2019 Speaker Information


Session 1

Lindsay SkinnerLindsey Skinner

Title: Developing Staff

Description: This session will focus on the ways you can develop staff through feedback, exploring the three main types of feedback and why sometimes it’s so bloody hard to both give and receive it. Lindsay will outline a practical approach that combines strategy with empathy so that you can get the most out of your staff and out of yourself.

Bio: Lindsay Skinner is Director of Education for the Bridgwater College Trust but will soon be headteacher at St James School in Exeter. She works for PiXL as an associate and as part of the English team and has published two books with Harper Collins. First and foremost, she is a teacher of English and a lover of all things literary and grammar(y). She can be found on twitter at @lindsayjskinner




Stuart PrykeStuart Pryke

Title: Maximising the Middle: Strategies for Securing Success

Description: This workshop will explore strategies and ideas for getting the best out of middle ability students as well as discussing why it is crucial to remember those who often overlooked. The session will include lots of practical methods for maximising the potential of these students and might include a free resource or two!

Bio: Stuart Pryke is a Subject Development Leader in his sixth year of teaching, and currently work in a small, rural school in Suffolk. He is currently working alongside the Senior Leadership Team to develop teaching and learning in his school. He is also passionate about promoting English in an extra-curricular context, for example through the Shakespeare Schools Festival, Youth Speaks debating and co-running the Extended Project Qualification taken by our Able, Gifted and Talented Year 10 students. In addition, he is the Suffolk Regional Advocate for Litdrive and has delivered breakout sessions for PiXL.

Twitter Handle: @SPryke2




Dr Arlene Holmes-HendersonArlene HH

Title: Classical connections: enriching English teaching with help from the Greeks and Romans

Description: This talk will outline the opportunities available to English teachers to include the teaching of Classical literature and culture via Greek and Roman mythology, etymology, drama, philosophy, rhetoric and poetry (in translation). Not only will your teaching of Shakespeare be improved because you’ll have a better understanding of the Classical literature which inspired Shakespeare’s work, but you’ll also be better equipped to teach persuasive writing because you’ll be familiar with the ancient handbook of rhetorical devices in which the secrets of linguistic persuasion are laid bare.

With full funding available for training and resources, there has never been a better time discover what the ancients can do for you and your learners.

Bio: Dr Arlene Holmes-Henderson is Research Fellow in Classics Education at King’s College London where she works on the ‘Advocating Classics Education’ project (@classcivanchist). She is an experienced teacher of Latin, Classical Greek, Classical Civilisation and Ancient History in the secondary sector and now advises a number of international governments on curriculum design and assessment reform in the areas of languages and humanities education. She trains teachers in the UK and abroad and is the co-editor of ‘Forward with Classics: Classical languages in schools and communities’ (Bloomsbury 2018).

Twitter: @drarlenehh




Andy Sammons Andy Sammons

Title: A Level Language: Staying Current and Tackling the Exams


Bio: Andy Sammons is a Director of English in a large secondary school in Wakefield; he has taught A Level for 10 years.





Adam RichesAdam Riches

Title: How to use feedback in class to reduce workload and improve student learning


Bio: Adam Riches is a Senior Leader with responsibility for Teaching and Learning. @teachmrriches






Lyndsey DyerLyndsey Dyer

Title: How to embed reading skills across the curriculum: no gimmicks.

a no gimmicks effective approach to embedding and developing reading skills across the curriculum. Come and discover what RnR (Register and Read) actually looks like.

Lyndsey Dyer is a former HoD in a special measures school. She is now Associate Assistant Principal and Literacy Lead.





Matt Carnaby and Summer Turner




Title: The development of the Victorian novel and its place in the Inspiration Trust curriculum


Matthew Carnaby is a standards leader for English at the Inspiration Trust. He has spent the last six years working in secondary schools in Norfolk and Suffolk as head of year, lead practitioner and literacy coordinator. He has a special interest in curriculum design, cognitive science and the use of oracy in the classroom. Matthew also blogs at http://wordpress.com/view/carnabymr.home.blog

Summer Turner is Director of Curriculum and subject specialist leader for English at the Inspiration Trust and a renowned speaker and blogger on curriculum, assessment, CPD, and leadership. She has spent the last eight years teaching in state comprehensive schools in London where she has held positions as Head of English and Director of teaching and learning. In 2016 Summer’s book Secondary Curriculum and Assessment Design was published as part of Bloomsbury’s CPD Library.





Simon Smith Simon Smith

Title: Why bother Reading? How to get children reading for purpose and pleasure.









Deborah Hawkins Deborah Hawkins

Title: Summative Assessment at KS3

Description: How do we meaningfully and reliably assess students summatively at Key Stage 3?  How do we generate and use data from these assessments to track student progress?  English is a uniquely difficult subject for which to summatively assess Key Stage 3 students and many schools have – understandably – resorted to the use of versions of GCSE Language papers and the awarding of GCSE scores.  In this workshop, we will explore the problems with this approach and look at some possible alternatives.

Bio: Deborah Hawkins is an Associate Vice Principal at Glenmoor and Winton Academies – two coastal comprehensive schools which have achieved GCSE results placing them in the top 1% for progress for the past three years. She pioneered a Raising Standards agenda at key stage 3 at the Academies and now leads on curriculum and assessment across all key stages.  English teaching remains her passion, and she has been teaching for 12 years.  Deborah blogs about both teaching and leadership at https://what-ive-learnt.blog/ and can be followed on twitter at @debbs_198





Phil Stock Phil Stock

Title: Developing Great Writing.

Description: The session will outline approaches to help improve students’ creative and analytical writing across the different key stages.

Bio: Phil Stock is deputy headteacher of a large secondary school in South London. He has been teaching for over 14 years in a variety of roles, including Head of English. He writes an occasional blog and sends the odd tweet @joeybagstock




Helen Daly Helen Daly

Title: Successes with English literature – grade 9s

Bio: Helen Daly is head of English at a comprehensive in Barnsley and she has previously been Lead Practitioner, as well as Second, and a co-ordinator at both KS3 and KS4 (leading as the new spec was introduced).

She is on twitter as @MissDalyEnglish






Session 2


Jennifer Webb Jennifer Web

Title: Teaching English Literature; tackling cultural poverty and disadvantage in the English classroom

Bio: Jennifer Webb is an English teacher and Assistant Principal: Teaching & Learning and Staff Development at Co-op Academy Leeds. She is the author of ‘How to Teach English Literature: Overcoming Cultural Poverty’ (2019), is a regular blogger, conference speaker and teacher trainer. She has worked in a range of schools in the past decade, ranging from the private sector, to some of the most deprived inner-city schools in West Yorkshire. Jenny is particularly interested in facilitating teacher collaboration, evidence based practice, and furthering the cause of common-sense in schools!

Twitter: @funkypedagogy

Website: http://funkypedagogy.com




Julie Hughes Julie Hughes

Title: Creative ways to engage students aiming for grade 4 in GCSE English Language

Bio: Julie Hughes came into teaching following a successful career in the commercial sector. After achieving a first-class degree in English and History as a mature student, she went on to teach English at a large Nottingham Academy where she quickly progressed to the role of Director of English and Literacy.   In her Literacy role she planned and delivered many successful whole school CPD sessions that she has since taken to other schools.

Julie works as a subject specialist for Pearson Edexcel, visiting schools to provide support with GCSE English specifications.

Julie is also a successful textbook author, having written several English GCSE Revision Guides, Workbooks, the Target Intervention titles, several books for Functional Skills and a Revision Guide for BBC Bitesize.

She still teaches whenever she can and works alongside English Departments running staff training and student intervention programmes.  Her particular passion is re-engaging the disaffected, and she has devised many effective strategies that aim to bring back a sense of achievement to even the most un-motivated English student.

Julie is engaging, funny and always enthusiastic.  Her approach is pragmatic; she is first and foremost a teacher and aims to deliver high-quality resources and approaches that can be taken straight back to school and into the classroom.





Mike Watson Mike Watson

Title: Picking Up Words

Description: Outdoor Learning can be a powerful tool in a teacher’s rucksack, but like any tool, you need the right one for the job.

This workshop will look at how Outdoor Learning can have a lasting impact on pupil’s understanding of broader, deeper vocabulary and how real experience and interaction with words and language can empower children to use it in their talk and writing.

The session will explore practical ideas for learning outside, using simple resources in your outdoor spaces, no matter how large or how limited.‪

Bio: Mike Watson is a Primary Teacher based in Lincolnshire. He has been teaching for 18 years and in that time he has taught across Key Stages 1 and 2, filling a wide range of whole school Senior Leadership roles, including Head of School.

Mike can often be found tinkering with edtech geekery, but he spends a lot of his time talking and writing about encouraging teachers to take learning outside the classroom and see how this can have a positive impact on children’s learning at different ages and stages of education.

He has spoken at Teachmeets and Conferences at Local, National and International level, when he spoke at Practical Pedagogies in Toulouse.

He has lead CPD sessions teachers and SCITT students.

Twitter: @WatsEd

Mike shares his blog and ideas at http://www.watseducation.com.






Gwen Nelson Gwen Nelson

Title: Narrative Point of View in Frankenstein – a short introduction to Stylistics & combined Lang-Lit teaching

Bio: Gwen Nelson has been in the classroom now for 16 years, with a brief sojourn into management. After just over a decade in secondary, she moved to FE at Warwickshire College. Gwen is now in her fifth year as a specialist teacher of AS & A-Level Language and Literature. She is soon to be published as a contributor to ‘Dual Coding with Teachers’ curated by Oliver Caviglioli, and a compilation A-Level Language & Literature textbook, written by teachers, for teachers.





Heather Hale Heather Hale

Title: How to enthuse and encourage Pupil Premium students with the English Curriculum

Bio: Heather Hale, Pupil Premium Leader, trained in an Alternative Provision before moving to Yorkshire. I currently work at Leeds West Academy.







Hugh Lester Hugh Lester

Title: Top ten tips for GCSE

Description: In this informal session Hugh Lester from WJEC Eduqas will pass on some tips for the GCSE English Language exam.  There will also be an opportunity to ask questions.

Bio: Hugh Lester (@hugh_lester) joined WJEC in 2000.  For ten years he was the board’s subject officer for GCSE English. Now, as Stakeholder Engagement Executive he works with schools in a more general capacity, in particular leading the Eduqas regional team he established in 2015 to support teachers in England.   He is pleased that his role allows him to maintain close ties with his subject area.  Before joining WJEC, Hugh taught English at Coleg Glan Hafren – now Cardiff and the Vale College – and in Germany.





Claire Stoneman Clare Stoneman

Session title: Heads of English leading up: what to do when your senior leader line manager isn’t an English specialist

Curriculum is in the ascendant.  It’s an exciting time for English teachers.  But what do you do if you’re a head of English with a non-specialist line manager?  This session will help middle leaders of English to work productively with non-specialist line managers, ensuring that you stay focused on keeping your curriculum at the heart of what you do.  Claire will explore some of the considerations around senior leadership curriculum knowledge, and how heads of English can work in partnership with non-specialist line managers to develop a great reciprocal relationship.  She will explore this through the lens of cognitive psychology, and what we know helps us all learn.


Claire is a teacher of English.  She is also a deputy head teacher, a blogger and writer, organiser of researchED Birmingham, and sometime opera singer.  Claire is particularly interested in curriculum development, and in middle and senior leadership.  She blogs at www.birminghamteacher.wordpress.com,writes for Teach Secondary and the TES, and presents at a number of researchED conferences. Claire is also a member of the steering group for the Midlands Knowledge Schools Hub.  Her favourite thing to teach is Macbeth.  Or maybe poetry – any poetry.  Yep, Claire loves poetry.  AndMacbeth.  And poetry.






Richard McDonald Richard McDonald

Title: How technology can aid effective retrieval practice

Bio: Richard McDonald is the Director of English at Driffield School and Sixth Form, responsible for leading the English department and supporting with whole-school CPD.  He tweets from @borismcdonald and has previously led training on EdTech to a variety of audiences, from ITTs to experienced staff. He has also led on whole-school EdTech training and written for CCT’s ‘Impact’ on using quizzing apps to aid retrieval practice.





Amjad Ali Amjad Ali

Title: SEND Friendly Teaching = Effective Teaching For All








Louisa Enstone Louisa Enstone

Title: Rigorous Fun: Creating Passion for English through Deep Learning

Bio: Louisa Enstone is an English teacher at a large secondary school in SE London. Her background is in creative writing but she has been causing trouble in the classroom for over 10 years. She firmly believes that we can learn with laughter. This session is for anyone looking to find ways to teach Lang and Lit GCSE with a bit of fun, a giggle or two, and maybe even some glitter. (Ok, I’m joking, there will not be any glitter).





Joe Sirodcar Joe Sirodcar

Title: Do we really need to teach vocabulary?

Description: This session will explore strategies to teach vocabulary to KS3 and KS4 students, both high and low prior attainers, and how this was implemented across the KS3 English curriculum.

Bio: Joe Sirodcar is Lead Practitioner and teacher of English at two single sex schools in Bournemouth. He has been teaching six years, trained through Teach First, and has previously been Literacy Coordinator and KS3 Lead.





Session 3


 Chris Curtis Chris Curtis

Title: Developing Explanations. How do we get students to improve their explanations?

Description: A session exploring how teachers can actively improve and develop explanations.

Bio: An English teacher. A head of department. A teacher directing teaching and learning across a school. Chris Curtis is a prolific blogger and has contributed to several books related to teaching. He occasionally writes for TES and other websites.  His first book on teaching has just been published by Crownhouse Publishers, How to Teach English

Twitter @Xris32

Website and Blogs           https://learningfrommymistakesenglish.blogspot.co.uk/





Marcello Giovanelli Marcello Giovanelli

Title: Teaching Grammar: The importance of Knowing About Language

Description: This workshop will argue for the importance and centrality of language work in the English curriculum. Drawing on historical and current research on grammar teaching, language awareness and teacher subject knowledge, the workshop will demonstrate and provide opportunities to explore the value of language and linguistics at the heart of English.

Bio: Marcello Giovanelli is Senior Lecturer in English Language and Literature at Aston University where he teaches stylistics, linguistics and English literature. His research interests are in cognitive stylistics and English education. Prior to working in higher education, he worked in secondary schools as a head of English, assistant headteacher, and deputy headteacher.





Elisabeth Bowling Elizabeth Bowling

Title: Structural analysis: a wider approach to literature and authorial purpose.

Description: This session will look at how to teach structural readings of literary texts and why this approach to literature is so rewarding. For a long time, literary analysis has been dominated by language, but exploring structure allows students to see links between texts and genres and encourages them to consider authorial intent from a wider perspective. The session will touch on the GCSE Language paper, but will also address why structure is a fruitful way into looking at literature throughout KS3 and how it can work to sequence a curriculum.

Bio: Elisabeth Bowling is Head of English at Hethersett Academy. Having worked in Barcelona, then London, she started working for the Inspiration Trust in Norwich last September.

She can be found on Twitter as @elucymay or on her blog at https://medium.com/@awildsurmise.





Beth Kemp Beth Kemp

Title: Being Bold and Letting Go – teaching English Language A Level with confidence.

Description: This workshop will examine some ways of exploring material with students and avoiding over-reliance on teaching language terms. This will offer new teachers of Language some practical teaching ideas to encourage students to engage with texts. Beth’s session will primarily focus on how to prepare material for use in the classroom.

Bio: Beth Kemp (@BethKemp) is an experienced teacher, examiner and textbook author for A Level English Lang. She currently teaches part-time in FE and is also pursuing a PhD in the use of YA fiction in the classroom.





Laura Webb Laura Webb

Title: Expectation and Evaluation: Ensuring Key Stage 3 is No Longer Wasted

Description: The workshop aims to look at how Key Stage 3 can be entirely re-written to ensure depth of learning which occurs over time. Laura will explain the high expectations she put in place at KS3 and then how this was evaluated and adapted at the end of the first year, and how this evolved further in its second cycle. The session will cover adapting units, assessments, and teaching to ensure no learning is wasted across Key Stage 3 English time.

Bio: Laura Webb has been teaching for 6 years, and is now second in department in a large secondary school in Gloucester, teaching across Key Stage 3 to Key Stage 5. Her main responsibility is leading Key Stage 3, and she shares resources/worries/ideas at @lauralolder





Susan Strachan Susan Strachan

Title: One year an English HOF: reflections, refinements and reasoning

Description: A walk through the process of settling in, reviewing current provision, leading a team and refining what was in place and the reasons behind changes and strategic decision making.

Bio: Susan Strachan came to teaching as a slightly more mature student and has been teaching for 10 years. She is currently working as leader of English and Drama in an 11 – 16 school in South Bristol having previously been a KS4 lead. She is an avid blogger and lover of English/teaching discussions and love a good chat in general. If you follow her twitter, you’d think all she does is teach and think about teaching but that’s just one facet of her.

Susan’s twitter handle is @susansenglish and she blogs  with “Why I Love” as the starting point for every blog at susansenglish.wordpress.com.






Sarah Barker Sarah Barker

Title: Planning a Cohesive English Curriculum

Bio: Sarah Barker is an Assistant Headteacher at Orchard School Bristol. This is her first year in this role, having been a Head of English for ten years prior to this. She is particularly interested in Shakespeare, Victorian Literature, and developing a stronger understanding of curriculum cohesion in English.






Sam Duffy Sam Duffy

Title: Meaningful self assessment to reduce marking load.

Bio: Sam Duffy is an English Teacher and Teaching and Learning Lead at an independent girls’ school. She is the regional advocate for LitDrive in South Yorkshire






Chloé Woodhouse Chloe Woodhouse

Title: Creating and developing effective readers

Bio: Chloé Woodhouse is Learning Director of English in a wonderfully diverse all-through school. SLE for English teaching and leadership. Edexcel examiner. Rep for LitDrive for Derby/Derbyshire. Passionate about all things Teaching & Learning. Loves Marvel/DC and dinosaurs. Often the last to leave the dance floor.





Zain Abedean Zain Abedean

Title:  “Knowledge organisers, quizzing and the science behind memory”

Description: This is a topic Zain is incredibly passionate about, and is currently spending time tucked up in quiet corners of libraries completing his Masters dissertation on it.  He works within the Dixons Academies Trust and has been fortunate enough to have been part of the journey the Trust has been on with KOs and quizzing.

Bio: Zain Abedean is a Teach First 2015 ambassador; a Teaching Leaders 2017 fellow; and he is also completing an NPQSL focusing on assessment and feedback. Zain was responsible for KS5 in 2016/17, KS3 in 207/18 and this academic year has been responsible for KS4. He currently coaches teachers in his school and is part of a team of teachers who receive IfT training, exposing them to evidence based strategies which have the greatest impact. This training identifies highest leverage next steps to push coachees’ practice forward, which ultimately secures better outcomes for students.





Karen Dunn Karen Dunn

Title: The Catwalk of Learning: Modelling in the Classroom

Bio: Karen Dunn is an English teacher, former HoD with an MTeach researching SOLO taxonomy under her belt.  She trained and taught in the state sector for 13 years before moving to the independent sector in 2015.  With new opportunities and challenges, she has continued to embrace research in her classroom and department from changing marking and feedback to WCF, investigating the Harkness model for discussions, and exploring strategies for better meta-cognitive learning.  She is a passionate advocate for using research and evidence-informed practice who is desperately carving her own research lead role.

She is on Twitter as @Wren1979





Session 4


Caroline Spalding Caroline Spalding

Title: Making the difficulty desirable: how to effectively challenge pupils of all starting points

Description: Much has been written about the way the new English GCSE specifications have ‘raised the bar’ not least in terms of the demands on pupils’ ability to read and respond to a wide range of (often archaic) unseen texts. But how can teachers encourage all pupils to relish this challenge? This workshop will provide practical strategies related to: preparing pupils for understanding challenging texts; writing academic, analytical responses; and, motivating pupils to persevere when they are finding it tough.

Bio: Caroline Spalding has been an English teacher for nearly 13 years, was a Faculty lead for six, and has been an Assistant Head for two. She currently leads on Key Stage 4, Pupil Premium, and standards in an all-through school. She is a member of the Department for Education’s ITT/Career Progression advisory group, a WomenEd regional lead, and is part of the @SLTchat team.




Katie Ashford Katie Ashford

Title: Knowledge in English: What and How?

Description: There’s a lot of discussion out there about knowledge curriculums. But in a subject as subjective and creative as English, how can we make this work? How can we ensure that knowledge leads to- rather than crowds out- creative and analytical thinking? In this workshop, Katie will present some thoughts on what knowledge to include in a secondary school English curriculum, and how to integrate knowledge in to your teaching.

Bio: Katie Ashford is a Deputy Head at Michaela Community School in Brent. She has helped to develop and implement a knowledge curriculum from year 7 to year 11, and has lead the school’s reading and literacy policies. Katie has a keen interest in supporting pupils with Special Educational Needs to access and write about challenging texts. She has written various blogs and articles on knowledge and mastery in English. Katie blogs at: https://tabularasaeducation.wordpress.com/




Dr Jess Mason Dr Jess Mason

Title: Reading: Knowledge, Challenge and Identity.

Description: This session reflects on the role and place of reading for pleasure within the primary and secondary English classroom. It considers how students’ sense of what reading ‘is’ and whether or not they consider themselves to be ‘a reader’ is shaped as they progress through school. In particular, the session explores the convergences and tensions between formally studying and analysing texts with young people and, at the same time, encouraging them to read for pleasure, focusing in particular on the educational value of reading. In doing so, the session encourages reflection on what reading in school is, or should be, ‘for’, and how we can navigate the different messages students might receive about this, especially in the context of high-stakes exams, accountability culture and the wealth of other pressures on teachers. Reading is considered through the lens of identity, especially in terms of how young people see themselves, their ambitions and their potential as they move through education. The session will introduce some simple concepts from cognitive stylistics to offer attendees a way of talking and thinking about the relationships between reading, English and identity more systematically.

Bio: Jess Mason is a Senior Lecturer in English Language at Sheffield Hallam University. Her research focuses on reading, studying and talking about fiction, particularly in a secondary school context. She also specialises in cognitive approaches to understanding reading and engagement with stories.

Her personal twitter handle is @DrofletJess – she also runs @ExploringEngEd – an account that tweets all things English Education including research and, between October and December, live ‘follow along’ lectures.





Jonathan Peel Jonathan Peel

Title: Introducing students to the study of A Level literature

Bio: HOD – about to be SLT… senior teacher (staff) with focus on training, cpd, well-being and other stuff… but still teaching English.








Zara Shah Zara Shah

Title: Re-thinking KS3: Designing Systems for Marginal Gains

Description: This session offers an overview along with some methods and strategies for designing systems within a KS3 curriculum that foster connectivity, creativity and challenge. It merges theory and practice to inspire a pedagogical approach that does its bit to ensure these aren’t the wasted years, but instead a time where the cultural capital of our students can be enriched and a love for the subject truly fostered!

Bio: Zara Shah is the KS3 English Coordinator at The Grammar School at Leeds and co-organiser of the annual Teaching and Learning Conference @TLLeedsConf. She has a passionate interest in embarking on pedagogical approaches that are embedded in both theory and practice. Zara completed her Masters in Teaching from The University of Leeds in 2018 with a Distinction, and has in the process conducted a series of action research projects and case-studies on the gender gap, metacognition and student learning behaviours. Zara’s current research project for an NPQML qualification is the initiation of Assessment Books in KS3, in order to facilitate progress and improve outcomes. Zara is also a co-opted governor at an outstanding primary school and works in collaboration with a family of local schools, as well as schools abroad, driven to share best practice and ensure that all students experience a rich and varied curriculum.

Twitter handle: @zssnas

Blog: https://insidethehamsterswheel.wordpress.com/




Helen Ralston Helen Ralston

Title: Tackling Tier 2 Vocabulary: Teaching it, Remembering it, Working it Out

Description: This session is an introductory session for tackling Tier 2 vocabulary and increase the “word richness” of your classroom.  In the session, Helen will summarise some of the recent research that provides the impetus for explicitly teaching vocabulary before sharing approaches she has piloted with her classes:

  1. Teaching vocabulary effectively in the first instance
  2. Remembering vocabulary over time
  3. Teaching strategies for what do when the above has failed and you’re still faced with a word you don’t know!

Bio: Helen Ralson has been an English teacher for over 12 years, holding other Learning and Teaching oriented posts such as, KS3 Co-Ordinator, Head of Department, AHT, DHT and now Head of School.  She is strong believer that Headteachers teach and has currently has two GCSE classes.  She is on twitter at @ralston_h





Lauran Hampshire-Dell Lauran Hampshire Dell

Title: Making the abstract concrete

Description: This session will focus on how to help students develop empathy in English and embedding that into their writing using systemic approaches more commonly seen in Maths, Technology and Science.

Bio: Lauran Hampshire-Dell has been teaching for almost 5 years and is currently a full time English teacher and Literacy Coordinator. This talk is based on an in-school research project that she has led and has come out of working across departments in order to improve outcomes (especially for boys) in English. It’s also developed through working with a local SCITT programme where she has helped trainees learn how to teach writing.

Twitter: @LauranTeaches





Niomi Clyde Roberts Niomi Clyde Roberts

Title: Using Metacognition strategies to develop English and Reading, in the Primary classroom.

Description: This session will share effective strategies that provide impact and allow the children to become independent learners and most importantly memorise newfound information and have a thirst for learning.

Bio: Niomi Clyde Roberts is a Year 5 Class Teacher, Year Lead, SLT and Head of Science, across four academy schools. She is passionate about Emotional Intelligence, Metacognition and memory retention. Niomi is in her seventh year of teaching and is about to embark upon a new leadership journey.

Twitter: @NiomiColleen





Lyndsey Caldwell Lyndsey Cauldwell

Title: Extreme modelling: the transformational effect of modelling at sentence level.

Description: Modelling writing is a crucial element of our teaching. Taught well, it empowers students to write confidently and independently, reliably giving students access to the much sought-after ‘high success rate’. It’s also difficult. Far from a simple matter of providing models, successful modelling is deceptively complex, requiring careful planning and technique-awareness if students are to gain most benefit from our efforts. This session outlines a highly-intentional and carefully-designed approach to using models of analytical writing at paragraph and sentence level for English Literature, with clear applicability for other extended-writing focused subjects.

Bio: Lyndsey Caldwell is the Assistant Headteacher for learning and teaching at The Cherwell School, a large comprehensive school in central Oxford. Starting at the school in 2004, she worked as a TA, cover supervisor and in the inclusion base before qualifying as an English teacher in 2010. Appointed English Faculty Leader in 2015, she led a highly successful team and was appointed Assistant Headteacher for learning and teaching in 2018. ​

Lyndsey is on twitter as @MsCaldwell1





Mark Miller Mark Miller

Title: Sentence combining: the key to writing fluency

Description: To free up cognitive resources, we need to ensure that automaticity is achieved in handwriting, spelling and sentence construction. This workshop will explore how we can improve the latter, looking at practical ideas to support the shaping of ideas into complex or concise constructions, appropriate to the writing situation.

Bio: Mark Miller is Head of Bradford Research School and teaches English at Dixons Kings Academy.

You can find him on Twitter as himself (@markmillerteach) or as Bradford Research School(@BradResearchSch). He blogs very occasionally at thegoldfishbowl.edublogs.org





Dr Charlotte Bell Dr Charlotte Bell

Title: Year 9: to GCSE or not to GCSE?

Description: The introduction of a new GCSE curriculum has prompted many schools to start teaching of GCSE in year 9, a practice that the new Ofsted Inspection Framework suggests is not one that helps to offer a broad and balanced curriculum that develops pupils’ cultural capital and engagement with the subject. This workshop will share the journey taken to introduce a new year 9 curriculum (grounded in schema theory) that prepares pupils for GCSEs in literature and language whilst also developing pupils’ love of the subject.

Bio: In her current school (Balaam Wood School) Dr Charlotte Bell leads on strategic oversight of assessment and data in English. She will be joining George Dixon Academy in September as Deputy Director of English.

Follow her on twitter @cslbell

She also tweets for MaternityTeacher PaternityTeacher Project @Maternity_CPD