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Spotlight Review - Target 1 - How do you link study skill more explicitly to EE

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Spotlight Review - Target 1 - How do you link study skill more explicitly to EE

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Mapping the core lesson curriculum: https://docs.google.com/spreadsheets/d/1EP6dK0YS9WIMjBhH2jmZGx7KR_O4hvdTdLSlIafKFx0/edit#gid=0

Development of EE Study Skill lessons: https://drive.google.com/drive/u/0/folders/15WVzZAp4htBgr8tZPjZ5CRR2TzmdBqnQ

Students voice - see target 2

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Further development of effective communication with parents, staff and students.
* Clear guidance to staff during all stages of the EE timeline
* Key information and links shared with staff through the Wellington Weekly
* Emails and meetings with parents relating to missed deadlines
* Development of email communication with parents when difficult situations arise (e.g. university mentoring).

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- Monthly meeting attended to develop strategies to support the development of HPL framework across school
- Metathinking article (Feb 23): https://docs.google.com/document/d/1aPU_8ZBXC-rN6pb53VxjBeMQHdPh_v7c/edit#heading=h.gjdgxs
- Teach Meet (May 22): Shared HPL activity and lesson ideas
- Metathinking article (April 22): https://docs.google.com/document/d/1hHSBTjfSizkrlAKltWXbktEryF13PZhOkIxQaJHSaik/edit
- HPL Theme Day: Sharing best practice during PD session after school. Completing learning walks across all phases observing different approaches to implementing the HPL framework
- Participation of HPL learning walks for MFL - 25th Nov 21

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Spotlight Review - Target 2 - Measuring the impact of new initiatives

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Spotlight Review - Target 2 - Measuring the impact of new initiatives

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- All staff responses to survey to review procedures and support available to supervisors: https://docs.google.com/spreadsheets/d/1dGylXmskoHJFP79l487-x8QATZBv3FViXrd7Paohxfs/edit#gid=1363032888
- All IBDP student responses to review of study skills scheme of learning: https://docs.google.com/spreadsheets/d/1UV73z7ijezgNvHBecjWXIZ1-Jsstq23c8CFEf4x-mqQ/edit#gid=2040519153

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IB Spotlight Review - Strengths and Improvements

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IB Spotlight Review - Strengths and Improvements

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Strengths:
* The organisation of EE, the timelines, the launch and resourcing, is impressively used to support student outcomes.
* The specialist model for EE supervision is reportedly successful and the delegation to HODs to match students to EE supervisors demonstrated shared leadership.

* The involvement of the Librarian to support research and the delivery of the Academic Writing by the English Department demonstrated strong delegation and capacity building skills.

* Inclusion of librarian to discuss referencing and English Department to run academic writing skills to support EE.

* Website created by EE coord (with help from CLs) shared with students

* ‘EE Experts’ – student mentorship

* EE’s available in all areas – not discounting  certain areas.

Improvements:
* How do you link the study skills lessons more explicitly to EE?
* How do you measure the impact of new initiatives? eg EE Experts?
* Where is the opportunity to upskill staff on EE to improve the quality of supervision?

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Involvement in IB Curriculum Development review for Geography 2021 to Present Day

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Involvement in IB Curriculum Development review for Geography 2021 to Present Day

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Currently collaborating on the following:
- further integration of SDGs into curriculum which are inextricably linked
- Potential amendments to IAs
- the level of integration of the skills, synthesis and evaluation elements of the specification into teaching.

2021-23
Involvement in the process of developing the next iteration of the IB Geography course to scope the possibilities of the next version of the IB Geography specification. Discussed:
* Assessment - paper and question structure, time allowance, accessibility etc.
* Course content -

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Attended Coordinators Meeting - GEMs Modern Academy (27th Oct)

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Attended Coordinators Meeting - GEMs Modern Academy (27th Oct)

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The key learnings were as follows:

ATLs:

There was a presentation by an MYP lead from GEMS Modern Academy about ATLs and how they have evolved over time within the IB syllabus as well as how they develop from PYP, to MYP and finally DP/CP. This led to a greater understanding of the development of the ATLs. An advantage that IB students have over time is that they are always developing these skills alongside their academic studies, hence by the time they reach DP they are well versed in these skills and have developed them to a good and recognized level.

Focus on skills development lower down in the school can really help students to develop the ATLs which the support them during their Sixth Form IB studies (HPL through school and IBLP/ATLs in sixth form).

HPL is signposted in lessons currently, but what is the focus on developing each of these skills as a transferable skill that can support a student to develop their holistic self?

CAS:

CAS project development at GMA – students go for a walk around the school to help them come up with meaningful projects for CAS.

CAS Soiree 5th December 2022 – GMA will be organizing this and have invited students to attend and showcase their ideas across the network of schools.

EE:

The approach taken by the various schools differs depending on the number of students they have taking the IB, and hence the number of EEs.

WSO – a team of x6 critical thinking leads who mark approx. 10 EEs each (average of 50 per year group). They do not have subject supervisors. Staff apply for the role and they get time back through agreed no duty, no cover, no form group and 2x moderation days per year* (TBC).

GMA – 140 students taking EE – EE Café, EE Soiree, EE retreat (TBC), EE writing day, they have a core lesson which is used as an EE workshop, challenges are plagiarism and changing mindset.

Some ideas to motivate and support students that other schools do include:

EE café – after initial research proposal and before submission of first draft – present to subject specialists with 10 mins of Q&A/reflection, giving guidance to the student on their approach, raising questions etc.

EE soiree/retreat – pizza, alumni, some subject specialists, informal information gathering for EE.

EE Rescue – supporting students who may have struggled through the programme.

Problems and challenges with marking, moderation, assessment of EEs was discussed and ideas shared for specific subjects.

Business and Economics are the most popular EE subject choices at all schools that attended.

Business tools and how they can be used to support analysis and research question inquiry was discussed.

Economics theory and best practice was discussed – the higher performing EEs are those that are very focused on a locality/region.

Some conflicting information about use of primary research in Economics EEs (not recommended by examiner, but tend to score well where we have had a few who have done it anyway).

World Studies are the highest scoring EEs – due to students demonstrating originality of thought when approaching the question and the links between the subjects they choose (WSO encourages World Studies EEs).

History EEs do not tend to score well overall across the centers.

GMA – Math and Science EEs score very highly ! Historically English have also scored really well, but last year they did not?

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- Meeting arranged with LMA (w/c 20/03/23) to discuss teaching and assessment strategies for the Year 12 ESS students she has recently begun teaching.
- Overview of courses discussed with Geography team to ensure logical and effective organisation of topics/papers between shared IB classes. ESS and Geography.
- Support in resources for new ESS teachers and suitable topics allocated between staff.
- Creation of suitable mock material
- Guidance on requirements for ESS trip to cover topic and contribute towards practical requirements. Shared previous organisational material from when organised the trips pre-covid.

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High Performance Learning: How to become a world class school by Eyre, Deborah

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WEBINAR: How to HPL-ify an already existing lesson - Geography based

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WEBINAR: How to HPL-ify an already existing lesson - Geography based

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Research into the successful application of HPL in Geography lessons

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WEBINAR: How to HPL-ify an already existing lesson: Introducing a new country

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Further development of IA guidance to IB students

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Further development of IA guidance to IB students

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Refinement of understanding of statistical analysis for students to use in ESS IAs. Varied IA focuses mean a more thorough overview of a number of statistical analysis options.

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Application of previous work in Assessment Working Party to create a more suitable assessment framework for KS3 assessments. Links to UK National Curriculum and IGCSE curriculum covered at school. Year 9 example included.

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Development of assessment strategies in Geography

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Development of assessment strategies in Geography

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Year 7 Examples - Map Skills
- https://docs.google.com/presentation/d/1ZcgxZx6B1A4XG75unJiFXA7BYt1vl-AN/edit#slide=id.p1
- https://docs.google.com/document/d/13QchEnjFsNSBQCxXXx6P5hRe3ftebfXs/edit
- https://docs.google.com/document/d/17_SEM93OB6GbwojIEyAh_5KnfeO3kkyV/edit

Year 8 Example - Globalisation
- https://docs.google.com/document/d/1hHpR5qrIPsBNsLQOGBlvRbvbS7IYz1xT/edit
- https://docs.google.com/document/d/1lzd3OMYbnPCHjrSwJRd_mOsfbJYrNpUQ/edit

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Use of shared strategies from the PD 26/10 in lessons. Adaption of visible thinking slide shown above. Wider variety of ToK questions used in IB lessons.

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Spotlight Review - Target 3 - Opportunity to upskill staff on EE to improve quality of supervision

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Spotlight Review - Target 3 - Opportunity to upskill staff on EE to improve quality of supervision

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- Developed analysis of EE results to highlight strengths and areas for improvement: https://docs.google.com/spreadsheets/d/1gtljQIlWMivAzqNu5etx1TVHaTAsCeyg5VH6PFz35mc/edit#gid=2142343207
- Build on areas of expertise within school through an EE examiner sharing best practice with all supervisors during staff PD: https://docs.google.com/presentation/d/10FD3YoB3D-wA-w43up0YeOJYHtUZ6q_S52VjDzUiWpM/edit?usp=sharing
- Searched for subject specific guidance EE on IBICUS Website. Staff to share guidance with wider subject teams.
- EE Drop-in sessions available for all supervisors and shared within the EE timeline through emails and wellington weekly. Scheduled when additional guidance may be required: https://docs.google.com/document/d/1ywfAmSTy5RZOc6mdv7Pbfq9AMy5W8ku2/edit#heading=h.gjdgxs
- Updated guidance, including IB Regulations, shared through EE & RP Website: https://sites.google.com/gemswis.com/gwis2021-extended-essay/home
- Further development of guidance provided by curriculum leaders/teams on website and resources shared (e.g. videos created by Subject Leaders): https://sites.google.com/gemswis.com/gwis2021-extended-essay/home
- Organisation of moderation groups set up by curriculum leaders for PD, with clear guidance communicated in advance.

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Continuation of development from previous years of using data to inform in-class and out-of-class intervention:
- tracker used to analyse weaker topics/sub-topic and exam question skills
- in-class revision/review tests
- exam technique
- intervention groupings
- refining resources available to students

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Good morning Claire,

Thank you for allowing Claudia and I into your Year 11 lesson this morning; it really was a great way to start the day!

Overall the lesson was fantastic. The questioning was in depth and pushed students to really think about desertification, but in a way that wasn’t overwhelming to potentially less confident students such as Dominic. The resources were excellent and clear and showed great purpose. The books were marked with great detail and showed an effective SID marking with pupil feedback. In addition, we felt the students were engaged and overall the learning environment was fantastic and there were links to HPL. Well done!

In terms of next steps and growth opportunities, we would like to see students really engaging in the success criteria – It was great that it was present and you discussed it, but it would be really nice to ask questions such as ‘so what do you think a grade 9 looks like, what does this objective actually mean’? etc.

But as we say a truly fantastic lesson.

The resources were also fantastic and I know you spend a lot of time creating amazing resources. It would be fantastic if you could share your resources to the shared drive so all students can benefit. Could you please initially send me over the lesson you did today – as I would like to spot light in next weeks meeting as an example of great practice, and then if you could also upload any GCSE resources you have to the relevant folders that would be much appreciated. If this could be done for GCSE by December 6th (as your IB resources are by the end of November) – if I can help with the uploads at all – by getting a blank USB etc and adding them for you then just let me know!

Thank you so much and have a great rest of the day

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* Strategic intervention plan developed in-line with EE timeline
* Data analysis of DC1 to highlight students for intervention before final submission of draft in November. Focus on D/E and top performing students. To increase overall core points to 2.
* Collaboration with TOK coordinator to highlight target groups and tailor overall intervention plan
* Use of data to highlight students scoring lower on different criterions and possibility of staff from other department to lead sessions.

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- Progress towards completion of EE Expert Teacher Certification. Ragged standards: https://docs.google.com/document/d/1B4hsltbL65BojF-cfg9Ekg92FN1ScNgoD0EZI243mY8/edit
- Confirmation certificate of HPL Expert Teacher Status: https://drive.google.com/file/d/1OPIRqLR4on6fwWufOCYpC6NArohD94yc/view?usp=sharing

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C Thompson - High Performance Learning HPL Expert Teaching Certification RAG

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Marking IGCSE fieldwork paper. Inform planning, marking and moderation.

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Involvement of staff in EE Launch Day (2022) and Subject Sessions during core lessons (2023)

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Involvement of staff in EE Launch Day (2022) and Subject Sessions during core lessons (2023)

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Redevelopment of the EE launch day to include subject guidance facilitating opportunities for staff to be more involved in the planning stages with students.

Positive feedback from curriculum leaders.

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Communication to leaders to achieve KPIs

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Communication to leaders to achieve KPIs

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* Key information shared with leaders in advance relating to potential top performers and potential 45 point student. Encouraging strategies to be implemented in their teams to achieve the targets for total points and core points
* Use of tracking systems, communication systems

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Staff and student feedback from EE Writing Day

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Staff and student feedback from EE Writing Day

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https://docs.google.com/spreadsheets/d/1WHVmyi6JJadqv4XipOED1dOQ3IpaJinrcijd3fMROdM/edit?resourcekey#gid=784603590

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IB Spotlight Review - Strengths and Improvements

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IB Spotlight Review - Strengths and Improvements

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Strengths:
* The organisation of EE, the timelines, the launch and resourcing, is impressively used to support student outcomes.
* The specialist model for EE supervision is reportedly successful and the delegation to HODs to match students to EE supervisors demonstrated shared leadership.

* The involvement of the Librarian to support research and the delivery of the Academic Writing by the English Department demonstrated strong delegation and capacity building skills.

* Inclusion of librarian to discuss referencing and English Department to run academic writing skills to support EE.

* Website created by EE coord (with help from CLs) shared with students

* ‘EE Experts’ – student mentorship

* EE’s available in all areas – not discounting  certain areas.

Improvements:
* How do you link the study skills lessons more explicitly to EE?
* How do you measure the impact of new initiatives? eg EE Experts?
* Where is the opportunity to upskill staff on EE to improve the quality of supervision?

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* Participation in HPL teach meet across GEMS network, sharing teaching strategies and using ideas shared from other schools
* Resources sent to staff from other schools based on the requests received via email for the resources I shared during the teach meet
* Met with staff from other schools to go through how I approach the ESS IAs. Shared resources I have developed to start Year 12 students on their coursework. Additionally shared example Grade 7 ESS IAs.

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See external PD

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Organized EE Moderation PD - 28th September

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Organized EE Moderation PD - 28th September

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Collaboration with Bhawna to share EE moderation expertise https://docs.google.com/presentation/d/10FD3YoB3D-wA-w43up0YeOJYHtUZ6q_S52VjDzUiWpM/edit#slide=id.g15941e5dec3_0_0

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Attended the IB exchange (27/10/22) with other EE coordinators and IBDP coordinators to discuss:

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Networking opportunities with GEMS DP network

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Networking opportunities with GEMS DP network

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https://docs.google.com/document/d/1v2B_yUGvXGNyPOFAipj2IKPqe-0G1vFmeyxrMt2_DCw/edit

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Use of 2022 data and historic data to inform strategies

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Use of 2022 data and historic data to inform strategies

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Core intervention plan
Predicted core points

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Development of Ecology course content and delivery for ESS

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Development of Ecology course content and delivery for ESS

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Developing the ESS curriculum as first time teaching the Biology element of the course.

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- Facilitated the attendance of staff to EE Master classes for subjects provided so far: English, Business & Physics.
- Further development of EE and Reflective Project website to develop and support students and staffs
- Development of L&T website (with collaboration with KS5 L and T Leader) to share best practice

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Staff responses - feedback on EE process (June '22)

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Staff responses - feedback on EE process (June '22)

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* Reading metacognition handbook to create metathinking strategies to create more varied activities. Shared with department and wider community through Meta-thinking article.
* High Performance Learning: How to become a world class school by Eyre, Deborah

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* Completion of accredited yoga course through Yoga International - short course

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Strengths
- Collaboration opportunities - silent debate, group activity to decide on marks to award to example answer, group discussion
- Challenge and support - suitable support with opportunity to share ideas on suitable concepts with targeted questioning and writing frames and example answer provided to scaffold final writing task. Lessons designed for students to write the most challenging style of exam question - evaluating data collection methods.
- Links to other subject skills/topics (e.g. Psychology Research Methods)
Improvement
- Choice of words used when communicating with students - linking directly to key learning skills more consistently

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Masterclass - Explicit and implicit teaching on information literacy skills for the IBDP

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Masterclass - Explicit and implicit teaching on information literacy skills for the IBDP

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Video recorded master class to outline to implicit teaching of key skills to embed though IB subject lessons
https://drive.google.com/file/d/1KBCLYSKRT6iOEIhLL-PPbpAe65OWWC8m/view?usp=sharing
https://docs.google.com/presentation/d/1R7kHObGOy83a-5R-5Yme68b7KZCwQA_rXgA6L8qLXws/edit#slide=id.g1812ed0105a_0_0

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Strength -
- Majority of students met the ‘,mastery’ element of the lesson **
- Summarise / collect information strategies building independence

- Collaboration- student encouraged to share ideas and opinions on opening question
- Further collaboration - students working in twos around the room- skim scan and selecting information - builds
- independence and an atmosphere where students are responsible for finding out the information and use it to effectively analyse.
- Exceed- students to give their own opinions on negatives and positives of strategies shared.
Problems in Paradise STAIR / Assessment feedback in book is great- more of this with extended purple pen!

Areas for growth
Mailk’s book - gaps in learning. Currently has an arm in cast.. How is his work being evidenced?
When giving out information - please stop all to share so no information is lost.

**- some were further along… how could these students be stretched?- extended question?

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GOAL 1: To improve curriculum delivery by fostering a collaborative teaching culture through coaching and facilitating shared learning and teaching (L&T) strategies across the Geography department, ensuring a consistentcy across the department.

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GOAL 1: To improve curriculum delivery by fostering a collaborative teaching culture through coaching and facilitating shared learning and teaching (L&T) strategies across the Geography department, ensuring a consistentcy across the department.

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Key Links

2024-25 Geography MER

Success Criteria

1) All Geography team members demonstrate proficiency in shared L&T strategies, with 100% of lesson observations rated "very good" and 50% rated "outstanding.": see MER (achieved)
2) Development of a department-wide repository of shared L&T strategies and lesson resources, tailored to key school and department improvement priorities (e.g., learning skills, reading strategies).

3) Collaborative planning time is embedded, with 50% of department meetings focused on strategy sharing and refinement.
4) Geography team members receive opportunities and targeted training aligned with their performance management goals (e.g. to effectively analyse data and identify key curriculum, lesson strategies and/or learning and teaching areas for improvement).

2024-25 Geography MER - 50% outstanding and 50% Very good

Feedback to Lesson Observations, Learning Walks and Work Sampling with opportunities for team to complete work sampling review (Linked on MER)

Department PD Term 1 - Reading Strategies and L&T agreed department strategies

Department PD for Term 2 - L&T department strategies

Completion and shared strategies from IBDP CAT2 Training for Geography (Dave) and ESS (Claire)

Department led feedback on exam marking - Led by DBN

Team individual analysis of 2024 results to develop strategies

Team collaborate planning to embed key areas for improvment through GEOG Starters - linked to data analysis

Use of GPS targets across team to futher develop L&T focus areas (e.g. Laura developing reading strategies)

CTN led training with KO for fieldwork delivery

KS3 Analysis on LME Padlet - See department section

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GOAL 2: Increase participation in wider curriculum opportunities related to the taught curriculum by 50% for all students further developing offer for top performers (HPt/HPf), fostering stronger connection to learning and student experience opportunities.

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GOAL 2: Increase participation in wider curriculum opportunities related to the taught curriculum by 50% for all students further developing offer for top performers (HPt/HPf), fostering stronger connection to learning and student experience opportunities.

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1)Geography EEE running for KS3 students linking to wider opportunities, such as sustainable related projects

KS3 Geowonderers ran weekly - KO/LME

Laura's Padlet - see Enrichment & Extracurricular section

2)Curriculum trips for all year groups

Year 7 - Masdar

Year 8 - Green Planet

Year 9 Public Speaking Comp

Year 10 - 2x fieldtrips

Year 11 - The view

Year 12 - Fieldtrip

3) Enhanced opportunities for high-performing students, including public speaking competitions and leadership roles.

HPt and HPf students added to register and shared with team

Geography HPf criteria

Public Speaking competition - unable to organise for this year like the previous year

Year 12 students mentoring Year 11 students

Wider Reading

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GOAL 3: KS3 to KS5 attainment and progress in Geography, ESS and Travel and Tourism to demonstrate exceptional student achievement and therefore by outstanding in-line with KHDA thresholds

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GOAL 3: KS3 to KS5 attainment and progress in Geography, ESS and Travel and Tourism to demonstrate exceptional student achievement and therefore by outstanding in-line with KHDA thresholds

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KS5 - Oustanding Progress and Attainment

Geography RAMS

ESS RAMS

Department Meeting - analysis and next steps

KS4 - Outstanding Progress and Attainment

IGCSE Results RAMS

Department meeting - analysis, review and next strategies

Dave - Class teacher analysis from department meeting

Laura - Class teacher analysis from department meeting

Data for 2026 YEar 11 students and intervention plan

100% of travel and tourism students passed with 50% D**

KS3

Progress outstanding: 90+% achieving on or above their CAT4C

Attainment very good: 64% achieving S+ or above

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GOAL 4: To enhance cross-curricular learning by fostering collaboration between Geography and History, building student interest, and developing skills that connect Humanities subjects.

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GOAL 4: To enhance cross-curricular learning by fostering collaboration between Geography and History, building student interest, and developing skills that connect Humanities subjects.

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Meetings with History Curriculum Leader discussing approaches to curriculum and assessment

To further discuss the options to develop more streamlined assessment framework and intergrate the taught curriculum with topics linking present day to past (e.g. Africa topic and Urbanisation which links to Industrial Revolution)