Who Am I?Why I am telling you about boys?

Speed Dating?Are you going to the dinner tonight?What are you wearing?What are “typical boys” like at your school?What strategies have you used with boys that

have been successful?

Strategies for boysThis a whistle stop tour of everything that we

have trialled at our school.

PACE and COMPETITIONKeep up the pace of the lesson.Be energetic and relentless.Give time limits and stick to them.Have a stopwatch.Set challenges with artificial benchmarks.Start the lesson off promptly and have an

activity ready straight away.Instant praise.Mini plenaries.

A bat and ball cost £1.10. The bat is £1 more than the ball.

How much is the bat? How much is the ball?

How many of each type of animal did Moses take into the arc.

A word of warning!

GroupingsThink carefullyGroup for a purposeChallenge the boys to beat the girls?You are in charge of groups, not them!

Talk to themThere is a lot of football and rugby going on

at the moment, ask how they got on.Start on the right foot not on the defensive

straight away.Make it a rule at school that you have to

speak to kids in the corridor.

ITWhen possible use ICT in your lessons.

DisciplineStick to your guns and to the School policy.Be consistent.Tell boys exactly why they have been told off.Think about the punishments.

WHY?Try and explain why pupils are learning and

link this to real life and their futures.

DON’T BE BORINGNo lessons have to be boring.Curiosity.Get boys to lead learning, even the naughty

ones.Relearning.

To develop literacy in boys, close contact with parentsGood access to ict to speed up writing!Literacy focus in other subjectsReading for pleasure (form time?)How to improve in markingBreak down written tasksWriting tasks are directed at different audiences e.g.

school magazine, assemblySupport is withdrawn immediately when it is no longer

needed.Success criteria. Boys are given choice.

What does Ofsted recommend?

Raising boys achievement through sport education.

What is Sport Education?A teaching strategy that involves the pupils in

the learning process.Pupils take an active part in learning by

taking on jobs in the class.The jobs include: warm up coordinator,

equipment monitor, captain and coach.

What is important?Success criteria is known (not spoon fed)Pupils are aware of their role and are

carefully selected.Coaches need help and guidance.Roles are used as a learning tool to reach

targets.

Why should we use Sport Ed?Learning (accelerating progress) Practical Learning is more focused.Empowerment to learnerAFLBehaviourLeadershipChallenge, motivate and engageIntervention (target groups)

Teamwork for Success

Based on the YoUR Leaders Programme (Youth Sport Trust 2009)

-

What is the YoUR Leaders Programme?• A student centred curriculum model based on

Sport Education principles, within which pupils learn to plan, manage and run their own sports ‘season’ (several units of work).

• It supports the 3 aims of the secondary curriculum (Key Concepts and processes, range and content and curriculum opportunities)

AimsTo provide a broader, more relevant

experience for students at Key Stage 3.To strengthen links between subjects.To promote independent learning,

responsibility and ownership of learning.Help students recognise the importance of

roles within teamwork.

What did we do?I trialled the idea in maths then found some

allies.

Geography and Science- Target Year 7 boys with a perceived lack of confidence by giving them leadership experience. Other pupils fulfilled roles within teams

ICT and Music (Year 6)- More general implementation of roles within teams to approach projects and tasks.

Geography• Geography- Teams proposed bids for 2020

Olympics -

i) Resource Managerii) Scribeiii) Presentation Manageriv) Captainv) Coach

ICTGroups of 3 worked on projects involving

editing video and choosing and attaching music.

Roles-i) Directorii) Editoriii) Designer

Musici) Band Directorii) Roadieiii) Presenter

Focussed on a particular group of more able boys who struggle to fulfil roles within teams.

Science roles- Used during investigations

i) Captainii) Data Loggeriii) Lab technicianiv) Health and Safety Officerv) Brainiac

Teams were chosen by staff and roles were allocated dependent on their individual science targets.

Perceived benefitsMajority students engaged in their learning.Roles allow personalised learning.Mixed ability groups supporting one

another’s learning.The work was pupil led.It encouraged pupils to be reflective learnersPupils chose own targets when the work was

completed.Most significant impact on boys.

Perceived challengesPersonality ClashesUnbalanced groupsComfort zonesIntra-group hierarchiesLimiting/frustrating for G&T?Time constraintsRisk of overexposure

EvaluationStaff- Generally perceived the results as

positive. The majority felt that most groups worked well on the tasks and produced high quality results.

Pupils (Questionnaires)- Most pupils enjoyed the experience and felt that they had contributed to a successful team achieving required objectives. Many felt that they had gained confidence in teamwork and would be willing to try larger roles in the future. Boys felt they were more focused and less distracted.

Yr 7 Boys- Geography and ScienceStaff- • The overall impression was that the boys had

benefitted from the experience. • Only one group had not worked well together.

Pupils- • Only 1 boy felt that he had not had a positive

experience and had struggled to lead his team.

Progress Only one of the (10)Yr7 boys targeted made

no progress in Science and Geography.The remainder made 1 sub level’s progress in

both subjects in one term.Since focusing on boys learning our gap has

narrowed. The boys still fall behind the girls but in the last two years boys are catching the girls in yr6 sats results and when they leave in year 8.