PARK HIGH SCHOOL CPD 13 14 Enquiry Groups: Clusters and Mentors

Cluster

GROUP MEMBERS

CURRICULUM AREA

QUESTION

FOCUS COHORT

Pedagogy Mentor

Sangita Patel Coral Martin Roisin Walsh Sabah Zafar Matthew Fowles Marilese Janse van Rensburg Mine Bayar Jo Lambert Hema Patel Colette ODwyer John Cordara Gaye Kassir

ICT and computer science Maths

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 Shilain Keshani

Does ICT have any impact on the understanding of the weakest Top 5 and bottom 5 from each year 7 class and strongest students in mixed ability year 7 groups?
comparing those using ICT and not

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) Do our safeguarding processes support students preparedness to learn? Is punishment support? Is support punishment? How can we get students to gain more marks in the 8 mark written questions? How can we provide meaningful opportunities for year 7 students to develop their critical thinking skills? Which questioning techniques will engage coasting year 11 students? (raise engagement levels; raise self-esteem)

Year 8 +y year 10 class to compare and contrast Those students who have needed/ continue to need this specialised support GCSE (Yr 10 + 11) 7c Year 11 coasting students D-C-B or low self-esteem

Jo Lambert

Safeguardin g SLT PE Phil and Ethics MFL

Neil Darby

Mike Haldenby Krisia Dalziel Neil Darby Claire Tomsett Naomi Barker Claire Chamberlain Louise Gorman Sabina Brumsack Ranee Sallet Jessie Adams

Neil Darby Neil Darby Sonal Shah Sonal Shah

Nisha Kerai Sital Kerai

D+T/ ICT

Does levelling and grading hinder creativity/opportunities to think out of the box for our learners? How can we use data in order to help underperforming students make more progress in KS3/KS4 or GCSE? How can we help more students to achieve level 7 by the end of KS3? How do we get students to take action/ownership of their work to stop making the same mistakes? What is the impact of triple impact marking?

Year 8 KS3 and Sport leadership + NGB 9D and 9F pupils who by December 13 have 5a+ KS3

Michael Whittaker Michael Whittaker Michael Whittaker Kim DayHaynes Kim DayHaynes

Jan Becker PE Stacey Acheampong Stuart Preston(?) Michael Whittaker PE Chris Jones Samia Parkar Gillian Leonard Andrew Tadrous Abdul Said Helen Myrtle Alan Shorter Science

Science

MY year 10 lower ability AS/HA 9i currently L5a+ Year 10 GCSE option class GCSE (yr 10 +11) KS5
11b/m2 particularly Akmal, Hamzah, Arunthan (?), Thibangi, Gowtham, Varun and Andriana

Laura Leigh Emily Peacock

G

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? How can we ensure that there is a dialogue between students and their teachers in GCSE about their learning? Orchestrating for the development of student automy...with a particular focus on intervention at KS5.
To what extent can we remove scaffolding while strengthening learning? (How little scaffolding can we get away with while doing it well?)

Hayley Perren

Hayley Perren Jen Barnes Manni Obbeng Chris Scott Pippa Meisels Emlyn Lumley

PE Maths / Science Maths

Hayley Perren Sangeeta Chhantbar Sangeeta Chhantbar

Alex Cox Sean Guiheen Melanie Sykens Joe Pich Jo Cooney John Binns Alison Bartle Matt Ennals Ruth Pepperell Sarah Jones Emma Kelly Verity Firth Katherine Moriuchi Lorraine Telfer Chandni Jeshani Hina Bharadawa Harriet Salked Lucy Allen Daria DakhnoCogger Jonathan Wilkie Teresa Halpin Megan Hubbard

PE Science

How can we improve the year 7 curriculum for student progress throughout KS3? What activities lead to meaningful learning from all of 11b1?

11b1 Triple Science group (Balegh, Yash,

Inder, Ammar, Priyesh, Nirushan et al.)

Sarah McColgan Sarah McColgan

D+T Art

What can be done to encourage students to have more consistent levels of engagement for practical and theory work? How can we help to engage boys in Art?

Year 8 Product Design Year 9 boys (SA/SA+ in particular where possible) Year 12 Biology students Year 10 Set 1,2,6

Matt Ennals Matt Ennals

Science Maths

How can we improve students written argumentation skills when writing about controversial issues? How can the learning and knowledge be retained for longer by the students?

Helene Galdin-OShea Helene Galdin-OShea

History

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

Helene Galdin-OShea

English

How do we ensure that students respond to our feedback to improve their writing? What type of teacher-generated feedback has the greatest impact on pupil motivation?

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

Lisa Arsenieva

Bhupash Patel Emma Walton Richard Molloy Martin Bart

English/ History

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

Bob Bailey Lyndsey Gillot Lisa Harris

M

Music

Amanda Attfield Anisha Mistry Audrey Wellington Marcia Bridge Bhavna Kapur Jade Root Reshma Halai Doug Walker Aly Boniface Lucie Griffiths Brenda Davis

D+T

If I give yr7 students the opportunity to co-create their own Year 7 curriculum, will they become more intrinsically motivated, engaged, independent and collaborative learners in music both in lessons and in between lessons? How can we convert enthusiasm for and commitment to Year 9 boys who are practical work into written work? not making progress

Bob Bailey

Bob Bailey

Maths English/Hist ory Learning Support Science MFL

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?
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 8 Yrr11 set 5 Year 9

Aimee Lyall Aimee Lyall

Debbie Lunan Mahdvi Haria Natalia Calero Michael Alexander

Niall ?

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? [Rephrase] Oracy: more fluent oral responses which would transfer to writing tasks How can we use habits of mind to improve students use of the target language? How can we improve ability to plan, analyse and evaluate investigations? Higher order skills AO3/AO4 [provisional]
Improving differentiation on a day to day basis in the drama department [TO BE CONFIRMED] + Misty Parks (not in on Mondays)

Year 8 Literacy Year 12 Cope

Natalia Calero Natalia Calero

Year 10s who achieved level 6 at end of KS3 All except yr 11

Natalia Calero

Thomai Keramitsi Maria Perrett Sachit Vohra

P

Science

Steve Hickman Steve Hickman Steve Hickman

Janice Otung Steve Hickman Mamta Sethi Sarah Burgum Rebecca Wine

Business Studies Drama

At risk students

Kim Little Vanessa Lee Gemma OConnor

Q

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?) How useful is summative assessment in supporting pupil progress?

Year 7 Geography

Will Hemens

Ravleen Wasu Malie Kanathigoda Juven Bailey Caroline George

English

KS3: Year 9 + Year 7

Will Hemens