On 10th October we will be celebrating the life of an amazing teacher and a fantastic friend, Lyndsay Collin, by wearing non-school shoes.
Students are asked to bring an item of tinned food to donate to FIND.
So they’re able to give students the best education possible, we aim to give all our teachers the best training possible, whether they’re at the start of their career or established members of the leadership team
Why train to be a teacher with Paradigm?
Paradigm Trust has a significant track record of delivering high-quality initial teaching training (ITT).
At Paradigm Trust, one of our mottos is “Teach the right things, efficiently.”
We know every minute we have with our learners is important so we never waste time. We take the essentials of every subject and make sure we teach them in the most effective way. We know what works in the classroom and we want to share that.
To deliver our high quality teacher training, we’ve built strong partnerships with several ITT providers. And as the national ITT framework aligns closely with the Paradigm framework, it allows trainees to fit in with our approach to education and have a good grasp of our pedagogy from the start.
The course combines personal learning sessions with vital time in the classroom, observing and working with established teachers to deliver a range of lessons to children. These practical sessions will account for around 80% of course time and give students the essential skills and experience they need to become a professional teacher.
Most of these practical sessions will be at Ipswich Academy, however we will make sure learners have time at another secondary school to expand their range of experiences. If trainees are looking to teach at primary level their training will take place at Murrayfield and Piper’s Vale instead.
Career Progression at Paradigm
After their first year, teachers can look to move into a subject lead position at Paradigm. This builds experience and confidence as a middle leader. They get the benefit of working with more experienced colleagues and as a team across the wider Trust. It improves their understanding of the curriculum, of how Paradigm works as an organisation and how to develop teacher resources, all with peer support from across the Trust.
As teachers progress further in their careers, they can take advantage of training opportunities funded and delivered by us for middle, senior and principal level training.
If you’re interested starting your teaching career at a Trust that has a strong emphasis on quality training and your career progression then contact Ben Rogers to find out more. We would be very pleased to meet with you at any of our schools.
The maths department at Ipswich Academy takes a mastery approach to learning, ensuring our students revisit the same core areas throughout their schooling, so they achieve a level of knowledge which gives them greater capabilities in the subject.
Lyndsay Collin is one of our mathematics teachers and is also Paradigm Trust’s NCETM (National Centre for Excellence in the Teaching of Mathematics) maths hub specialist.
“With the Maths Mastery system, depth of knowledge is far more important than breadth,” she says. “By using a consistent approach to teaching the subject in the Trust, from early years at the primary schools through to KS4 and their exams, children moving through the school can grasp the fundamentals and build on them, every time they revisit.“
Having a strong foundation in maths gives a student a good advantage when they come to the more advanced topics at secondary school. This is why Paradigm Trust places a particular emphasis on learning the language of maths. From their very first years at primary school, we build pupils’ mathematics vocabulary to increase their confidence in the use of terms such as coefficient, highest common factor and lowest common denominator. This helps pupils have better conversations around the subject and makes answering examination questions easier when they reach their GCSE studies.
“There is a real ‘talk for learning’ ethos across the curriculum, so our maths lessons involve a lot of conversation in the classroom.” Lyndsay continues. “A key technique to encourage this at Ipswich Academy is the Agree, Build, Challenge (ABC) model which teachers use to coax enhanced discussion and thinking. For ‘Agree’, we give students two answers and they have to say which they agree with, then explain their rationale to justify their answer. ‘Build’ requires the teacher to ask a student to build upon another student’s answer, elaborating or giving new information. ‘Challenge’ involves us asking a student whether they would like to challenge each other’s answers and opinions in a positive and constructive way.”
The most recent progress 8 score at Ipswich Academy was a strong +0.29 and Key Stage 3 attainment is above the national average. The number of students achieving between level 4 and level 9 at Key Stage 4 is also increasing. Across the five primaries 71% are attaining level 4+ and 53.7% are working at 5+. Everything the Trust does is evidence based, and these outcomes are solid proof that the approach we are taking with maths is delivering great results for our pupils.
It’s common knowledge physical exercise is vital for keeping our bodies in good shape but the benefits of Physical Education in school extend far beyond the sports field.
In 2020, after the national lockdown, children’s charity Youth Sport Trust carried out a survey of 1,396 young people aged 6–15 to discover how they now felt about sport and exercise. Over a quarter said physical education, sport and exercise had made them feel better during that time. Additionally, 40% said not being able to play sport had made them feel worse. Clearly, sport and exercise has a positive impact on the mental health and wellbeing of children and young people.
At Ipswich Academy it is easy to see the positive effects PE has on our students. In lessons following PE their attention is noticeably greater, their ability to focus is far better. And in the long-term PE builds self-confidence, reduces anxiety and improves self-esteem. It also helps young people develop attributes which help them cope with difficulties and setbacks.
We take a skills-based approach in our PE lessons to improve the fundamental movement skills – running, jumping, hand-eye coordination, balance, agility, throwing and catching – this way pupils can develop the core abilities which are used in multiple sports and physical activities.
The mental side of sport isn’t ignored though. We place a great emphasis on the ability to outwit opponents with strategy and tactics, and students are routinely exposed to attacking and defending principles specific to activities through in-depth discussion.
To be able to track our students progress effectively, measurement is key. We use five assessments each term to check how they’re improving in areas such as speed, fitness, coordination and strength. We then use that data to adjust our lessons accordingly, so the pupils continue to make progress, term after term.
At the core of sport is competition, which is important for helping students develop a winning mental attitude and equipping them to handle both success and failure. To do this we play competitive games in sport and take part in inter-school competition. As well as teaching pupils about sportsmanship and respect, it fosters a sense of friendly rivalry and school pride, and boosts morale and self-esteem. PE is an essential part of the curriculum that builds strong character and develops qualities in pupils which are beneficial in all subjects, as well as their lives beyond school.
In a world in which we are surrounded by music every day, Music lessons help pupils understand and appreciate it in some way, whether that’s by learning an instrument, connecting on an emotional level or even using it as a method of self-regulation. It’s also a subject which has many benefits that reach far beyond learning an instrument or improving children’s musicality.
To give our students the best music education we can, all our lessons are planned and taken by specialist teachers. We have also allocated Music more space in the timetable – rather than being on a carousel rotation, music is now a regular part of the curriculum so all students in year 7, 8 and 9 receive an hour’s music lesson every week, all year round. We also run several extracurricular clubs for students who wish to explore music further, including music tech club, guitar club and Let’s Jam where they can turn up and play songs together.
As well as improving their musicality, students are also building interpersonal and intrapersonal skills in their lessons. We ensure there’s always a practical aspect to every lesson, usually group work and performance. These activities build confidence and self-esteem, and grow skills such as team-building and working with others. Learning to play a musical instrument also teaches resilience and patience, as there is no shortcut to competence, just perseverance!
A good example of what music can teach is demonstrated in our Year 7 unit called ‘Find Your Voice’. On one level this is about singing and body percussion, but it is also there to help deal with the performance anxiety many Year 7s have, especially as they are starting a new school. The goal is for them to recognise that music is a subject where there are high expectations, and even though their worries are understandable, they are still encouraged to perform. The quality of the singing is important, and so is building the learner’s confidence, so in future units of study and elsewhere in their life they are better able to cope with similar situations.
As well as learning about music theory, our pupils also learn about the cultural aspect of music and its history. As we learn about different genres of music, we also study the context and diversity of the genres; the place where it was born, the people who created it and the time period. For instance, when studying funk, soul and blues pupils also learn about slavery and segregation. In this way Music is a cross-curricular subject, linking pupils’ learning to many other areas on the timetable.
With religion and beliefs becoming more visible in public life locally, nationally and internationally, it’s important that students are able to learn about them and understand them.
Philosophy, Religion and Ethics allows us opportunities as a school to promote an ethos of respect for others, challenge stereotypes and build an understanding of other cultures and beliefs. This in turn contributes to promoting a positive and inclusive ethos at Ipswich Academy that champions democratic values and human rights.
Throughout the school year we give our pupils opportunities to explore the interaction between religions. For example, we ran a gratitude tree project at Christmas and though Christmas is a Christian festival, pupils of other faiths were able to focus fully on the gratitude side of the celebration; how they were thankful for their families and their faith during the pandemic. It is a great way to demonstrate how people of different faiths can coexist harmoniously.
Studying faith and religion provokes challenging questions and encourages pupils to explore their own beliefs. It enables them to develop respect and understanding for others and it also prompts pupils to consider their rights and responsibilities to society, and helps them understand themselves. Philosophy, Religion and Ethics supports all three Paradigm values of integrity, excellence and community.