What Works? Action Research by @QKynaston

An in-house journal sharing action research at Quintin Kynaston.

In this issue: 4Matrix Raising expectation, raising achievement Philosophical Studies IRIS Learning not earning NEET Counselling Skills

Issue 1: 2014 -2015

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Our aims: Welcome to the 1st edition of ‘What Works?’ journal by Quintin Kynaston.

“… if school systems enter the 21st century unwilling to invest in the “wisdom of practice” they will likely find it increasingly hard to fill their classrooms with enough teachers who are both capable of and willing to tackle the challenges that lie ahead.”

Richard Sagor – ASCD)

What This journal is one of the first steps in our (CPD) Continued Professional Development journey to strengthen the culture of action research for all of our staff. One of the many ways we as are sharing our findings with each other at Quintin Kynaston, is through a publication of journals from a range of teaching and support staff conducting long-term action research in and out of school.

CPD is also about sharing best practice; to consider ‘what works?’ and encourage staff to share collaboratively so that it has significant impact on professional practice, as well as the lives of our students here at QK.

‘What Works?’ is about making research available to our own staff, as well as with our local networks within Westminster, London and further afield through our website and links to the wider educational world.

Why Teachers and support staff who engage in action research inevitably find it to be an empowering experience. Using action research, what we actually mean is extrapolating any of the ways staff reflect on their practice and improve it by self, peer and student evaluation. This will in many instances, require a disciplined process of inquiry conducted by and for those taking the action. This will include bringing in and trying new ideas identified from critical reading; selecting a focus, clarifying theories and analysing the results so that the researcher can take informed actions from what the quantitative and qualitative data reports. How As a group of staff that engage with action research, complete further degrees, or are in the process of professional learning through inquiry, we are committed to using in-school research to improve our professional practice to become effective teachers. ‘What Works?’ is about communicating key findings and recommendations of research from our own practitioners, so that all staff recognise its relevance and importance for implementing a “research-proven” strategy to use with students. In our first edition, you will find a good range of questions, topics and action researchers who gain valid and reliable data as they develop efficacy.

Ross McGill Deputy Headteacher – Quintin Kynaston

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‘What works?’ Journal. Issue 1 Twitter: @qkynaston

Fear, Loathing and 4Matrix

Action Research by Martin Stone A forum for teachers to explore our use of data; the necessary conceptual frameworks to make it work for us, and an opportunity for everyone to sound like they know what they’re talking about through the clever use of statistics.

Let’s discuss this …

Why do we expect a musician or an artist to analyse data any better than a mathematician could write a symphony or sculpt a statue?

There’s a rich resource waiting for us in the reams of data, but we need a better working relationship with the numbers if we are to get the most from them.

Data on students can do wonderful things for us. We collect it, log it, compile it, and store it every day. Yet, when it comes to the analysis, we’re too like Andrew Lang’s drunken man.

We constantly analyse our lessons and our learners, we reflect and refine, but too often the data analysis gets pegged on at the end when we’ve already reached our conclusions, and we only do it because we’re required to. We should change that; it’s one of those horse-cart things.

Three key concepts: In seminar format groups, we discuss three key concepts in statistics, namely:-

Key Indicators Significance Normal Distributions.

Understanding these won’t make you a mathematical genius overnight, but it will make a positive difference in your relationship with the data.

… and let’s talk about 4Matrix. Let’s talk about how 4Matrix works, or why it doesn’t work; or worse still, makes extra work. Let’s agree on how it would work for us in an ideal world and try to dispel a few myths to make sure we’re not chasing our tails.

Key research questions:

How should we use data to inform our practice?

What are the key concepts necessary to analyse data?

How much use is 4matrix?

“88.2% of statistics are made up on the spot.” Vic Reeves

“He uses statistics as a drunken man uses lamp-posts...for support rather than illumination.”

Andrew Lang Key findings:

This is an action research project, so we won’t have any key findings until the dust settles in our use of 4Matrix at school.

Allow me get back to you …


Raising expectations, raising achievement

Michelle Malakouna In 2014-2015, we raised the bar for progress by establishing the expectation that all students would achieve four levels of progress between KS2 and KS4. We communicated this message to parents, students and teachers in various forums, but the main course that it became visible, was through colour-coding report grades at each assessment point. Students’ grades would appear dark green, green, amber, red or dark red; to indicate outstanding, good, minimum expected progress, below expected progress, and serious cause for concern. At KS5 we set targets based on Fischer Family Trust most likely grade, plus one grade. Context: Recently, Quintin Kynaston (QK) students have achieved slightly above average levels at KS2. However, this has not been reflected at KS4. For several years, results have hovered at around the same level. This represented value added below the national benchmark; students were making less than expected progress. With the introduction of Progress 8 as the key measure of achievement in 2016, there is an added incentive to shift focus away from 5A*C including English and Maths, towards all students making progress across a wider range of subjects.

Values: Our mission is to develop the best in every student. We needed to enable and empower students to make the maximum progress possible throughout their time at QK. In order to be seen as at least a ‘good’ school, we needed to show that students make at least minimum expected progress, which the government had set at 3 levels of progress between KS2 and KS4. In line with our value of ‘aspiration’, we chose to set a higher benchmark for progress. Eventually, in order to be seen as ‘outstanding’ we would need to show that students exceed expected progress.

Actions: Through the website, weekly newsletter, staff meetings and assemblies, we communicated this raised expectation to all stakeholders. We created flight paths for all students, using their KS2 fine levels as a starting point, and creating an end of key stage target based on making 2 levels of progress by the end of KS3, and a further 2 levels of progress by the end of KS4. We factored in time for students


What is the impact of establishing 4LOP as the benchmark?

Are students aware of their grades/levels?

Are students aware of their progress? Has attainment improved? Has progress improved?

Key findings:

Our best predictions suggest that our exam results will be the best the school has seen

Next year’s exam results are expected to be even better

The majority of students at KS3 are making or exceeding expected progress

Further analysis is required We await the results of the summer

2015 exam season

…In line with our value of ‘aspiration’, we chose to set a higher benchmark for progress.

…all students would understand that progress is now the most highly valued measure of how well they are doing at school.

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to progress at different rates, by allowing two chances for each sub-level of progress to be achieved. Using the flight paths, we colour-coded students’ report grades after each assessment point to show them, their teachers and their parents where they are on their flight path; exceeding, making or not yet making expected progress. After each assessment point, we analysed the data at senior leadership, middle leadership, and classroom teacher level in order to identify any groups who were falling behind, and put interventions in place to close the gap. We shared progress data with Directors of Learning so students making and exceeding expected progress could be recognised and celebrated, so that all students would understand that progress is now the most highly valued measure of how well they are doing at school. We have planned to evaluate this work at the end of the year, with reference to exam results in Y11, 12 and 13, and end of year current grades at KS3. To complete the picture we would need to gather student voice response to reflect any qualitative changes in the students’ experience and awareness of their grades and progress. Conclusions We are waiting keenly for the results of the summer 2015 exam season. The level of student and parent interest in colour-coding on reports, as seen at Progress Review and Parents’ evenings suggests that there has been a sea change in the way that attainment data is interpreted. Some challenges have arisen, particularly around the validity of the KS2 baseline, and therefore of the flight path and targets set at KS3. There has also been a greater need to ensure that current grade and level entries represent a holistic snapshot of a student’s attainment in all elements of the course at each assessment point. Our best predictions suggest that our Y11 and Y13 results will be the highest that the school has seen, and that our Y10 results will be even better in the following year. At KS3, the majority of students in each year group are now making or exceeding expected progress. Further analysis is needed before firm conclusions can be drawn.


Philosophical Studies

Russell Child I’m the Head of Politics, Philosophy & Economics at Quintin Kynaston Academy in London. I’m nearing the end of the first of three years as a student at Birkbeck College studying Philosophy.

The what?

The MPhilStud at Birkbeck is like an MPhil, so research based, but with a taught component for students who did not study Philosophy at undergraduate level. It is a bridge between the MA (which I completed in 2014) and the PhD (which I hope to start in 2017.) The MPhilStud is designed to give an in-depth knowledge of three areas of philosophy as well the opportunity to do a sustained piece of philosophical research by writing a thesis of 25,000–30,000 words. Students choose three areas of study, one historical and two thematic, or one thematic and two historical. For historical areas, the work of one philosopher or of a recognised group of philosophers is studied. Each module is assessed by two research based essays of around 5,000 words. My three modules are Ethics, Foucault & Marx. My dissertation will probably be on some aspect of radical democracy, drawing on the work of the contemporary philosopher Chantal Mouffe. The whole thing will take three years to complete (part time.) We prepare for our essays by working with assigned supervisors and attending research seminars. For the thesis element, we are assigned to a supervisor who is a specialist in the area in which we plan to research and write.

The why? So I’ll answer like a philosopher and respond with a question – why does anyone do anything? I love philosophy but unlike some people I don’t study it as a form of therapy or self-help but to get some answers to three pretty important questions: what is there, how do we know and how should we live? By the time I finish my PhD I should be close to retirement age (assuming the government doesn’t raise it still further and have us die in the classroom) so I’m hoping to reveal the answers to these questions in my final lessons.

I’m very fortunate insofar as I work at QK part time which gives me the space to do the academic work outside the ‘9-to-5’. Furthermore the Senior Leadership Team is supportive and encouraging of staff who want to pursue academic and/or research degrees. Even if I wasn’t a teacher, I’d like to think I’d be doing this or something similar. But as a teacher I do think it is very important that we embody the values we seek to promote, namely academic excellence and a commitment to the value of lifelong learning.

Initial research questions:

Is the deliberate targeting of civilians during war ever justified?

Would a just society or government absolutely refrain from shaming or humiliating any of its members?

In what sense is power political?

Philosophy isn’t a form of therapy or self-help. It is trying to find out the answers to some pretty fundamental questions: what is there, how do we know and how should we live?

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Since I started the MA in Philosophy in 2012 my teaching has become much sharper both in terms of content and process. I’d like to think that it has become even better since transferring to a full-blown academic research degree. I can also empathise with my students who are struggling to meet competing deadlines while dealing with annoying teachers setting more work, not least like me.

The how?

As in how is this of any benefit to anyone? The Philosophy department Birkbeck is one of the most distinguished centres of philosophy research in the UK. By studying there I can provide QK students with an education of the very highest academic quality. It’ll help me design courses that stimulate students to think for themselves and develop their own ideas and argumentative skills. There is something to be said for a teacher being a student. It is also important to embody a commitment to academic excellence and lifelong learning.

Conclusions

A very senior member of The Conservative Party recently said that the function of mass education is to make sure your gardener can read so he knows whether something is poisonous or not before applying it to your lawn. Socrates had a different view of education. He was forced to drink from the hemlock cup because he was found guilty of corrupting the youth of Athens.

How? Well by getting them to think critically about themselves and their lives and the world around them. Most importantly of all, he encouraged them to constantly ask questions of others not least those in positions of power. I hope the work I am doing at Birkbeck makes me a better teacher, able to play my part in an educational institution that produces young adults who constantly question and challenge the powerful. Bibliography Here is some philosophy I’ve enjoyed reading this year:

Key findings:

That there may be circumstances in which it is right to deliberately target non-combatants and wrong to deliberately target combatants.

A just society or government would absolutely refrain from shaming or humiliating any of its members

Foucault is right to suggest that a social theory of politics will enable us to resist forms of domination that exist in even the most democratic societies.


Video Analysis; using IRIS as a tool for improving classroom practice through self-evaluation, coaching and collaboration.

Kyle GouldingImproving a teacher’s practice in the classroom may be for most schools an urgent priority, teachers are a schools biggest resource by a significant margin; spending on teachers typically accounts for 78% of a total secondary school budget (DofE, 2013). A school cannot afford to overlook an increasing amount of evidence that identifies student achievement being linked closer to teacher quality. Schools are well known for their relentless and committed focus as centres of pedagogy, but to improve the quality of teaching staff, a focus needs to also be directed towards the needs of adults and how they learn; the focus on andragogy should not be completely overlooked in the quest to improve the progress of children.

A personalised CPD approach ‘Adults learn differently to children and will excel when given opportunity to reflect and use past experiences’ (Fidishun 2000). Adults will also learn better if they perceive the learning to be relevant to their needs – adults want to know the relevance of what they are trying to learn to what they are trying to achieve. Teachers need to be given the time to take advantage of personalised, explorative and collaborative opportunities (Teach First report, Lessons from the Front 2009). Current research evidence shows that improving the effectiveness of teachers would have a major impact on the performance of schools (Sutton Trust, 2011).

We do, however, need to acknowledge that improving the effectiveness of teachers is not a straight forward task and much of the teaching profession perceives that their own CPD needs are often overlooked in favour of whole school training on specific issues. Storey (2009) identifies key barriers to successful CPD being competing priorities and whole school initiatives being favoured over individual development needs.


Can using technology improve teacher confidence in the classroom?

Can the use of technology for self-evaluation and coaching raise performance against the teacher standards?

Can the use of technology provide a personalised CPD approach over time?

How can technology improve the effectiveness of inter-school collaboration?

Research predictions:

The use of a web-based video analysis will:

1. Positively impacted on the confidence of teachers

2. Positively impacted on teacher performance against the Teacher Standards

3. Empowered teachers with more responsibility for their CPD

4. A positive impact on collaborative practice between teachers of the same and different schools.

......to improve the quality of teaching staff a focus needs to also be directed towards the needs of adults and how they learn, the focus on andragogy should not be overlooked……..

This box can be moved and sixed changed to balance page. Pictures, diagrams or graphics can also be dropped into the main body of text to break it up visually.

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The Innovators The role of the innovators has been to test and pilot the software within the day-to-day school setting to identify and trouble shoot problems as they arise. The innovators will work closely with other key supporting departments to devise policy and procedures for safe and effective use of the technology. The Pathfinders The second cohort of participants has so far involved two distinct groups. The first group to use the IRIS Connect were the current cohort of NQTs. The use of video analysis offers specific opportunities to self-reflect and they can begin to personalise their remaining training pathways. The second group of pathfinders were experienced members of staff who were interested in using the software to improve standards within their departmental areas by various means including collaboration and coaching.

Conclusions: The aim is for IRIS Connect to be used whole school and gradually become embedded as a key driver in terms of teacher CPD. IRIS will provide the contextual, experience-based learning stimulus ideal for a school environment. The technology will specifically impact performance via self-evaluation, peer to peer mentoring, coaching and assist with the building of learning communities and will be gradually be introduced to QK Academy. First the technology is to be used by a small number of colleagues; the innovators. I have been helping drive this ofr the school and as part of my own NPQSL project.

So far …

The use of Iris Connect has been promoted within the school via a presentation to both groups of pathfinders.

The NQTs have used the technology for self-evaluation and feedback has been collated.

All middle leaders have been introduced to the IRIS software and discussion has taken place as to how it can be of use to different departments.

All teachers have attended an awareness workshop to learn how IRIS Connect can assist with coaching, self-evaluation and collaborative practice.


Learning Not Earning: Looking at the Attainment and Aspirations of Bangladeshi Students

Emma Stevens – Director of Learning Year 12 at Quintin Kynaston

Context of Project

As part of the school improvement plan (2014-2015) ‘to establish a whole school overview of groups’, it was evident that certain groups within the school were underachieving and needed intervention. As a Director of Learning (Head of Year), I wanted to look at the attainment and aspiration of Bangladeshi students due to patterns of low attendance figures and the lack of ambitious progression routes witnessed year on year.

In our sixth form, I have observed the ‘want in students’ to earn money. Bangladeshi boys particularly want to dress well, drive cars and go out and socialise; all these desires need to be funded by an income. The message at home is not always what and how they will work through education, but more the job they will have at the end. It does seem that boys are more eager to want to leave and work, yet girls are either really driven or can completely lack any aspiration.

There is a fall in attendance of Bangladeshi students’ as they progress up the school. There can be an absence of higher education aspirations and a lack of engagement from parents. These

factors have fed into my research. I wanted to know what we can do as teachers to engage these young learners to ensure their progression through education is not just about work, but a pathway into further education.

My exploration was directed throughout the school using interviews, researching attitude to learning, attendance records, academic research, assessment point results, parental engagement and culture. I also focused across two key stages: KS4 to KS5 with mentoring and will later examine GCSE and A Level results in the summer of 2015. The overarching idea, is that the findings can be embedded and shared across the school.

Context of research

I have worked in inner city schools since I first qualified 16 years ago and this was always a conscious decision. My own schooling was in a single sex school that was not particularly diverse and after having taught in rural Japan, which was highly regimented with little creativity, I knew that I wanted to teach in a community where the environment included a wide range of faiths, ethnicity and aspirations.

I delight in working in this environment, but once I remove my lessons, planning, marking, meetings, training and everything else I have to do, I am not sure that I have ever really sat back and thought about the cultures of our learners and the impact this has on students and their educational journey.


Why can the attendance of Bangladeshi students decrease as they go up the school

Why do a proportion of Bangladeshi students not apply to higher education establishments?

Why can some students lack aspiration and self-belief?

How can we get our young minds to want to learn?

What can a school do to encourage and inspire these students?

The issue for students is that there can be a conflict with

their cultural views and wanting to be a young person in the UK. It can

leave them with a confused identity.

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‘What works?’ Journal. Issue 1 Twitter: @qkynaston I understand basics about certain religions and ongoing recent educational research and new changes in education, but what does a white British woman know about Bangladesh; or Bengali culture? I have not travelled to Bangladesh on a holiday, nor do I have a set of Bangladeshi friends or family members; so, if I do not understand or appreciate the students’ context of learning, how can I support our young people?

Once I understood the framework for my research, I made the decision to focus on Bengali students, knowing the research and understanding of a key group of learners within our school, would be fundamental to progress with my study.

Geography and Population

Bangladesh straddles the Bay of Bengal in south Asia. To the west and north it is bounded by India; to the southeast, it borders Myanmar. Until I looked at a map I never realised how small it was and where it was located.

I was not surprised to learn Bangladesh is the most densely populated non-island nation in the world with a population of 125 million. Inhabitants live in an area of 55,813 square miles which means that there are about 1,257 persons per square mile, compared to just 262 persons per square mile in the UK.

Most of the population is young, with about 60% under the age of 25 and 3% over the age of 65. Life expectancy is just 61 years. Twenty percent of the population was deemed to be urban in 1998, making the Bangladeshi population predominantly rural.

Bengali Migration, Culture and Education

An Article written by Ofsted in 2004 states “Migration in significant numbers first took place in the 1960s. The first Bangladeshi men arrived in the United Kingdom alone, and were then joined by their teenage sons, followed by wives and younger children.”

The men who came first worked largely in clothing and restaurant trades. They settled in the North East of England and more recently in the East End of London (Tower Hamlets) and continued to work in manual labour jobs

Most Bangladeshis in England speak Sylheti, which is a distinctive dialect of Bengali with this being the main written language used for administration and other purposes in Bangladesh. Bangladeshi parents value their linguistic heritage and encourage their children to learn Bengali. In the home, families often only use Sylheti and English. English only tends to be spoken between brothers and sisters.

The respect and love students and Bengali people have of Bengali culture is clear. There seems to be a deep bond with children and their mothers. Mothers are seen as the ‘nurturer’ with fathers viewed as the ‘provider’. The roles see the mothers stay inside the house and the fathers leave for work. This also supports why many mothers still cannot speak English and are therefore unable to ask for help because they cannot communicate clearly outside of their own community.

Many parents want their children to visit Bangladesh. One student I spoke to said; “my parents want me to see where we are from and to visit family;” these visits ensure young people do not lose where their cultural identity comes from.

In Bangladesh, education is not compulsory, but is free for elementary students. Approximately 85% of elementary school-aged children attend schools, while secondary schools enrol less than 20%. This poor attendance record is responsible for Bangladesh's literacy rate of 41% for people 15 years and older. (Asian 2010)

This research not only surprised me but also gave me information as to why many parents have little or no understanding of the process of going through education. The education system here in the UK must confuse a child or a family member that has already travelled through a schooling system elsewhere. This lack of UK familiarity therefore inhibits their ability to support their children effectively through school. Most parents clearly want their children to be successful, but are unsure of the qualifications or grade requirements needed for employment.

Previous research (Ahmad, 2001; DfES, 2007; Bagguley and Hussain, 2007) shows Bangladeshi parents, despite having limited educational experience and qualifications, generally have high

‘What works?’ Journal. Issue 1 Twitter: @qkynaston aspirations for their children, perceive educational achievement as a means for social mobility and enhanced social status. It appears reputation is important and if a friend’s child has a career, then it would be certain they would most likely want the same or better for their own child.

Social Status seems to be very important when discussing Bengali Culture. In Bangladesh there is a hierarchical society. People are respected because of their age and position. Older people are naturally viewed as wise and are respected. Bangladeshis expect the most senior male, by age or position, to make decisions that are in the best interest of the group. This is also valid in businesses with the majority of which will be family owned with finances shared. These customs have been kept and are continued and instilled in each generation within the UK.

The issue for our students, is that there can be a conflict with their cultural views and individuals wanting to be a young person within the UK. It leaves them with a confused identity. This is where the gap between parental influence and the school guidance widens. Students can manipulate a known flaw, that parents speak limited English and as a result, have a lack of involvement with the school to their advantage.

It could be said that, “many students can initiate, facilitate, go along with, discourage or resist aspects of their parents’ involvement in their education in complex and strategic ways. These various approaches to parental involvement are underpinned by certain meanings about the nature of the two.” (Edwards, David and Alldred 2010)

School and home are obviously distinct physical spaces, but our young people often view them as contrasting social spaces and experiences involving different sets of values.

The values that underpin a student’s viewpoint between home life and school are contrasting. Male students have referred to home as freedom; being able to be noisy, eat and watch what television when they want, compared to school where there are rules and regulations. These two different lifestyles conflict. Their mothers are nurturing but not challenging, unlike teachers. Discussions at home with males can be centred on earning money and getting a good job; providing for a family.

Female students can have a very different view. Girls tend to support the mothers and as they grow older and look after younger siblings, they may also have to look after unwell adults within the family home and complete errands which can increase. Both males and females often end up being translators for parents during school events, dealing with situations outside the family home or in the community.

And this is where the gaps starts.

Girls can lack aspirations as they become increasingly burdened with greater responsibility. They cannot spend enough time studying to succeed, therefore a feeling that ‘no matter what they do, they will fail’. There is also the concern that ultimately they will get married and therefore will not need a job; being ‘looked after’ by their husband. Boys however, have less responsibility and as they grow older begin to value their freedom more.

Education then, becomes less important.

The students who have aspirations and want to go on to further study come from two distinct backgrounds: those that have parents who 1) talk about school, university and education and expect their children to go on to further study 2) parents who are very hard working and driven and have therefore been inspired by their parents work ethic.

Key Findings

Research on the educational performance of ethnic minorities suggests “intellectual capacity, family structures, cultural differences, disadvantage and social background, language problems, low self-esteem and racial prejudice as explanations” (Tomlinson, 1991; 125-126) for the underachievement of these pupils.

What is surprising, is that this research is over 20 years old and yet the findings are as relevant today as when they were first published almost 30 years ago!

Through Interviews, mentoring and small discussion groups; 95% of students I interviewed, confirmed that only one of their parents could speak English. Many students mentioned that it was “broken English” or indeed “conversational”. Students also stated that they speak Bengali at home and if ever,

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only to one parent in English. This reflects the research shown.

This then poses the question regarding communication between home and school. Can parents read the letters we send home? Do they have the confidence to contact school to discuss progress and talk about a student’s behaviour or attendance? These questions would enforce why there is such a culture of older siblings attending our progress review and parents’ evenings with limited contact at home.

When I look at the interaction and contact with home in the sixth form, it is very limited. Students tend to have older siblings that act on their parents’ behalf or students write absence notes themselves. Parents rarely respond to letters and it can be hard to arrange meetings with fathers who work, who share the same household with mothers that find communication difficult.

Many times I have called home and have been surprised by the lack of support. One parent said “if X wants to come to school, they will come to school; if they don’t want to, they don’t have to; it’s up to him!”

Tariq Modood - Director of the University of Bristol's Research Centre for the Study of Ethnicity and Citizenship states that “minorities continue to be at the heart of much debate as to whether their educational attainment is improving or whether they continue to be underachieving”. In his article he concludes that “more focus is placed on underachievement of ethnic minorities rather than their success in terms of educational attainment”.

This year the school has made a big push to reward students more. Celebration assemblies take place each term focussing on achievement and also a whole school rewards overhaul is taking place looking at how we use and incentivise our young learners. However, having just moved into a new school building, displays are still sparse. This is something as a school we need to look at so students are represented and praised. We used to have international evenings where different cultures used food, traditional dress and customs to show their communities. These were poplar events and we used to see the community and family members come in. It is something worth asking why this no longer happens and how we could kick-start this initiative once again.

When looking beyond school, when I asked students who their role model in life was, students were able to mention many famous and well established people. However, none were Bengali. When I probed further for Bengali role models, not a single student could name one. This is incredibly worrying. Who gives our students the inspiration they need? Who can they aspire to be like? What makes them believe they can achieve when there are no positive role models being represented within the Bengali community? When speaking to a Bengali member of staff regarding this, they too couldn’t cite anyone. So what is happening here? Why are Bangladeshi people not being championed?

The British Bangladeshi Power & Inspiration (BBPI) event is a celebration of prosperous Bengali people in the UK today. One hundred bright ambitious and successful British Bangladeshi people across twenty categories are recognised. They demonstrate the dynamic, entrepreneurial and innovative nature of the community.

Their mission is to provide young people with the role models that they are desperately seeking and in 2015 they launched the BB Power & Inspiration ‘Person of the Year’. This accolade is given in recognition of one individual’s ground-breaking achievement in their professional career.

The BBPI produced a document covering all areas that can be shared within schools. I discussed this with students and showed them the careers and success stories of some of these people. This proved a great talking point and a thought provoking reaction. Part of the remit of BBPI is that these successful leaders then share their skills as mentors. This company would be worth contacting to come in to school.

At present, our school is involved with a new project called Kulan. This is a charity that is made up of staff who are either Somali, Kurdish, Iraqi or Bengali. The mentors come in and look at our

Who gives these students inspiration? Who can they aspire

to be like? What makes them believe they can achieve when there are no positive role models

within the Bengali community being presented?

‘What works?’ Journal. Issue 1 Twitter: @qkynaston school data, they identify which students are underachieving in these groups and set up targeted in class support, 1 to 1 mentoring and have supported us with home-school liaison. Their work also extends into the community with coffee mornings and ESOL groups. This is proving to be a beneficial project and bridges a gap between home and school. Parents engaging with staff and their child’s learning can only be a positive step forward. Year 13 will be involved in this in the next academic year and I am excited for students to have positive mentors to talk and discuss academic achievement with.

When I spoke to Afzal Hussain, the Kulan Bengali mentor regarding students’ transition through school and their aspiration to go into apprenticeships not university, he replied; “in our culture, it is about who you know not what you know. Why spend 3 years at university when your family members and friends are earning money now? If an uncle or father can set you up in a job, you are going to take that; aren’t you?”

In my meetings with students, when asked whether a parent had gone to university, 98% of students said neither parent had done so, or even knew if they had. My research shows that the highest

proportion of universities in Bangladesh are private (63%); almost double the amount offered for public study (37%). Unless you earn enough money to pay you will be unable to attend. This already cuts out a large percentage of the population who live and work on farms or in markets. Most universities offer limited courses, mixing together such areas of study as business, engineering and technology. The range of courses in Bangladesh is not the same as in the UK. In the UK, there are thousands of courses almost a course for everything and anything you are interested in studying. A parent or a family member having not been through the process themselves, perhaps may feel unable to advise or equip their child to discuss further academic study.

Since January 2015, we have had various universities visit the school for events and lectures. Students from KS4 and KS5 have been asked to attend. Those that did, felt it was “interesting” and I hope, thought provoking. One student was shocked at the amount of courses available and the grade requirements for them. One Year 12 student remarked that she wished she had had; “more interaction with universities growing up.”

One student I sent to Cambridge University, said she felt totally “inspired” as it was “the first time” she had ever visited a university campus. As an institution, we need to open our young people’s minds and ensure that university is something that is not only discussed at sixth form, but throughout school, linking learning and subjects to further study. Students should see this as their intended pathway right from Year 7 and have this as part of their educational dialogue and aspiration.

Conclusions

We need a deeper understanding and awareness of the diverse backgrounds of the minority ethnic population in our school. This should also be promoted and celebrated. International evenings, food shares, themed food in the diner, assemblies, discussions and lectures should all share the spirit of being part of a community. Likewise, labelled displays in departments that show successful leaders from all backgrounds could entice our students to emulate aspirational figures. Wherever and whenever possible, we need Interpreters available for meetings and the ability to convert letters into home languages so parents can feel more engaged with their child’s learning. It would also be beneficial to develop relationships

Key findings: Strategies to closing the gap • Teachers from Year 7 onwards to

talk about learning journeys and discuss aspirations for students beyond QK.

• Dialogue in lessons to be linked to university and successful individuals.

• Teachers and Dols to be aware of the cultural differences between school and home.

• The need and importance for interpreters in meetings.

• Placing the importance on learning not earning – setting aspirations and the need for role models.

• Teachers to have a better understanding of the Bangladeshi community.

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‘What works?’ Journal. Issue 1 Twitter: @qkynaston with parents where we could utilise their skills during parents’ evenings and progress review. We could look at developing team building and public speaking opportunities into year groups and subjects activities to build confidence in students, in terms of personal identity and abilities. Discussions should throughout school, and not just about pathways and the next key stage, but about challenging ideas, questioning decisions and showing different approaches to higher education. Set up more events and residential activities that enlighten young people’s minds. Discuss and invite parents on university visits and lectures to help develop an understanding as to the long term benefits of education. Arrange visiting speakers by Bangladeshi professionals to talk with our students who are successful in their fields; consciously seeking out people who reflect our learners. There is also an opportunity for enrichment days to celebrate and discover Bengali arts and culture and that of other minority groups. These ideas are not ground breaking, nor are they new, but what they should be doing is making us re-evaluate how we support learners and their parents. This should be happening from Year 7 and should be part of their primary learning package in years 1 to 6. Students should feel from a young age that a goal of going to university or higher education is achievable. Ultimately we want parents to be involved and value education and instil this desire into our students. I hope my research may be the catalyst for making a fresh start …

References:

Ahmad, F. (2001) ‘Modern traditions? British Muslim women and academic achievement’, Gender and Education, Bagguley, P. and Y. Hussain. (2007) ‘The role of higher education in providing opportunities for South Asian women’. Joseph Rowntree Foundation: London. Basit, T. (1997a) ‘Eastern Values, Western Milieu: identities and aspirations of adolescent British Muslim girls’, Aldershot: Ashgate. Basit, T. (1997b) ‘‘I want more freedom, but not too much’: British Muslim girls and the dynamism of family values’, Gender and Education, 9 Department for Children, Schools and Families (2004) Understanding the Educational Needs of Mixed Heritage Pupils, Research report 549 Department for Children, Schools and Families (2007) Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils; A Management guide, Crown publications, Research report: 00069-2007BKT-EN Edwards, David and Alldred “Minding the Gap: Children and young people negotiating relations between home and school. Gaine, C. and George, R. (1999) ‘Gender, ‘Race’ and Class in Schooling: A new introduction’, London: Falmer. Ghuman, P. (2004) ‘Wounded by a deep divide between their two cultures’, Times Higher Education (09/04) Gillborn, D. and Gipps, C. (1996) ‘Recent Research on the Achievements of Ethnic Minority Pupils’, London: HMSO. Mac, Ghalol and Haywood (2005) ‘Young Bangladeshi people’s experience of transition to adulthood’ Mirza, H (2006) ‘‘Race’, gender and educational desire’, Race Ethnicity and Education, Modood, T. (2006) ‘Ethnicity, Muslims and higher education entry in Britain’, Teaching in Higher Education, Ofsted (May 2004) ‘Achievement of Bangladeshi Heritage Pupils’, Crown Copyright; HMI 513 Tomlinson, S., (1983) ‘Ethnic minorities in British schools’. Heineman Educational Books; London University Grant Commission (UGC)". Ministry of Education, Government of Bangladesh. Archived from the original on 2008-03-18. Retrieved 2008-03-29.


Researching types of Interventions, (Particularly Year 9) and their effectiveness in minimising Not in Education Employment or Training (NEET) students in Quintin Kynaston School

Nathan de Garis

Research Proposition

Early recognition and structured interventions with Year 9 RONI (Risk of NEET Indicator) students will not only minimise long term NEET figures, but also positively impact upon behaviour and achievement. Beyond this narrow parameter, the research is also intended to focus and inform the wider strategies and tactics used to minimise QK NEET figures.

RONI Students – Students identified have taken part in the process. A handful of students did not attend any initial intervention events and together, form the control group for the research.

Students are identified by the tri-borough indicators for NEET in conjunction with discussion with the relevant Director of Learning.

Year 9 NEET Interventions In-House Careers Guidance Two main interventions have been put in place for the Year 9 RONI students. Firstly, consultation with James Flitcroft who put in place one to one careers guidance meetings for all students involved. This was to discuss aspirational career targets and how students might achieve them.

Business in the Community (BitC) This is a link between the school and a charitable organisation who primarily provide a business partnership; in this case Heathrow Express to support QK School. Their wider commitment is for QK to link with other schools as a Westminster cluster and provide bespoke events for all business partners in the cluster. The events were bespoke, designed to target Year 9 NEET students. I was involved in the design and strategic planning of the programme. It has subsequently been rolled out throughout the Westminster Cluster and supporting staff have been central to the programme’s tactical implementation and monitoring. The following interventions were completed:

“Bridging the Gap to Success” event hosted by Humantopia 14th December 2014. Split into three consecutive sessions. Session A) “Barriers to success” - The young people are encouraged to review the influences of others, peer pressure and the culture of conformity. Working in small groups with business volunteers and student heroes, they are encouraged to reflect on their attitude, behaviour and their impact on themselves and others. Session B) “The Big Q’Issue” - Focussing on qualities and life skills that support qualifications and success, young people and business volunteers are mixed up into groups of six, facilitated by a student hero.


What are the impacts (if any) of early NEET intervention?

What are the most effective strategies when intervening with “Risk Of NEET Indicator” students?

How can QK improve its wider approach to minimising NEETs?

”Early recognition and structured interventions with Year 9 RONI students will not only minimise long term NEET figures, but also positively impact upon behaviour and achievement.”

1716


This is a highly interactive session to enable young people and business volunteers to share their views, aspirations and understand the qualities required to be successful in business and the work place.

“Careers Lab” Workshops, June 2015.

Two separate sessions, specifically chosen because they tackle competencies that will allow young people to start making informed changes and choices regarding their futures: articulating preferences; matching aspirations to reality; understanding skills, qualities and subjects required by employers in general and sectors in particular; and effectively presenting yourself to potential employers.

“Careers Pathway Day”, July 2015 Supported by the entire range of Westminster BitC Cluster, organisations with volunteers came together to inspire young people to think about the different roles and routes to employment. This was achieved through individuals sharing their own personal story and providing information about the different ways people access jobs in the organisation. Volunteers also delivered a short activity that demonstrated something interesting about their role or organisation. The programme as a whole is designed to increase our year 9s confidence, and have them evaluate their own skills and plans for the future. This was the opportunity for them to hear what is available in the working world. Additional Planned Whole School Strategies PSHE and Wider Curriculum Mapping was used to indicate were gaps exist in our Employability Skills Framework delivery. Subsequent PSHE, particularly employability and curriculum planning can therefore be more robust. Early Year 12 RONI and BTEC Level 2 student Intervention was initiated by putting in place a series of career guidance meetings to ensure “meaningful” and planned progression.

Distribution of RONI indicated students to staff body (potentially) via SIMS and the VLE to make all staff aware of our most at risk students to inform a holistic approach involving wider pastoral teams.

Potential areas of impact and evidence sources Behaviour – trend data from our own internally

designed managed information system; QUIKIS.

More informed selection of GCSE Subjects; for example, a student survey.

KS3 assessment outcomes i.e. achievement and progression.

Survey of “Career Readiness” against wider year group and control group.

Negative impacts - students off-timetable and additional staff time requirements.

All students involved are interviewed throughout the programme, both by BitC and the WRL team at QK.

“How useful did you find the internal and external

programmes in terms of motivation and focusing your

GCSE subject selection?”


How do the counselling skills I’ve learnt, impact on the lives of others? How does my self-awareness and self-knowledge link to the skills I use to help support the students in Aspire? *Aspire caters for students who experience difficulties coping in a mainstream environment.

Emily AntrobusThe Level 2 Certificate in Counselling Skills forms the foundation of professional counselling practice as well as providing essential listening and communications skills. It is the first compulsory qualification to progress on to becoming a counsellor.

Course Objectives:

The course aims to develop my capacity and proficiency in the use of counselling skills in helping people cope with emotional distress, to clarify and prioritise concerns, and access further support as appropriate. (CPCAB)

This involves building a portfolio of evidence, which includes, weekly learning reviews, essays, practical skills; situational role-play, tutor evaluations, peer and self-evaluations and feedback. As well as an external assessment, those studying on the course have to complete written exam and tutor observations.

Empathy is a big factor when counselling others. It impacts on the lives of the individual and on the person conducting the counselling with a good knowledge and awareness of the power counselling can have on individual lives. It is a vital skill to have and use. In order to empathise with the individual, one must try and understand their position and values; one must be able to identify the issue and understand it.

Conclusion

I am now capable of transferring these learnt skills and adapt them to suit students I support in our Aspire environment. I am now able to show an increased self-awareness when relating and communicating with others.


Is this type of “talking therapy” needed in Alternative Provisions?

How can this therapy enrich the lives and assist the students in making positive decisions and change?

Can offering a safe and regular space for hard to reach students to talk about emotions and problems benefit the young people we work with?

Key findings:

For hard to reach students to learn effectively, they need to develop their emotional intelligence through interventions such as counselling.

In order to support students, it is much more beneficial (in counselling) to facilitate meaningful conversations rather than impose opinions and advice.

Effective listening, paraphrasing, reflection, and clarification are all keys tools used in counselling. These skills are the foundation for building solid relationships with challenging young people.

“Empathy as a social emotion is a vital component, an important and useful skill, in many social situations.

It is the factor that improves relationships of all kinds.”

Carl Rogers, Psychologist

1918

‘What works?’ Journal. Issue 1 Twitter: @qkynaston How does historical scholarship manifest itself in students’ understanding of interpretations? A case study

Sean Williams This article outlines a case study in which historical scholarship was used with a Year 13 class to stretch the most able. A key focus was to establish how the use of scholarship manifested itself in students’ understanding of historical interpretations, a crucial component in obtaining top grades in the A2 Edexcel History exam. Literature review – teaching the most able

The teaching of the most able in schools in England has been established as a significant issue in recent years (Wooley and McConnel, 2006; Eyre, 2006; Eyre, 2007, DCSF, 2008; OFSTED, 2013; OFSTED, 2015). One key difference that has emerged in recent years has concerned the type of provision that should be provided in class to the most able, not least within the history curriculum. Wooley and McConnel acknowledge that teaching the most able is simply just ‘good teaching … working out where the students are and moving them on’ (Wooley and McConnel, 2006: 2). Eyre (2006) argued that provision in history should be within the context of ‘provision for all’. Both of these perspectives suggest that opportunities should be available to stretch the most able as part of the teacher’s daily provision, on a sustainable basis. In 2008 the Department for Children, Schools and Families called for a focus on the top 5% of students nationally to be provided with activities that offered ‘acceleration, enrichment and extension’ (DCSF, 2008). OFSTED’s recent guidance that subject teachers should have consistently high expectations of ‘all’ students appears to build on this guidance, giving more credibility to Eyre’s assertion that ‘gifted and talented provision only really works when the entire school is aiming for excellence’ (Eyre, 2007: 2).

Using scholarship in the classroom The idea of ‘provision for all’ – as put forward by Eyre - lends support to the use of historical scholarship in the classroom for all students. While Elton (1967) argued that scholarship shouldn’t be used with students of school age at all, teacher-practitioners have since reported a range of benefits. Ward (2006) reported how using scholarship had improved her students’ writing, whilst Bellinger (2008) suggested that her students’ argument, language and stylistic conventions improved. Black (2012) and Richards (2012) respectively outlined how, in using challenging scholarship, students were able to develop their understanding of the nature of historical practices and the construction of accounts.

All of this suggests that by engaging with high-level conceptual writing early on, students are able to challenge and enhance their own assertions. This in turn leads to higher levels of conceptual understanding, integral to success at A Level.

Key research question:

In what ways does historical scholarship manifest itself in students’ understanding of interpretations?

While Elton (1967) argued that scholarship shouldn’t be used with students of school age at all, research-practitioners have since reported a range of benefits.

‘What works?’ Journal. Issue 1 Twitter: @qkynaston Research design

My belief that humans act towards things on the basis of the meanings they have made for them, places me within the paradigm of symbolic interactionism (Blumer, 1969). Central to this is my belief that my students interpret the world based on their own experiences and their own interactions. Thus, when my students engage with historical scholarship and interpretations, their life experiences and interactions have an impact on the meanings they make of them. So, acknowledging my own subjectivity would be crucial as I went about collecting my data. An instrumental case study was followed as I was seeking to find out how my students’ understanding of interpretations was affected by exposure to historical scholarship. As a result, the case would be of interest to me, but it would theoretically facilitate my understanding of something else (Stake, 2000: 437). This set my case study apart from an intrinsic case study, where the case itself would be the primary interest. Data would be collected from student questionnaires, semi-structured interviews, student presentations and an analysis of the essays produced by the students. I would analyse the data by identifying codes and themes across the data, seeking to draw connections and identify wider trends that became apparent (Coffey and Atkinson, 1996). Findings

Whilst the data analysis process is still ongoing, a number of key themes have emerged from the student questionnaires and interviews. Both sets of data revealed how students felt that their exposure to scholarship resulted in a greater likelihood of success in the final examination. Furthermore, students felt that challenging scholarship was able to develop their own historical perspectives, whilst also providing them with new evidence to support their historical arguments. Above all, students felt that their essay writing and argument building has improved immeasurably. While tentative at this stage, the themes that have emerged demonstrate the impact that scholarship has on students’ conceptual thinking and students’ own historical writing.

Conclusions While tentative at this stage, the themes that have emerged show the connection between the use of scholarship in the classroom and students developing the skills needed to obtain top grades at A Level. Students would clearly not agree with Elton’s assertion that such material should be restricted only to students at university. Furthermore, there is clearly a connection between the provision of stretch materials for all and a noticeable rise in student attainment across the board. References Bellinger, L., ‘Cultivating curiosity about complexity: what happens

when year 12 start to read Orlando Figes’ The Whisperers?’, Teaching History 132, 2008

Blumer, H., Symbolic Interactionism: Perspective and Method, Englewood Cliffs, Prentice Hall, 1969

Coffey, A. and Atkinson, P., ‘Concepts and Coding’, in Coffey, A. and Atkinson, P., Making Sense of Qualitative Data, Sage, London, 1996

Elton, G. R., The Practice of History (2nd edition), Blackwell, 2002 Eyre, D., ‘Expertise in its development phase: planning for the needs of

gifted adolescent historians’, Teaching History 124, 2006 Eyre, D., ‘What really works in gifted and talented education’, The

National Academy for Gifted and Talented Youth, 2007, Available at: http://www.brightonline.org.uk/what_really_works.pdf

Stake, R., ‘Case Studies’ in Denzin, N. K. and Lincoln, Y. S., Handbook of Qualitative Research, 2nd edition, Sage, London, 2000

Ward, R., ‘Duffy’s devices: teaching Year 13 to read and write’, Teaching History 124, 2006

Wooley M. and McConnel T., ‘Editorial’, Teaching History 124, 2006

Key findings:

According to the students, an exposure to historical scholarship…

1. Contributes to exam readiness and higher attainment;

2. Develops their own historical perspectives;

3. Provides evidence or develops new knowledge;

4. Improves essay writing and argument building.

2120

2322

‘What works?’ Journal. Issue 1 Twitter: @qkynaston How does historical scholarship manifest itself in students’ understanding of interpretations? A case study

Sean Williams This article outlines a case study in which historical scholarship was used with a Year 13 class to stretch the most able. A key focus was to establish how the use of scholarship manifested itself in students’ understanding of historical interpretations, a crucial component in obtaining top grades in the A2 Edexcel History exam. Literature review – teaching the most able

The teaching of the most able in schools in England has been established as a significant issue in recent years (Wooley and McConnel, 2006; Eyre, 2006; Eyre, 2007, DCSF, 2008; OFSTED, 2013; OFSTED, 2015). One key difference that has emerged in recent years has concerned the type of provision that should be provided in class to the most able, not least within the history curriculum. Wooley and McConnel acknowledge that teaching the most able is simply just ‘good teaching … working out where the students are and moving them on’ (Wooley and McConnel, 2006: 2). Eyre (2006) argued that provision in history should be within the context of ‘provision for all’. Both of these perspectives suggest that opportunities should be available to stretch the most able as part of the teacher’s daily provision, on a sustainable basis. In 2008 the Department for Children, Schools and Families called for a focus on the top 5% of students nationally to be provided with activities that offered ‘acceleration, enrichment and extension’ (DCSF, 2008). OFSTED’s recent guidance that subject teachers should have consistently high expectations of ‘all’ students appears to build on this guidance, giving more credibility to Eyre’s assertion that ‘gifted and talented provision only really works when the entire school is aiming for excellence’ (Eyre, 2007: 2).

Using scholarship in the classroom The idea of ‘provision for all’ – as put forward by Eyre - lends support to the use of historical scholarship in the classroom for all students. While Elton (1967) argued that scholarship shouldn’t be used with students of school age at all, teacher-practitioners have since reported a range of benefits. Ward (2006) reported how using scholarship had improved her students’ writing, whilst Bellinger (2008) suggested that her students’ argument, language and stylistic conventions improved. Black (2012) and Richards (2012) respectively outlined how, in using challenging scholarship, students were able to develop their understanding of the nature of historical practices and the construction of accounts.

All of this suggests that by engaging with high-level conceptual writing early on, students are able to challenge and enhance their own assertions. This in turn leads to higher levels of conceptual understanding, integral to success at A Level.

Key research question:

In what ways does historical scholarship manifest itself in students’ understanding of interpretations?

While Elton (1967) argued that scholarship shouldn’t be used with students of school age at all, research-practitioners have since reported a range of benefits.

‘What works?’ Journal. Issue 1 Twitter: @qkynaston Research design

My belief that humans act towards things on the basis of the meanings they have made for them, places me within the paradigm of symbolic interactionism (Blumer, 1969). Central to this is my belief that my students interpret the world based on their own experiences and their own interactions. Thus, when my students engage with historical scholarship and interpretations, their life experiences and interactions have an impact on the meanings they make of them. So, acknowledging my own subjectivity would be crucial as I went about collecting my data. An instrumental case study was followed as I was seeking to find out how my students’ understanding of interpretations was affected by exposure to historical scholarship. As a result, the case would be of interest to me, but it would theoretically facilitate my understanding of something else (Stake, 2000: 437). This set my case study apart from an intrinsic case study, where the case itself would be the primary interest. Data would be collected from student questionnaires, semi-structured interviews, student presentations and an analysis of the essays produced by the students. I would analyse the data by identifying codes and themes across the data, seeking to draw connections and identify wider trends that became apparent (Coffey and Atkinson, 1996). Findings

Whilst the data analysis process is still ongoing, a number of key themes have emerged from the student questionnaires and interviews. Both sets of data revealed how students felt that their exposure to scholarship resulted in a greater likelihood of success in the final examination. Furthermore, students felt that challenging scholarship was able to develop their own historical perspectives, whilst also providing them with new evidence to support their historical arguments. Above all, students felt that their essay writing and argument building has improved immeasurably. While tentative at this stage, the themes that have emerged demonstrate the impact that scholarship has on students’ conceptual thinking and students’ own historical writing.

Conclusions While tentative at this stage, the themes that have emerged show the connection between the use of scholarship in the classroom and students developing the skills needed to obtain top grades at A Level. Students would clearly not agree with Elton’s assertion that such material should be restricted only to students at university. Furthermore, there is clearly a connection between the provision of stretch materials for all and a noticeable rise in student attainment across the board. References Bellinger, L., ‘Cultivating curiosity about complexity: what happens

when year 12 start to read Orlando Figes’ The Whisperers?’, Teaching History 132, 2008

Blumer, H., Symbolic Interactionism: Perspective and Method, Englewood Cliffs, Prentice Hall, 1969

Coffey, A. and Atkinson, P., ‘Concepts and Coding’, in Coffey, A. and Atkinson, P., Making Sense of Qualitative Data, Sage, London, 1996

Elton, G. R., The Practice of History (2nd edition), Blackwell, 2002 Eyre, D., ‘Expertise in its development phase: planning for the needs of

gifted adolescent historians’, Teaching History 124, 2006 Eyre, D., ‘What really works in gifted and talented education’, The

National Academy for Gifted and Talented Youth, 2007, Available at: http://www.brightonline.org.uk/what_really_works.pdf

Stake, R., ‘Case Studies’ in Denzin, N. K. and Lincoln, Y. S., Handbook of Qualitative Research, 2nd edition, Sage, London, 2000

Ward, R., ‘Duffy’s devices: teaching Year 13 to read and write’, Teaching History 124, 2006

Wooley M. and McConnel T., ‘Editorial’, Teaching History 124, 2006

Key findings:

According to the students, an exposure to historical scholarship…

1. Contributes to exam readiness and higher attainment;

2. Develops their own historical perspectives;

3. Provides evidence or develops new knowledge;

4. Improves essay writing and argument building.

NOTES NOTES

Quintin Kynaston |Marlborough Hill | NW8 0NL Tel: 020 7722 8141 | Fax: 020 7586 8473

www.qkacademy.org.uk