PARK HIGH SCHOOLCPD 13 – 14

Enquiry Groups: Clusters and Mentors

ClusterGROUP MEMBERS CURRICULUM

AREAQUESTION FOCUS COHORT Pedagogy Mentor

A

Sangita PatelCoral MartinRoisin WalshSabah Zafar

ICT and computer science

How can we change the perception of computer science and IT to encourage more girls to choose this subject for further study?

Year 9 girls Shilain Keshani

Matthew FowlesMarilese Janse van Rensburg

Maths Does ICT have any impact on the understanding of the weakest and strongest students in mixed ability year 7 groups?

Top 5 and bottom 5 from each year 7 class comparing those using ICT and not

Shilain Keshani

B

Mine BayarJo LambertHema Patel

Maths How can we use theories for behaviour for learning to empower trainee teachers to manage behaviour within the classroom? (Use a checklist of specific behaviours to monitor the impact of teacher behaviour upon student behaviour)

Year 8 +y year 10 class to compare and contrast

Jo Lambert

C

Colette O’DwyerJohn CordaraGaye Kassir

Safeguarding

Do our safeguarding processes support students’ preparedness to learn?

Those students who have needed/ continue to need this specialised support

Neil Darby

Mike HaldenbyKrisia Dalziel

SLT Is punishment support? Is support punishment? Neil Darby

Neil DarbyClaire Tomsett

PE How can we get students to gain more marks in the 8 mark written questions?

GCSE (Yr 10 + 11) Neil Darby

D

Naomi BarkerClaire Chamberlain

Phil and Ethics

How can we provide meaningful opportunities for year 7 students to develop their critical thinking skills?

7c Sonal Shah

Louise GormanSabina BrumsackRanee SalletJessie Adams

MFL Which questioning techniques will engage ‘coasting’ year 11 students? (raise engagement levels; raise self-esteem)

Year 11 ‘coasting’ students D-C-B or low self-esteem

Sonal Shah

E

Nisha KeraiSital Kerai

D+T/ ICT Does levelling and grading hinder creativity/opportunities to think out of the box for our learners?

Year 8 Michael Whittaker

Jan BeckerStacey AcheampongStuart Preston(?)

PE How can we use data in order to help underperforming students make more progress in KS3/KS4 or GCSE?

KS3 and Sport leadership+ NGB

Michael Whittaker

Michael WhittakerChris Jones

PE How can we help more students to achieve level 7 by the end of KS3?

9D and 9F pupils who by December 13 have 5a+

Michael Whittaker

F

Samia ParkarGillian LeonardAndrew TadrousAbdul Said

Science How do we get students to take action/ownership of their work to stop making the same mistakes?

KS3 Kim Day-Haynes

Helen MyrtleAlan Shorter

Science What is the impact of triple impact marking? MY – year 10 lower abilityAS/HA – 9i currently L5a+

Kim Day-Haynes

G

Laura LeighEmily Peacock

Dance How do we improve the translation of practical and analytical learning of year 10 students into successful (succinct/coherent) answers in the GCSE written paper?

Year 10 GCSE option class

Hayley Perren

Hayley PerrenJen Barnes

PE How can we ensure that there is a dialogue between students and their teachers in GCSE about their learning?

GCSE (yr 10 +11) Hayley Perren

H

Manni ObbengChris Scott

Maths / Science

Orchestrating for the development of student automy...with a particular focus on intervention at KS5.

KS5 Sangeeta Chhantbar

Pippa MeiselsEmlyn Lumley

Maths To what extent can we remove ‘scaffolding’ while strengthening learning? (How little scaffolding can we get away with while doing it well?)

11b/m2 particularlyAkmal, Hamzah, Arunthan (?), Thibangi, Gowtham, Varun and Andriana

Sangeeta Chhantbar

I

Alex CoxSean Guiheen

PE How can we improve the year 7 curriculum for student progress throughout KS3?

Sarah McColgan

Melanie SykensJoe PichJo Cooney

Science What activities lead to meaningful learning from all of 11b1? 11b1 Triple Science group (Balegh, Yash, Inder, Ammar, Priyesh, Nirushan et al.)

Sarah McColgan

J

John BinnsAlison Bartle

D+T What can be done to encourage students to have more consistent levels of engagement for practical and theory work?

Year 8 Product Design

Matt Ennals

Matt EnnalsRuth PepperellSarah Jones

Art How can we help to engage boys in Art? Year 9 boys (SA/SA+ in particular where possible)

Matt Ennals

K

Emma KellyVerity Firth

Science How can we improve students’ written argumentation skills when writing about controversial issues?

Year 12 Biology students

Helene Galdin-O’Shea

Katherine MoriuchiLorraine TelferChandni JeshaniHina Bharadawa

Maths How can the learning and knowledge be retained for longer by the students?

Year 10Set 1,2,6

Helene Galdin-O’Shea

Harriet SalkedLucy AllenDaria Dakhno-Cogger

History Why should students learn about………………………………….? (researching new areas of history)

Helene Galdin-O’Shea

L

Jonathan WilkieTeresa HalpinMegan Hubbard

English How do we ensure that students respond to our feedback to improve their writing?

Year 9 target students with no progress thus far(TH/WJ’s group = 6 students)

Lisa Arsenieva

Bhupash PatelEmma WaltonRichard MolloyMartin Bart

English/History

What type of teacher-generated feedback has the greatest impact on pupil motivation?

Year 11 (sample of highly motivated and highly unmotivated students)

Lisa Arsenieva

M

Bob BaileyLyndsey GillotLisa Harris

Music If I give yr7 students the opportunity to co-create their own curriculum, will they become more intrinsically motivated, engaged, independent and collaborative learners in music both in lessons and in between lessons?

Year 7 Bob Bailey

Amanda AttfieldAnisha MistryAudrey WellingtonMarcia Bridge

D+T How can we convert enthusiasm for and commitment to practical work into written work?

Year 9 boys who are not making progress

Bob Bailey

N

Bhavna KapurJade RootReshma Halai

Maths How can we focus on the needs of a small guided group while ensuring that the rest of the class learn productively through independent work?

Year 8Yrr11 set 5

Aimee Lyall

Doug WalkerAly Boniface

English/History

How can we foster a culture of independent enquiry? How do we get students to ask more and better questions? How do we give students the self-confidence to answer their own questions?

Year 9 Aimee Lyall

O

Lucie GriffithsBrenda Davis

Learning Support

How can we further develop oral confidence in our small withdrawal groups in order for pupils to transfer those skills to other areas of the curriculum?

Year 8 LiteracyYear 12 Cope

Natalia Calero

Debbie LunanMahdvi Haria

Science [Rephrase]Oracy: more fluent oral responses which would transfer to writing tasks

Natalia Calero

Natalia CaleroMichael AlexanderNiall ?

MFL How can we use habits of mind to improve students’ use of the target language?

Year 10s who achieved level 6 at end of KS3

Natalia Calero

P

Thomai KeramitsiMaria PerrettSachit Vohra

Science How can we improve ability to plan, analyse and evaluate investigations?

All except yr 11 Steve Hickman

Janice OtungSteve HickmanMamta Sethi

Business Studies

Higher order skills AO3/AO4 [provisional] At risk students Steve Hickman

Sarah BurgumRebecca Wine

Drama Improving differentiation on a day to day basis in the drama department[TO BE CONFIRMED] + Misty Parks (not in on Mondays)

Steve Hickman

Q

Kim LittleVanessa LeeGemma O’Connor

Geography With the changes in the curriculum and the removal of levels, how can we support our students in making progress? How do we define progress? How are we going to measure it? How do we feedback to parents? [How will we get parents to engage?] (Is this still an issue with the removal of levels?)

Year 7 Geography Will Hemens

Ravleen WasuMalie KanathigodaJuven BaileyCaroline George

English How useful is summative assessment in supporting pupil progress?

KS3: Year 9 + Year 7 Will Hemens