read a wide variety of texts is central to the Opening Doors approach which has been implemented at Rowner Junior School. Bob Cox, the author of the Opening Doors series and the founder of Searching for Excellence, visited Rowner – having explored the reading and writing evidence across the school he reported on ‘the excellence being achieved’. The journey to date has ensured learners are developing as readers and writers, immersing them in high quality literature, raising expectations, increase learner engagement and pride in their learning and ultimately improve standards in both reading and writing. As a MAT we have the exciting opportunity to work with Bob on a KS2/3 (involving the primary, secondary and special phrase) project over the coming months – this session will give some background the Opening Door approach and the impact it has had at Rowner.
Karen Digby & Georgina Mulhall
Assistant Head Teacher & Executive Head Teacher – Gomer Junior School
Engagement with STEM from primary is vital and an integrated continuum curriculum will engender a love of STEM learning and enable better uptake of STEM learning at +16. Furthermore, Engineering Habits of Mind support an integrated STEM approach so that our learners are equipped with the necessary skills for the 21st Workforce.
Head Teacher, LWS Academy
The new inspection framework – ‘a first hand experience’.
LWS Academy is the first GFM school to experience the new framework. A GFM talk that provides an insight to the reality of the process, considerations for future visits, what the new language really means and it’s application (deep dive, intent, systemic etc); must do’s and an opportunity to provide intelligence that will aid preparation and development.
Engineering Manager – Airbus
Apprenticeships: Are they a real alternative route to employment or just another political fad?
Employers face a multitude of challenges in recruiting their future workforce, increasing retirements, employability of early careers recruits, increasing technology in the workplace and the productivity pressures that require flexible and adaptable employee’s from day one. In the vast array of routes into employment are Apprenticeships really a route that provides both students and companies added value, do they deliver the right kind of employee’s, are they competing with University routes and how do companies actually view the apprenticeship route? Roy is an Engineering Manager working for Airbus in Portsmouth and involved in their Early careers programmes and will provide an explanation of how apprenticeships work for Airbus.
Roy works with many schools and students across our area. The talk will promote thoughts around the different options the system provides for our students. Furthermore, with the new Education Inspection Framework in place, are our ‘Intentions and Implementations’ equipping our young people, in both primary and secondary, with the skills required for the 21 century workplace?
Head Teacher, LWS Academy
Using digital technology to drive learning
Digital technology and its advancement is shaping our world at an ever increasing velocity. Algorithms, patterns and trends are all being used to shape the world around us in ‘real-time’. How are are we embracing this change and advancement in education? Should we be thinking differently about how we use technology to drive learning and shape our organisational strategy and leadership?
Assistant Head Teacher, GFM
Teaching with someone else’s computer
Generation rent: Millennials rent everything in their lives – should we follow suit?” The Telegraph 29/3/19
“The future of gaming is not a box. It’s a place.” @GoogleStadia 19/3/19
Children in a GFM school today are given unlimited data storage with no charge to the family. They can access their files anywhere around the world, instantly. They can share work, music and videos around the globe in seconds. How can this enhance the learning experience and can we close the economic and digital divide?
Head of Mathematics, Brune Park Community School
Mathematics VS Numeracy: The impact of numeracy on the school curriculum.
Numeracy is fundamental to the quality of student engagement within the school curriculum as well as our community at large. Student confidence and ability with numbers impacts them academically and socially, so exploring the difference in how we perceive numeracy and how this impacts students’ experience of our subjects may reveal strategies to integrate with our teaching.
Teacher of Technology, Brune Park Community School
Resilience and The Importance of Positivity
Working in education can often place pressures on us that, if we allow them to, can then impact on how effective we are as classroom practitioners. This can often lead us to forget how lucky and privileged we are to work in this profession.
Kathryn Barnes & Rosie Ingram
Computing Leader & History Leader, Gomer Junior School
The use of ICT and computing across the curriculum
The use of ICT and computing across the curriculum should be embraced. A quote by George Couros describes this well; “technology will not replace great teachers but technology in the hands of great teachers can be transformational”. Through our talk, we shared some of the free, exciting apps that are out there that can enhance learning, grab student’s attention, make children want to learn and find out more for themselves. Children are growing up in a world full of technology and throughout our lessons and subjects, we can empower them to use technology to achieve really great things, model how to use social media platforms in a healthy way and inspire them to use technology to be self motivated and learn for themselves. It can also provide a much more efficient way to monitor, assess and evidence pupil’s progress for teachers.
Senior Teacher, Social Sciences, Bay House School
Responding to the specific needs of learners by implementing a range of intervention strategies, including the use of the Horsforth Quadrant, learning apps, diagnostic information and targeted interventions.
Deputy Head Teacher, Brune Park Community School
Transition into and out of the secondary phase – including aiming high post-16
Transition is a significantly important time for schools. Whether we are focusing on a cohort of pupils coming into secondary school, or leaving to access post-16 courses, the efficiency of transition will ultimately mean greater outcomes for our young people. Aiming high and raising aspirations is vital if we are going to ensure our Gosport learners have the best chance to access the highest level of learning possible – at both ends of the secondary spectrum!!
Executive Lead for Personal Development, GFM
How important is Careers education across the key stages?
Careers education has always been apart of the curriculum and in many cases in schools across the country often offers a low impact, ‘tick box’ type provision. The accountability for education and business to work closer together coupled with evolving views of a broad and balanced curriculum by central government; we will explore how a different type of Careers education across the key stages in the GFM will aim to raise aspiration and grow the life chances of all of our students in a much greater and more meaningful way.
Director of the GFM Institute of Education
David’s talk gives an insight into developing good leadership habits and why these are important. During the course of the talk, David reflects on his own leadership journey so far and shares questions for leaders at all levels to consider when reflecting on their own ‘habits’.
Teacher of Mathematics, Brune Park Community School
Pragmatism as an approach to classroom based research
Ben’s talk explores the importance of using evidence based approaches in the classroom. It introduces pragmatism as an approach to classroom research, and encourages teachers to undertake research with their pupils as a means to improve outcomes for their learners.
To be confirmed