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TAG provision in KS3

Survey and results from students. Highlighted key concerns regarding TAG. students felt disappointed when not identified as TAG. Those who are listed as TAG often felt that little was done to encourage or stretch and challenge. They also felt that extension activities were more of a punishment.

A number of activities developed to stretch and challenge all students not just singling out TAG.

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Looking at basic numeracy skills

Started with a test for 3 forms

Providing basic skills resources for form time- feedback provided on these from fts

Improved marks after lessons

EBI-roll out to other year groups

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The impact that teaching mathematics has on pupil understanding and engagement.

-Researched pros and cons of teaching through investigation/discovery learning

-Taught the same topics to different groups using different teaching methods and evaluated impact lessons had on progress and engagement

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Comparisons of teaching methods

Same topic taught using different methods

Results were that the teaching method didn't matter it was the scaffolding of the activity that made the difference

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Frog usage

Read ofsted

Audits at the start and end

Improved use of frog by staff and learners

Homework recorded and department sites

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Kat Stubs - musical futures

- implementing y9 music provision KS3 music.

-OFSTED- research what year does this work best with

-y9 is the "slump" year in music ( how can we make this better)

- how to improve for the future.

- cost vs outcome

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The introduction of Computer Science at K

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SMSC & pupil enjoyment

SMSC rich curriculum should increase pupil engagement and enjoyment

Focused on how it was provided by departments and who target groups were

Student voice used

Action plan for SMSC developed

Results was outstanding SMSC in Ofsted report

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The impact of new technology on KS3 achievement

Looking at the use of I Pads laptops etc as an aid to teaching and learning in the classroom. Benefits to pupils , ease of use, pupil participation. Taking this now Introducing teaching apps etc in the department. And then whole school

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Enrichment in science

Through increasing enrichment in science student view of:

Amount of enrichment offered by science

Enjoyment of science

Awareness of importance in science in careers

All increased

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TAG indentification in Art+DT

-Research on KS3 and GCSE girls

- Difference between art and food tech.

-Research on what gifted actually means

- Gifted V talented pupils

- used a variety of strategies with TAG pupils.

- expect all girls to get A-C - not achieved

-Developed 6 action points

- developed new identification format.

-providing cpd for staff in the department .

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Are CATS linked to D.O.B

Looked at pupils from each month of the year

Found no correlation between CATS score and D.O.B.

Looked into brain training programme for low CATS score to potentially improve cognitive ability

EBI Looking at a wider group

Trialling Jungle Memory programme

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Behaviour strategies with 8y2. Working on reducing disturbances in lessons through low level chatting. Peer assessment and reduced whole-group discussions improved productivity and reduced behaviour issues. Class report worked to target individuals via PE report.

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KS3 feedback

Using blooms taxonomy to give progress a hierarchy that can survive removal of levels

Increased students ability to increase progress

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Effective feedback (D.I.R.T)

-How much feedback depends upon attainment.

- twitter research -John Hattie

- Good feedback can mean the difference from C+B

-positive impact on attaininment in particular A +A*

-survey monkey on feedback

-introduction of D.I.R.T days

- Bank of shared resources

-Staff need more training

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Belinda Cashin

SPEAR. Stop physical education and reflect.

Questioning techniques

-use tag cards

- use blooms taxonomy questions

-stop whole class

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Behaviour tracking in House team.

Tracking behaviour points

Looking at what other schools do

Lots of information available

Gave insights into repetitive behaviours

EBI looking at attendance, attainment and behaviour links

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Learning outside the classroom

-attainment is improved by trips and activities (ofsted)

-upward trend historically based on how many trips have gone on.

-3 levels of progress gained 95% A-C

EBI~ would be better to do phases of action research .

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My action research was based on completing my NPQSL work.

I had to complete a closing the gap module and impact initiative linked to my T&L role. In terms of the write up I have had a number of documents to complete and literature to read to support my work. I found having templates to use really helped and I was lucky that the Ofsted visit validated a lot of the work I was doing.