Overview – by time and strand

10:00 to 10:45

• Cognitive science and primary maths – making the most of the research
• A Unique transition process – ‘Move up & stay up!’
• Drama across the curriculum.
• Why all schools and universities need to be arts rich.
• Grammar teaching: what, why and how?
• Fantastic Foundations: Supporting language and vocabulary development in EYFS
• Teaching for understanding in mathematics.
• What do school leaders need to know about knowledge?
• Enacting a broad balanced primary curriculum
• Exploring the power of the gaze in AQA’s GCSE English Literature Power and Conflict anthology.
• Increasing a school’s capacity for improvement – it starts and ends with me.
• Is it possible to lead with authenticity?
• Playing with language: how poetry should be taught
• Authentic assessment; effective feedback. Making it work while reducing workload.
• What makes effective assessment?
• Certainty over severity
• Leading an effective SEND strategy in school – challenges and opportunities for school leaders.
• A bittersweet empathy: Fostering empathy in the school environment for children in care.
• Values-based leadership
• Effective teaching at post 16.
• Lesson Study
• You don’t have to be a MAT to work here, but it helps!
• Panel discussion: Do we really need EdTech?
• Barriers to learning for the most vulnerable children

10:45 to 11:30

• Teaching for mastery in mathematics.
• Possibility thinking skills for EYFS: ‘I wonder…’
• The power of the performing arts to change lives.
• Songwriting, Shakespeare and self
• Your local English hub: what we offer.
• Refugees and belonging in children’s literature.
• Reading: It’s not just books.
• Developing excellence in mathematics
• A knowledge-rich curriculum: what, why, how?
• A sustainable curriculum
• Litdrive: Building a Community
• Yoga and meditation in school as a tool for wellbeing.
• Applying for leadership positions: get the job you dream of.
• Moving away from marking at primary
• Non-violent resistance
• Panel discussion: Where next for the exclusion and inclusion debate?
• The silent child. Selective mutism explained.
• Our journey out of Special Measures
• Instruction isn’t a dirty word. Not when it’s Rosenshine’s.
• How to create a research-engaged school.
• The FE sector uncovered
• Northamptonshire: a future hub of the Creative Industries, but how are we preparing our young people?

12:00 to 12:45

• The importance of drama in primary schools
• “Now I get it!” Developing teaching assistants as effective educators in mathematics.
• The voice of the child: Does eliciting the ‘Voice of the Child’ impact on children’s learning, development and wellbeing – and if so how?
• The teacher as alchemist: where art and creativity meet science and critical thinking.
• Improving writing by providing an audience through blogging
• Reading: Knowledge, Challenge and Identity
• Putting KS3 at the heart of the English Curriculum
• Choosing mathematical methods.
• Is Knowledge Enough?
• What Ofsted understands by a high quality curriculum and the quality of education judgement.
• Getting grade 7 – 9 in Power and Conflict poetry for AQA.
• Whole school staff and pupil mental health and wellbeing.
• Leading in a media storm
• Differentiated DIRT
• Stop making data up to make someone else happy and do something more useful instead.
• A quick history of BFS v1.0 to 3.0 and beyond.
• Just imagine.. using telepresence robots to support children with complex needs.
• A model for inclusion.
• Year 7 curriculum design – creating curious learners
• Dual coding with teachers
• Panel discussion: What will be the impact of the Early Career Framework?
• Going beyond expectations to make the MAT model the best version of itself that it can be.
• Digital learning across boundaries.

13:30 to 14:15

• Zoning in on creative development in the Early Years.
• Maths meetings – retention and fluency focus.
• A good start for all: sustaining transitions across the Early Years.
• Unlocking Potential – a new cultural strategy for young people across Northants
• Language, learning & memory in the primary classroom.
• Grammar policy and pedagogy from primary to secondary school.
• The power of pictures
• How I wish I’d taught maths: 1 year on.
• The curriculum as narrative: why your curriculum should be like a box set.
• #OnlyConnect – designing a changemaker curriculum. Connecting with the education eco-system for societal transformation.
• GCSE English language: tooling the dissenters and arming for argument.
• Restorative practices and inclusion
• How to help your students be more ambitious
• If schools ran like an IPhone…
• Panel discussion: Will the new Ofsted framework change the way schools do data?
• Are we the most assessed system in the world?
• Making the best use of Pupil Premium
• FGM is everyone’s business
• Building a sustainable PE structure
• Retrieval practice in the science classroom.
• Teaching teachers
• How to make an impact on School Business and Finance from within the classroom
• Dragons, droids and dinosaurs: gamification and the immersive curriculum.

14:15 to 15:00

• How to plan a week long STEAM event in a primary school
• Improving Reading – the first steps for a Multi-Academy Trust
• Compassionate Parenting
• Driving the Arts by being a creative leader.
• Closing the word gap in primary schools
• Whole school literacy at secondary: A poisoned chalice?
• Delivering excellent financial education.
• Phasing Learning
• Developing a knowledge-led primary curriculum.
• Creating identity – curriculum and community.
• Repairing a broken culture: what happens when you put teachers on a pedestal?
• Reset not Inset: mastering mindset for sustainable, satisfied people.
• Diversity benefits us all
• From policies to principles
• Marking and feedback strategies: Increasing impact, saving time.
• What can we learn by scrutinising pupils’ errors?
• 20 practical ideas to make school and life better for teachers and kids – that’s 1 idea every 2 minutes leaving 5 mins to sort out Brexit.
• The Affective Mentor: using reappraisal to support trainee teachers
• NTEC Research Project @UoN
• Digital Tank
• Online safety for primary school children

Strand 01: SEND, Support and Safeguarding ROOM 227

• Just imagine.. using telepresence robots to support children with complex needs.
• FGM is everyone’s business
• The silent child. Selective mutism explained.
• A bittersweet empathy: Fostering empathy in the school environment for children in care.
• Barriers to learning for the most vulnerable children
• Online safety for primary school children

Strand 02: Inclusion ROOM TPOD C

• A model for inclusion.
• Panel discussion: Where next for the exclusion and inclusion debate?
• Making the best use of Pupil Premium
• Leading an effective SEND strategy in school – challenges and opportunities for school leaders.

Strand 03: Leadership ROOM 229

• From policies to principles
• Values-based leadership
• Our journey out of Special Measures
• Year 7 curriculum design – creating curious learners
• Building a sustainable PE structure

Strand 04: Marking and Feedback ROOM 124

• Authentic assessment; effective feedback. Making it work while reducing workload.
• Moving away from marking at primary
• Differentiated DIRT
• Panel discussion: Will the new Ofsted framework change the way schools do data?
• Marking and feedback strategies: Increasing impact, saving time.

Strand 05: Assessment ROOM TPOD A & B

• What makes effective assessment?
• What can we learn by scrutinising pupils’ errors?
• Stop making data up to make someone else happy and do something more useful instead.
• Are we the most assessed system in the world?

Strand 06: Behaviour ROOM 126

• Restorative practices and inclusion
• Repairing a broken culture: what happens when you put teachers on a pedestal?
• Certainty over severity
• Non-violent resistance
• A quick history of BFS v1.0 to 3.0 and beyond.

Strand 07: Mental Health and Well-being ROOM 319

• Increasing a school’s capacity for improvement – it starts and ends with me.
• Yoga and meditation in school as a tool for wellbeing.
• Whole school staff and pupil mental health and wellbeing.
• How to help your students be more ambitious
• Reset not Inset: mastering mindset for sustainable, satisfied people.

Strand 08: #WomenED ROOM 322

• Is it possible to lead with authenticity?
• Applying for leadership positions: get the job you dream of.
• Leading in a media storm
• If schools ran like an IPhone…
• Diversity benefits us all

Strand 09i: Language, Literacy, Reading and Grammar ROOM 111

• Your local English hub: what we offer.
• Improving writing by providing an audience through blogging
• Language, learning & memory in the primary classroom.
• Closing the word gap in primary schools
• Playing with language: how poetry should be taught

Strand 09ii: Language, Literacy, Reading and Grammar ROOM 112

• Grammar teaching: what, why and how?
• Refugees and belonging in children’s literature.
• Reading: Knowledge, Challenge and Identity
• Grammar policy and pedagogy from primary to secondary school.
• Whole school literacy at secondary: A poisoned chalice?

Strand 09iii: Language, Literacy, Reading and Grammar ROOM 113

• Improving Reading – the first steps for a Multi-Academy Trust
• Fantastic Foundations: Supporting language and vocabulary development in EYFS
• Reading: It’s not just books.
• Putting KS3 at the heart of the English Curriculum
• The power of pictures

Strand 10: EYFS ROOM 228

• A Unique transition process – ‘Move up & stay up!’
• Possibility thinking skills for EYFS: ‘I wonder…’
• The voice of the child: Does eliciting the ‘Voice of the Child’ impact on children’s learning, development and wellbeing – and if so how?
• A good start for all: sustaining transitions across the Early Years.
• Compassionate Parenting

Strand 11i: The Arts ROOM 122

• Drama across the curriculum.
• The power of the performing arts to change lives.
• The teacher as alchemist: where art and creativity meet science and critical thinking.
• Unlocking Potential – a new cultural strategy for young people across Northants
• Driving the Arts by being a creative leader.

Strand 11ii: The Arts ROOM 121

• The importance of drama in primary schools
• Zoning in on creative development in the Early Years.
• How to plan a week long STEAM event in a primary school
• Why all schools and universities need to be arts rich.
• Songwriting, Shakespeare and self

Strand 12i: Maths ROOM 230

• Cognitive science and primary maths – making the most of the research
• Teaching for mastery in mathematics.
• “Now I get it!” Developing teaching assistants as effective educators in mathematics.
• Maths meetings – retention and fluency focus.
• Delivering excellent financial education.

Strand 12ii: Maths ROOM 321

• Teaching for understanding in mathematics.
• Developing excellence in mathematics
• Choosing mathematical methods.
• How I wish I’d taught maths: 1 year on.
• Phasing Learning

Strand 13i: Curriculum Thinking ROOM 017

• What do school leaders need to know about knowledge?
• A knowledge-rich curriculum: what, why, how?
• Is Knowledge Enough?
• The curriculum as narrative: why your curriculum should be like a box set.
• Developing a knowledge-led primary curriculum.

Strand 13ii: Curriculum Thinking ROOM 323

• Enacting a broad balanced primary curriculum
• A sustainable curriculum
• What Ofsted understands by a high quality curriculum and the quality of education judgement.
• #OnlyConnect – designing a changemaker curriculum. Connecting with the education eco-system for societal transformation.
• Creating identity – curriculum and community.

Strand 14: GCSE English ROOM 125

• Moving away from PEE
• Exploring the power of the gaze in AQA’s GCSE English Literature Power and Conflict anthology.
• Litdrive: Building a Community
• Getting grade 7 – 9 in Power and Conflict poetry for AQA.
• GCSE English language: tooling the dissenters and arming for argument.

Strand 15: Teaching and Learning ROOM 120

• Effective teaching at post 16.
• Instruction isn’t a dirty word. Not when it’s Rosenshine’s.
• Dual coding with teachers
• Retrieval practice in the science classroom.
• 20 practical ideas to make school and life better for teachers and kids – that’s 1 idea every 2 minutes leaving 5 mins to sort out Brexit.

Strand 16: Developing Teachers ROOM 127

• Lesson Study
• How to create a research-engaged school.
• Panel discussion: What will be the impact of the Early Career Framework?
• The Affective Mentor: using reappraisal to support trainee teachers
• Teaching teachers

Strand 17: System Leadership ROOM 115

• You don’t have to be a MAT to work here, but it helps!
• The FE sector uncovered
• Going beyond expectations to make the MAT model the best version of itself that it can be.
• How to make an impact on School Business and Finance from within the classroom
• NTEC Research Project @UoN

Strand 18: Digital and Creative Learning ROOM 123

• Panel discussion: Do we really need EdTech?
• Northamptonshire: a future hub of the Creative Industries, but how are we preparing our young people?
• Digital learning across boundaries.
• Dragons, droids and dinosaurs: gamification and the immersive curriculum.
• Digital Tank