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Students develop their own questions based on a topic using key command words which are used in the exam, for example, state, describe, explain, evaluate, suggest.  Students can answer one another’s questions focussing on the command word to ensure they are interpreting the question correctly, for example, if they are asked to evaluate are they giving both sides of the argument, and making a reasonable judgement based on the evidence.  The students have guidance based on bloom’s taxonomy to help them focus on the requirement of the question based on command words.

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Julia - What are the effects of group/ individual discussion about 'challenge' through DofE expeditions?

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Julia - What are the effects of group/ individual discussion about 'challenge' through DofE expeditions?

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Plan...to observe actions, use specific activities and ask direct questions before/during/after expedition activity at Bronze, Silver and Gold. Over 150 students involved. Focus on Gold cohort (Y2/13).

Outcomes...not entirely fixed, but aiming for a) personal awareness for participants, b) more empathy for others who feel challenge differently, c) ability to relate the benefits of expedition related challenges to other areas of life including academic endeavour and personal wellbeing.

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Set up and have available the 3 extra-curricular activities for a 'big push' on Computer Science to coincide with Hour of Code Week.
Students to complete activities in their Computing lessons that week.
Students to complete a survey at the end of the week to provide feedback as to the possible enduring impact of the week.

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Year 13 Sociology - running a sociology surgery every Friday lunchtime. Year 13s mentoring the year 12 students; to enhance and strengthen their subject knowledge through teaching. Evaluation - ongoing until February half term, culminating in feedback form data from students and mock examination results. Outcomes - Improved confidence in subject knowledge in lower attaining year 13 students. For higher attaining students a chance to develop their wider sociological research to teach others and embed this data.

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Y13 Product Design students to engage in group design innovation challenges. This will aid design skills and benefit student project work.
Simplified challenges could be trialled with lower school groups.

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Charlie - Engaging girls through Leadership and Officiating.

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Charlie - Engaging girls through Leadership and Officiating.

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This year I am running a variety of groups who will be offered opportunities to Officiate, coach and team manage. The target groups will be predominantly focusing on engaging girls who are currently participating in school sport but potentially would drop off post 16.

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Emma and Chris - KS5 Biology Journal Club 

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Emma and Chris - KS5 Biology Journal Club 

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Lunchtime journal club for sixth-form Biologists who are looking for opportunities to extend their interest and understanding beyond the curriculum.
Action: To start this week.
Ongoing evaluation & reflection (personal and with students) & informal conversations /observations with Chris H and Julie SS.
Outcomes - Increased confidence in subject knowledge and improved ability to speak confidently and in depth about Biological concepts.

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Holly, Matt, Mollie, Jenny -Seminar Style Lessons

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Holly, Matt, Mollie, Jenny -Seminar Style Lessons

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Students take ownership of presenting and writing seminar paper based on academic journal.

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Introducing A Level Philosophy students to reading original texts written by philosophers/scholars.
Give to able students and ask them to then teach their peers the key points or teach basics to students and then ask them to find relevant original text to illustrate/evidence the key points.

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Motivating yr 10/11 students to attempt grade 9 questions from workbook to challenge themselves in class

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Kay, Ben and Emma- How engaged are GCSE students currently with extension tasks and how can we engage them more?

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Kay, Ben and Emma- How engaged are GCSE students currently with extension tasks and how can we engage them more?

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Considering doing an initial questionnaire.
Then creating resources/tasks
Then seeing whether they are more engaged.

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Tea, biscuits and solving difficult problems together. Removing the pressure of curriculum content and the need to avoid mistakes, to allow able students to practise problem-solving skills.