# data[].attributes.body
Students (and staff) work toward achieveing their 'QIS Digital Passport' undertaking a series of tasks that improve their digital literacy and fluency.

# data[].attributes.headline
How can CfL support the development of core values/leadership skills

# data[].attributes.subject
How can CfL support the development of core values/leadership skills

# data[].attributes.body
-Can we use student voice to capture data about the impact of CfL on the development of skills and to help improve the curriculum?

- Can we pilot/arrange for students to help support the delivery of themes of CfL to help promote leadership and core value development in our students?

# data[].attributes.body
What topics/themes can the ECA called 'QIS Nurturing Leaders' have to help nurture effective leadership skills in our students holding positions (form captains, deputy senior leadership team students who will be expected to attend).

# data[].attributes.headline
Bridging the gap between primary and secondary student leadership

# data[].attributes.subject
Bridging the gap between primary and secondary student leadership

# data[].attributes.body
How can we bridge the gap between primary and secondary student leaders? Can we create opportunties for upper primary student leaders to have opportunities to deliver in secondary?

# data[].attributes.body
How can we use student voice through student leaders, to collect useful data to help improve school matters?

# data[].attributes.body
I have been working on speaking more openly about feedback with my students so that they are aware of the feedback that we give.

I have also issued a summary poster so that they know what to do when they receive feedback.

# data[].attributes.body
I am interested in trying out more effective feedback methods to see what is more beneficial that whet we currently do.

# data[].attributes.body
Roll out a student mentoring programme to support student needs.

# data[].attributes.body
Our Medics Society gives students the oportunity to develop their leadership skills. To date we have developed leaders by:

-appointing a leadership team

-creating student led sessions

-engaging in reviews where students can voice what they would like to do

-acting on student feedback

-students co plan trips, guest speakers etc.

We also use Science Ambassadors to support Science ECAs

# data[].attributes.body
I have created a feedback poster for students, so they understand the types of feedback they get on a daily basis.

For KS4/5 I generally use voice recordings because Art is a subject that we sometimes need to be specific for a student to improve, this can get lengthy. Sometimes the students will video record the conversation, whilst I am feeding back about a selection of coursework.

I have also used dictate on word, which records you speaking to the computer. This is effective but records how we speak.

I am interested to see how others evidence their feedback so it can be quick, clear, concise and recorded.

# data[].attributes.body
Creating projects that the students can turn into a business ideas, use international day stalls to sell what they create which will return money to the school and their education. They will have to research, plan, create and promote the products. Getting them ready for the wider world.

Promoting different cultural products, through design and pattern intertwining.

Cross curricular creativity and business.

# data[].attributes.body
Middle leaders to role model, engage in coaching in a broader scope.

Refresher course for trained ML's.

ML's all need to be trained and practicing

# data[].attributes.body
Research and investigate how this style of coaching can be implemented and beneficial to all QIS member - Students and staff.

# data[].attributes.body
Is there value in students becoming trained coaches?

Who will benefit?

# data[].attributes.body
Course for teaching that will support them in supporting students and colleague s who may face problems that teacher are not confident or experienced in dealing with.

Prepare and help with questioning skills.

# data[].attributes.body
Would be looking at rolling out a mentor program across a specified group of students. By the end of the year, I would like to have a framework in place for the delivery and monitoring of mentoring programs where year teams and departments can take and use where necessary

# data[].attributes.body
Put the ownership on the students for feedback. How can they give effective feedback to their peers/self.

# data[].attributes.body
In response to Cora's 'Do students recognise feedback?', I am interested in creating a structured system where students provide feedback on the feedback they receive. I have many such ideas which I would like to explore through this JPD.

# data[].attributes.body
Exploration of what data to collect, how to collect it, when, how to store it and how to 'manipulate' it to inform our next steps.

Exploration of how to track our next steps to constantly review them and refine our way forward.

Deepening our SIMS expertise - are we making the most of what we are paying for? Are we utilising our MIS to support our needs?

# data[].attributes.headline
What does effective Parent-Teacher communication look like?

# data[].attributes.subject
What does effective Parent-Teacher communication look like?

# data[].attributes.body
Frequency, format (Do we need a better app? If so, what do we want the app to do?), language issue, access to the communication, amount of information shared, etc.

Parent-Teacher meetings - format, length, frequency

Parent workshops - format, content

Use of GC

# data[].attributes.headline
How can we learn from and utilise our expert students?

# data[].attributes.subject
How can we learn from and utilise our expert students?

# data[].attributes.headline
How can QIS create a robust transition from Y6 - Y7; Y9-10; Y11-Y12?

# data[].attributes.subject
How can QIS create a robust transition from Y6 - Y7; Y9-10; Y11-Y12?

# data[].attributes.body
Looking into best practice, studies into transitions at these key areas and stages, can we use student voice of existing pupils to inform best practice? Have a look at how we can create a transition policy & procedure so that new HoPs and key leaders can follow that policy which takes into account our curriculum, Ministry guidelines, needs ot the pupils and the culture and context in which we work.

# data[].attributes.body
Better use of assessment techniques rather than an over-reliance on summative assessment. Re-incorporation of formative assessments and a whole-school discussion on what that should look like - could we have a school-wide policy on formative assessment where all teachers use a certain technique, or otherwise a bank of techniques that all pupils are trained on? Would allow for pupils to better understand key points in each lesson and would allow better differentiation which would in-turn encourage better engagement.

# data[].attributes.headline
Appropriate use of AI in university applications/professional use

# data[].attributes.subject
Appropriate use of AI in university applications/professional use

# data[].attributes.body
Potentially developing a program or individual workshops to train students how to use AI and give basic prompts and then just copy and paste.

# data[].attributes.headline
How can staff work together to bridge the transition from Year 6 to Year 7 

# data[].attributes.subject
How can staff work together to bridge the transition from Year 6 to Year 7 

# data[].attributes.body
Collaborating ideas with primary members of staff. Looking at concepts taught in Primary and working this along with our scheme of work to provide a smoother transition. Think about things we could incorporate into Year 6 - homework, assessments to better equip students coming to Year 7 so there is less change for them. Or vice versa - anything they do at Primary, we could do in Secondary so it is not so different.

# data[].attributes.body
As a school, we have literally tonnes of books which are rotting away in cupboards, either forgotten, outdated or unusable due to content. Is there a way in which the school can think about ensuring paper wastage can be kept to a minimum? Should we go completely online? Is there a way students and/or teachers can find ways of benefitting other schools/societies with what we consider to be waste?

# data[].attributes.body
Regular Surveys: Collect feedback from parents on the effectiveness of communication methods and their preferences.

Adjust Strategies: Use survey results to tailor communication and engagement strategies to better meet parent needs.

# data[].attributes.body
Format:

Interactive Sessions: Incorporate hands-on activities, discussions, and Q&A sessions to engage parents effectively.

Virtual Workshops: Provide online options for parents who cannot attend in person.

Content:

Relevant Topics: Focus on subjects that directly benefit parents and students, such as academic support strategies, behavioral management techniques, and understanding school policies.

Expert Speakers: Invite educators, psychologists, and other professionals to provide valuable insights.

# data[].attributes.body
Able to create a successful nurture group where students feel welcomed and supported. Whether it is run as an ECA or during break time. Support from LSPs/ Librarian/ Counsellor.

Create workshops for students to attend to develop self confidence/ communication skills/ leadership skills.

# data[].attributes.headline
Designated SEND/HA/LA leads in departments 

# data[].attributes.subject
Designated SEND/HA/LA leads in departments 

# data[].attributes.body
Assigned leads in departments to support SEND/HA/LA within in departments- create collaborative resource strategy packs. Share ways we can support all children further

# data[].attributes.body
To utilise ASDAN membership for both SEND/ HA achievers- explore certificates students can work towards.

Explore other provision for Secondary/ look into GITI inclusive teaching course

# data[].attributes.body
A review of how data is collected across departments and then how it is then used to impact planning

# data[].attributes.body
A look into and review of how we have used data to inform focus groups and target groups, (both at the lower end and also higher abillity) and to inform strategies moving forward to help students succeed.

# data[].attributes.body
Promote and role model recycling across the school. New recycle bins will be distributed around the school soon and it is important that they are used correctly. We have a lot of issues surrounding this mainly attitudes towards recycling and living in not a very sustainable country present problems so it is important that we educate our students and staff on how to recycle and why we should recycle

# data[].attributes.body
There are a lot of issues that staff face at school with regards to behaviour and I think sometimes coming from the UK, there are some methods that might not be appropriate to use and vice versa. Providing a safe space for staff where they can share examples and techniques etc might help to promote positive behaviour management and a better learning environment.

# data[].attributes.body
Working towards organising trips and providing students the opportunity to see QNI across the country. For example Y10 trip to 321 museum promoted the country with regards to sport.

# data[].attributes.body
Analyse our subject data to compare achievement (actual vs CAT target) of students with low/mid/high CAT targets. Ideally positive achievement should be uniform across student ability groups - if it is not then this might indicate areas for improvement

# data[].attributes.body
How well is our curriculum preparing students for life at university or in the workplace. Not all our students aspire to be leaders or are confident extroverts - how do develop their communication skills

# data[].attributes.body
If I have an academic issue in my subject then it is probable that there are issues in other subjects as well. When this is the case then it would probably be more efficient for parents to be invited into school for a meeting with representative (either teachers or HODs) to discuss all the subject issues at once and prepare an action plan - rather than say multiple individual phones calls/meetings which would be the case if we are not working together across departments.

# data[].attributes.headline
Google carboard (google VR) and virtual fieldtrips

# data[].attributes.subject
Google carboard (google VR) and virtual fieldtrips

# data[].attributes.body
This was something I considered for an ECA but would have required funding. Students can make a VR headset from a kit - google cardboard. The first sessions in an ECA would be the constructing of the VR headset. Then students could use the VR headset for virtual fieldtrips - there are loads of VR youtube videos and even STEM VR engagement websites.

# data[].attributes.body
Formative asessment, adaptive teaching, scaffolding and challenge for all have been covered in sharing good practice sessions - unfortunately only the same people attended these last year when many would have benefitted.

# data[].attributes.body
A lot of students use Apple Notes or random Google Docs, and have very poor organisation on thier devices when using an IPAD in class

# data[].attributes.body
Run a course, series of lessons or ECA where students can design and run a digital citizenship campaign to promote positive online behavior. This could include posters, social media posts and presentations.

# data[].attributes.body
Use role-model students to support with, and perhaps deliver, certain CfL lessons. This could help to make certain sessions more relatable and engaging, while developing the leadership skills of the student teachers.

# data[].attributes.body
Research the ways in which AI could be responsibly used to support teachers with their duties, ranging from admin to planning and feedback.

# data[].attributes.body
Invite guest speakers from Qatar to deliver inspiring talks and workshops. The Qatari author who visited us last year made an excellent impression on our students. Arranging similar events in future would be worth exploring.