VNET EDUCATION CIC

Projects 22/23

VNET's mission is to enable members to engage in meaningful professional development, bringing world leading ideas into practice and facilitating vibrant working CPD cohorts.

Project Programme for 2022/23

One of the legacies of the pandemic is the widening of the gap for many disadvantaged groups of children. This challenge exists alongside many other challenges that schools already faced including curriculum, finance, SEND and behaviour. In 2022/23 VNET will focus on supporting schools in developing strategies to address these gaps and challenges and to continually improve the ‘Quality of Education’ in our schools.

The projects run throughout the year, with gaps tasks and peer-to-peer support to help embed learning and practice. The sessions are run via Zoom from 1-4pm in Autumn 2, Spring 1 and 2 and Summer 1. Members can use credits to access projects at 6 credits per project.

Developing Teaching Excellence – Mark Burns

Pragmatic, evidence-based strategies to ensure responsive classroom teaching to deliver great outcomes

Keen to learn research informed approaches to develop teaching in teams? Seeking leadership strategies to ensure consistent experiences for learners across teams? This project will support busy leaders to build impactful routines and habits in teams to develop the understanding about, and impact of, teaching over time. Building upon more than a decade of proven track record in supporting teacher development, this project will equip leaders with a framework to deepen dialogue, strategies to ensure feedback is impactful, and a shared language for teaching excellence. It will also unpick the common barriers that inhibit growth and provide strategies to overcome them.

Mark Burns

Oracy – Alumnis Trust and Plymouth Marjons University

Use oracy as a powerful tool for pupil's learning: understanding self; others and the world around them.

Oracy is the ability to articulate ideas, develop understanding and engage with other through spoken language. Through oracy children develop and deepen their subject knowledge and understanding. Children learn to talk and learn through talk. 

This Oracy Framework is focused on the deliberate, explicit and systematic teaching of Oracy across the curriculum. Similar to the practice of ‘talk for writing’ the Framework seeks to make firm links between speaking, listening, reading and writing. The programme has an emphasis on subject specialist language and cultural capital to set them up for both academic and social success.

Emily Partridge, Alumnis Trust

Behaving Together in the Classroom

Practical frameworks and processes to help teachers and TAs identify, understand and support the issues children bring to the classroom.

Using a clear five step formula, this project explores the perspectives of children, to guide teachers as they support them within the school environment.

The project will explores the nature of emotional health and well-being and the real implications of this on the way children are seen to act within the school. Rather than punishing unwanted behaviour, we begin with the assumption that behaviour is our innate form of communication, that should be supported rather than controlled. It recognises the network of relationships within a school’s community and provides helpful resources to support a child’s inclusion in school life. 

This project will help build a reflective toolkit for teachers and those interested in the pastoral care of children.

Sarah Johnson

Evaluating the Impact of your Curriculum

Meet the challenge of ensuring that pupils know more and remember more and therefore are making progress as described in the Ofsted Inspection Framework

When inspectors evaluate the impact of the education provided by the school, their focus will primarily be on what pupils have learned. Having a well-structured, well-taught curriculum will lead to good results because those results will reflect what pupils have learned.

The impact of the curriculum lies in whether students have learnt the things you’ve taught them. How do you know whether pupils know what you think they know?

This project is intended for primary and secondary headteachers, senior and subject leaders who want to ensure that all pupils benefit from a good quality of education and optimise their learning and outcomes.

Photo of Emma Adcock – VNET EDUCATION CIC

Emma Adcock

Maria Curry

Why should I sign my school up to a project

Learn from the experts

School-wide impact

Drive Change

Promote professional development

Benefit from peer group support

Lead school-wide improvement

Questions?

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