ABC project - Raising attainment in FSM G&T students
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Authors
Poddington, Richard
Issue Date
2010
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to increase attainment in GCSE results of a targeted group of disadvantaged G&T pupils by providing targeted support and increasing challenge in lessons.
Aims: The main aim of this development work is to provide targeted support for disadvantaged G&T pupils, increase challenge in lessons, and offer greater feedback to parents on their child's development.
Methods: The participants in this development work are teachers, senior management, external agencies, and G&T coordinator. They are working together to increase challenge in the classroom and raise attainment of G&T pupils. Methods used include creating a G&T focus group, using higher order questions in teaching schemes, providing CPD for teachers, monitoring pupil attainment, and increasing correspondence with parents.
Findings: The main findings of this development work are that there has been an increase in predicted grades for the 'AAA' group, an improvement in challenge felt by the 'AAA' group in their classes, increased staff resources, and increased correspondence with parents.
Implications: The findings suggest that targeted support for disadvantaged G&T pupils can have a school and individual level impact, and that increased challenge in lessons can lead to improved attainment. Increased communication with parents and student voice can also be beneficial.
Aims: The main aim of this development work is to provide targeted support for disadvantaged G&T pupils, increase challenge in lessons, and offer greater feedback to parents on their child's development.
Methods: The participants in this development work are teachers, senior management, external agencies, and G&T coordinator. They are working together to increase challenge in the classroom and raise attainment of G&T pupils. Methods used include creating a G&T focus group, using higher order questions in teaching schemes, providing CPD for teachers, monitoring pupil attainment, and increasing correspondence with parents.
Findings: The main findings of this development work are that there has been an increase in predicted grades for the 'AAA' group, an improvement in challenge felt by the 'AAA' group in their classes, increased staff resources, and increased correspondence with parents.
Implications: The findings suggest that targeted support for disadvantaged G&T pupils can have a school and individual level impact, and that increased challenge in lessons can lead to improved attainment. Increased communication with parents and student voice can also be beneficial.
Description
Keywords (free text)
Secondary education , Assessment and target setting , Self evaluation and review , Social and Emotional Aspects of Learning (SEAL)