Page 7 - Athelstan Argus - July 2022

students from different schools commented that they know they will be praised and encouraged to
improve whilst also always be included and have chance to join in.

The quality of clear instructions and explanations observed was excellent. Explanations, supported

by skilful sequencing of activities, enabled all students to be active learners and removed any
inequality of experience. Most impressive of all, though, was the expert use of modelling seen
throughout this review. Most teachers were highly skilled in taking opportunities to use modelling to

demonstrate and reinforce instructions and guidance to the class. Often, the modelling came from
the teacher but other students were also frequently used to illustrate how an activity works but also

to visually explain and reflect on how techniques can be improved. The teachers are consequently
very active and focused in the lesson, able to refer back to the modelling as a reference point
when supporting individual students. Any colleagues wanting to develop their own use of

modelling would do well to arrange to observe a P.E. teacher in action!

As with each review, since the report was published, there has been an opportunity for all those
involved to meet and discuss the findings. The aim is for collaboration to sit behind each of the

Athelstan reviews with questions for consideration posed throughout the final report and a
concluding list of how the Athelstan Central Team will support the theme going forwards. A flavour

of some of the questions posed are listed below but we’d encourage you to read the full report
(available from SLT and P.E. leads in each school).

For consideration:

• Does EDI in your curriculum include the representation of disability (as well as gender, race,

sexuality etc.)?
• How is prior knowledge of the KS2 curriculum of feeder primary schools being used to
inform KS3 curriculum decisions and react to inequalities?

• Have teachers been offered any training to support them to avoid any unconscious bias in
terms of the way that language is used to motivate and challenge students?

• Who is regularly collecting and reviewing student voice to ensure that all students feel
positive about how lessons and the curriculum support them to feel included and
represented?

• Do the students involved in extra-curricular and enrichment opportunities represent a diverse
range of the student body and if not, how is this being addressed?

• Are all teachers in all faculties supported to utilise the potential power of a plenary as a
moment to create and reinforce inclusivity and equity of progression?

Finally, thank you to everyone involved but particularly to Andy Hartley (Bradon Forest School) and
Esther Deans (Athelstan SLE for EDI) for supporting our observations and sharing their expertise.