Docstoc

ABLE KS3 STUDENT SUMMIT_1_

Document Sample
ABLE KS3 STUDENT SUMMIT_1_ Powered By Docstoc
					                              ABLE KS3 STUDENT SUMMIT
                                    9TH JULY 2007

Summit Aims

   To find out what it means to be an able student.

    To gain input from more able students that can be used by the LA and schools to help
    shape provision.

    To inform students of their ability level and underline what this potentially means for
    their future aspirations.

Structure

39 Key Stage 3 Pupils evenly spread through Years 7, 8 and 9 from 4 high schools.
Accompanied by a Senior Manager or G&T Co-ordinator.

Criteria for participation; the most able, academically, from each year group based on
academic attainment and CATs scores. Level of ability places the majority of students in the
top 2% nationally; this would place them at being able to achieve Level 8 and Exceptional
performance at Key Stage 3. One school did not use CATS; in this case students were
identified via teacher assessment.

Role of member of staff was to observe or facilitate discussions for a school other than their
own.


                                      METHODOLOGY

Introduction
The outline of the session and its aims were shared. Students were informed of the anonymity
of their responses and asked to be as open and honest as possible.

Think Sheets
Students were encouraged to record any thoughts on any aspect of being more able on large
Think Sheets displayed around the room.

Video Diary Room
Students visited the diary room to record outcomes of group discussions; respond to specific
questions relating to provision for more able students or to share the key message for schools.

Questionnaire
Students completed an individual questionnaire relating to their classroom experiences.

Sharing Data on Ability
During breaks in the Summit, students from those schools, who carried out CATS, were able
to find out their CATs scores (quantitative, verbal and non-verbal) and have their ability
plotted on the CATs bell curve, thus showing them their very high level of ability and their
aspirational level with regards further study and achievement.



andrea.broadbent                             Page 1                                  2/28/2010
Question 1:
What are the 5 benefits of being clever at your school?
3 minutes to think on their own.
3 minutes to discuss with a partner or in a small group
Feedback to the whole group.

Session 1:
Session what it means to be clever, CAT scores and how these can be correlated to SATs and
GCSE scores as well as being an indicator of future aspirations such as Higher Education and
Russell Group Universities.

Question 2:
What are the 5 main priorities for change?
3 minute single think.
15 minute group discussion to establish five priorities.
Each group gave feedback to the Summit and to the Video Diary room.

Question 3:
What is the key message you want to give to school?
Record in the Video Diary Room.


All comments provided by every student at the Summit have been taken into consideration
during collation.



                                 FINDINGS SUMMARY

Results collated from individual responses and listed in descending order.


     WHAT ARE THE 5 BENEFITS OF BEING CLEVER AT YOUR SCHOOL?

    1. Recognition and respect from teachers, students perceive that they are treated better
       because of their ability.

    2. The ability to get better grades and achieve exam success.

    3. Participation in events and trips specifically for able students.

    4. Work is found to be easy.

    5. Better prospects for the future, including for further study, career and earning
       potential.




andrea.broadbent                            Page 2                                  2/28/2010
                WHAT ARE THE 5 MAIN PRIORITIES FOR CHANGE?

    1. Increase setting by ability.

    2. Smaller sets and more opportunities for 1:1 support for more able students

    3. Ensure that lessons are challenging so they match the ability of the student, provide
       stretching targets for improvement and include more practical activity

    4. Improve learning by ensuring that they are not disrupted by poor behaviour.

    5. Increased access to quality ICT and learning resources.



                                QUESTIONNAIRE RESULTS

Over half of students are mostly bored.

Over 2/3rds of students report they mostly finish work early.

1/3rd of students state work is mostly too easy.

6 out of 10 say that work is occasionally challenging.

Nearly 1/2 never does different work and nearly 2/3rds say they do work different to others in
class only occasionally.

8 out of 10 say they occasionally do work they have done before.

A quarter of students feel that work is mostly interesting, though two thirds think it is
interesting occasionally.

6 out of 10 students feel that work is only occasionally challenging

Nearly half of students say it is never cool to learn in class.

Two thirds never work with a teaching assistant.

4 out of 10 feel they are always able to ask questions in class and 3 out of 10 say they are only
able occasionally.

1 in 10 students say that teachers never inspire them to do well.


                                        THINK SHEETS

Provision
Challenging.
Teachers tell you what to improve on.
Smaller set for clever people.
Not easy.
More trips and treat for clever people to encourage better work.
Harder subjects.
More breaks to give time to process info in class.



andrea.broadbent                              Page 3                                   2/28/2010
Teachers should not make mistakes more often than the pupils.
Explanation of work we have done before.
Get rid of Cls and Pls!!!
Sophisticated teachers.
Separate work.
Get rid of the Blast!
Independent project work
Put the naughty students in another set. Make a smaller set for clever people.
Get rid of C’s and P’s.
Our school will be a better place.
Do more trips to encourage pupils! – history, challenge, educational, science.
Teachers getting behind with marking books.
Remove all distractions.
Fun work can be a better education.
Have more P.E., I.C.T. and maths.
We can make it fun by setting challenging work and doing puzzles towards the ends of terms.
What can we do about boring lessons?
School can be boring what can we do about it?
Smaller lessons- able student lessons.
At dinner, now Yr 11’s, have gone we should be able to use the new ICT suite.
We want to be pushed to do harder work in lessons.
Don’t put clever people who are disruptive in top sets. We want no distractions, even though
they have the potential they don’t use it and don’t deserve to be in a higher set.
Don’t put people who aren’t really clever with lots of disruptive people.
In some classes, the teacher teaches lower level work. We want higher work.
Assessments can be too long for the time given.
How do you get better scores in tests?
                 Ask teachers for extra help.
                 Revise at home and at school.
More consequences for smoking.
More rewards for able students.
People need to excluded more frequently – low attendees, repeat offenders.
Encourage people to learn- trips rewards.
People who mess up the lessons in different sets.
Be able to find out all your results on the computer.
More trips.
Find out CATS scores.


Social and emotional
Talk to students more politely,
To make a system where you are not setted with people that you don’t like. This will reduce
bullying.
Get treated more grown up.
Get rewarded more that the naughty ones who always get rewarded.
Ignore the distractions
Why do teachers appreciate you?
                 Because you get on with your work.
                 You don’t interrupt or disturb lessons.
                 You help other pupils.

Aspirational
To be able to find out your CATS scores at schools.
We hardly ever get told that we are clever. It would encourage us more if we did get told.
The way you are brought up.
More commendations for good work.


andrea.broadbent                           Page 4                                  2/28/2010
Other
We had a good day. Thank you for helping us make a better school.
Thanks for giving us the opportunity to make a difference.
Another G&T summit would be useful.


                                 FOLLOW UP POINTS


   1. Schools have been provided with an individual report on their results, a copy of the
      Video Diary Room DVD and a letter sent to students informing them of the
      outcomes.

   2. Schools to share and discuss findings at senior management level, with the Governing
      Body and all staff, ensuring outcomes and the resulting actions inform the SEF and
      improvement planning. Students should be involved in this process where possible.

   3. Outcomes to be shared with Tameside Monitoring and Advisory Team, Curriculum
      Development Unit and Inclusion Teams and inform the Tameside Plan for Able,
      Gifted and Talented pupils.

   4. Local Authority to hold similar event for 4 students as well as an event aimed
      specifically at talented students.

   5. LA to arrange a follow up session for Key Stage 3 students, where focused task
      groups on able provision will be formed and will initially look at ‘challenge in the
      classroom’ and developing solutions alongside the newly appointed Leading Teacher
      for Able, Gifted and Talented.




andrea.broadbent                          Page 5                                 2/28/2010
                                        APPENDICES I

                               INDIVIDUAL STUDENT VOICE

WHAT ARE THE 5 BENEFITS OF BEING CLEVER AT YOUR SCHOOL?

        Teachers are nicer to you.
        More opportunities.
        Good job.
        Good marks.

        Get good grades.
        Get a good job.
        Better choices.
        Better lifestyle.
        ‘Student Summit’

        You can get a good job.
        Good grades.
        More choices.
        Better lifestyle.
        ‘Student summit’

        Get a better GCSE score
        Teaches will challenge you more.
        Get PI’s
        Good scores so you get a good job.
        You get treated with more respect.

        You could do better in GCSEs and get a better grade by Yr 11.
        You could get a better earning job.
        You could get awards for intelligence.
        You could get more respect off teachers.
        Student summits!!

        Get good job.
        Teachers help you.
        Go to University.
        Treated grown up.
        Treated with more respect.

        Teachers are nice to you.
        Get a good job.
        Get to go to Summits.
        You get treated nice.
        Get invited on trips.

        Better job.
        Get to go on school trips.
        More money.
        Bigger house.
        Pay off debts.
        Get a good job.
        You get to come to able student summit.
        You get treated more grown up.
        Teachers expect more of you.
        Get invited on reward trips.

andrea.broadbent                         Page 6                          2/28/2010
        Able to complete the work.
        Go to events for clever children.
        Turn out cleverer after school
        Get praised.

        Turn out cleverer.
        Go to reward trips.
        Go to events for clever people.
        Do better at work.

        The work seems easy.
        Better results on tests.
        The homework is understandable.
        You get praised, choosen (sic) for awards.
        You don’t have to ask for help.

        Get better results in tests.
        Able to do harder work in lessons.
        Go to events for clever people.
        To be able to solve simple questions daily e.g. at the supermarket.

        Getting awards.
        Get praise from teacher.
        Given opportunities to go on trips.

        You get to come on events like this.
        Go on trips.

        Teachers know you.
        Rewards.
        Other pupils inspire to be like you.
        Teachers appreciate you.

        Trips to colleges/universities.
        Find work easy.
        Get into top sets.
        Encouraged to work independently.
        Respect off teachers.

        Individual responses
        Find work easier.
        Get to go in top set.
         Work quicker.

        Get into top set.
        Get things easier.
        Get good scores.
        Get respect.

        Find work easy.
        Top set.

        Being in top set.
        Find work easier.
        Get good scores.
        Respect off your teachers.

andrea.broadbent                             Page 7                            2/28/2010
        Can get into top sets.
        Get good results.
        Get along with teachers.
        Respect off your teachers.
        Things seem easier.

        Top sets.
        Get to go on trips.
        Get goof test results.
        Teachers trust you.
        Work is easier.

        Finding work easier.
        Doing work quicker.

        Trips out of schools to colleges/universities.

        Individual Responses
        GCSEs available
        Higher level learning.
        After school events
        Trips out of school.

        Extra GCSE.
        After school clubs.
        Special trips.
        This.

        Extra GCSE options.
        Special extra lessons.

        Gifted and Talented events.
        Congratulated.
        Extra work and help.

        Get to go on gifted and talented trips.

        You get more opportunity.
        You get well rewarded.
        Get put into GCSEs early.
        Good levels.

        Extra GCSEs and BTEC courses.
        After school clubs.
        Special trips.

        This!
        Good grades.
        More job opportunities.
        Early GCSEs.



FIVE MAIN PRIORITIES.

   1. More clubs @dinner.

andrea.broadbent                           Page 8         2/28/2010
   2.   More detail for understanding in class (if people don’t get things).
   3.   More revision facilities.
   4.   Improved technology.
   5.   Modernise school environment- friendly, good learning environment.

   1.   Disruptive people taken out of lessons so cleverer people can work properly.
   2.   Teachers could spend 1 lesson n 1 thing and recap at the end of the year.
   3.   If we write out of books we don’t take as much in as doing practical work.
   4.   If able pupils do easier work they wont learn as much.
   5.   More able students should have higher target so they will learn more.

   1.   Work that matches your abilities during lessons.
   2.   So that disruptive people are moved so you can learn quicker.
   3.   Be in sets for most lessons as the smarter people normally are the more well behaved.
   4.   Set higher work for G&T

   1.   Pushing able students
   2.   In class, set higher work for higher pupils
   3.   In some lessons, take pupils out and work with them.
   4.   Set most lessons, annoying when we get easy work – to suit others needs.

   1.   Get rewards for being clever (that we want).
   2.   Smaller groups for lessons.
   3.   More one on one attention.
   4.   More IT equipment (laptops, white boards in each classroom)
   5.   Do final exams earlier on the year.

   1.   Have smaller sets.
   2.   More one to one attention.
   3.   Rewards that people want.
   4.   Rewards.


   1. Better prospects for learning.
   2. Spend money wisely.


   1.   More trips
   2.   Free period (x3)
   3.   More breaks
   4.   Special class for clever people. – Base.

   Pupils learning:
   1. How?
   2. More one to one attention,
   3. Make you want to learn.
   4. Links to Loreto College (Mosside)
   5. More fun things
   6. Interesting text books

   1. Merits
   2. More rewards for cleverer people when they get good grades/results

   Boring lessons:
   1. What can we do?
   2. More interesting


andrea.broadbent                            Page 9                                 2/28/2010
    1. Better prospects for lessons and classes.

    1.   A newly improved library.
    2.   Easily accessible ICT facilities.
    3.   Higher level science practicals.
    4.   Improves after school revision lessons.
    5.   Smaller classes for able students.




                         INDIVIDUAL SCHOOL THINK SHEETS

Challenging.
Teachers tell you what to improve on.
Smaller set for clever people.
Not easy.
More trips and treat for clever people to encourage better work.
Harder subjects.
More breaks to give time to process info in class.
Teachers should not make mistakes more often than the pupils.
Explanation of work we have done before.
Get rid of Cls and Pls!!!
Sophisticated teachers.
Separate work.
Get rid of the Blast!
Independent project work


Talk to students more politely,
To make a system where you are not setted with people that you don’t like. This will reduce
bullying.
To be able to find out your CATS scores at schools.
Put the naughty students in another set. Make a smaller set for clever people.
Have more P.E., I.C.T. and maths.
Get treated more grown up.
We hardly ever get told that we are clever. It would encourage us more if we did get told.
Get rid of C’s and P’s.
We had a good day. Thank you for helping us make a better school.
Thanks for giving us the opportunity to make a difference.
Get rewarded more that the naughty ones who always get rewarded.
Our school will be a better place.
Do more trips to encourage pupils! – history, challenge, educational, science.

Teachers getting behind with marking books.
Remove all distractions.
Fun work can be a better education.
Ignore the distractions.
We can make it fun by setting challenging work and doing puzzles towards the ends of terms.
What can we do about boring lessons.
School can be boring what can we do about it?
Why do teachers appreciate you?
                 Because you get on with your work.
                 You don’t interrupt or disturb lessons.
                 You help other pupils.
Assessments can be too long for the time given.
How do you get better scores in tests?

andrea.broadbent                           Page 10                                2/28/2010
                Ask teachers for extra help.
                Revise at home and at school.
                The way you are brought up.

Smaller lessons- able student lessons.
At dinner, now Yr 11’s have gone we should be able to use the new ICT suite.
We want to be pushed to do harder work in lessons.
Don’t put clever people who are disruptive in top sets. We want no distractions, even though
they have the potential they don’t use it and don’t deserve to be in a higher set.
Don’t put people who aren’t really clever with lots of disruptive people.
In some classes, the teacher teaches lower level work. We want higher work.
More consequences for smoking.
More rewards for able students.
People need to excluded more frequently – low attendees, repeat offenders.
Encourage people to learn- trips rewards.

More commendations for good work.
People who mess up the lessons in different sets.
Be able to find out all your results on the computer.
More trips.
Find out CATS scores.
Another G&T summit would be useful.


Additional student notes from 1 school

G&T information board/display – This would show G&T pupils any clubs or after school
activities available to us, as most of us have not been informed of them.
Badges/ties/caps – To identify us as G&T, as we are proud of it.
A newly improved library – there is nowhere for us to read in private, or use the Internet at
break or lunch.
Improved revision lessons: - revision classes are boring and inconvenient; hardly anybody
goes, as it is not necessary. When it is nearly time for exam some lessons should be cancelled
and used to revise for the subjects we’re tested on, particularly for SATs, hardly anybody
went to revision lessons because it was after school.
Smaller classes for able students- even in higher sets there are still a few disruptive students.




andrea.broadbent                            Page 11                                   2/28/2010
                    LA ABLE STUDENT SUMMIT QUESTIONNAIRE
                         OVERALL RESULTS 9TH JULY 2007
                   Always     Mostly       Occasionally   Never
T Explains         10% (4)    90% (35)
things clearly
TA works with                 3% (1)       33% (13)       64% (25)
me
T tells me what    13% (5)    41% (16)     49% (19)
I have to do to
improve
T knows            15% (6)    56% (22)     26% (10)       3% (1)
strengths
Do work done                  13% (5)      82% (32)       5% (2)
before
T asks hard Qs                44% (17)     51% (20)       5% (2)
T encourages       13% (5)    61% (24)     26% (10)
working things
out on own
W is too easy      3% (1)     36% (14)     56% (22)       5% (2)
Get things                                 95% (37)       5% (2)
wrong
Finish early       5% (2)     67% (26)     28% (11)
Do different                  3% (1)       62% (21)       45% (17)
work
Own projects       20% (8)    28% (11)     44% (17)       8% (3)
Interesting        5% (2)     26% (10)     64% (25)       5% (2)
work
T too much         3% (1)     20% (8)      72% (28)       5% (2)
explanation
Able to ask        41% (16)   41% (16)     28% (11)
questions
Challenging                   33% (13)     59% (23)       8% (3)
work
T encourages       13% (5)    33% (13)     51% (20)       5% (2)
creativity
Use resources      13% (5)    56% (22)     26% (10)       5% (2)
independently
T set P Solving    3% (1)     31% (12)     67% (26)
tasks
T understands      5% (2)     39% (15)     33% (13)       23% (9)
learn best
Act as T in                   10% (4)      36% (14)       54% (21)
class
T shows how to     5% (2)     23% (9)      51% (20)       20% (8)
check work
Boredom            3% (1)     54% (21)     41% (16)       3% (1)
Help others in     15% (6)    20% (8)      59% (23)       5% (2)
class do their
work
T inspires to do   18% (7)    39% (15)     33% (13)       10% (4)
well
Cool to learn in              13% (5)      41% (16)       46% (18)
class



andrea.broadbent                 Page 12                       2/28/2010

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:5
posted:2/28/2010
language:English
pages:12