Aim: To review and evaluate the effectiveness of subject leadership, and the extent to which classroom practice and extracurricular opportunities embed the development of the CCHS ’Learner Profile’ in the teaching of subjects at KS3 and KS4.
Background: In 2009 the School introduced the IB Diploma. In addition to a broad programme of academic study, the IB aims to develop in every student a number of characteristics which are summarised in the IB Learner Profile. Consequently a CCHS Learner Profile (LP) was created, comprising seven attributes, for the whole school to focus on developing. They aim to make students: Articulate, Creative, Enquiring, Knowledgeable, Principled, Reflective and Resilient.
Method: Research into subject leadership: Each subject leader responded to three questions: What actions have you taken to embed the CCHS LP in your schemes of work across KS3 and 4? How do you monitor this and ensure it features in taught lessons? What plans do you have to move this forward in your subject area? Examples and judgements about how well this is embedded were also required.
Study of evidence provided in formal lesson observation: The lesson observation pro forma was amended to include a section on the LP which was completed by all observers. They recorded the dominant LP characteristics that were developed in the observed lesson.
Student researchers: A team of seven volunteer student researchers was created to carry out their own research involving students in all KS3 and 4 form groups; they devised a research plan, a process and procedures.
A Curriculum Enrichment booklet was published, noting LP elements for all enrichment day activities across Years 7 to 11.
Year 9 researchers devised and analysed questionnaires and presented their findings in school assemblies.
Evidence: Subject leader questionnaires, schemes of work, lesson observation feedback, year reviews, student research.
Impact: LP elements were developed and made explicit across all subject areas and key stages. Teachers have gained greater insight into the impact of their practice in affecting LP characteristics, and schemes of work have been improved accordingly. Students developed greater awareness of the strategies used in the classroom to help them develop the LP characteristics. Student researchers developed their research skills. Of 134 observed lessons from September 2013 to January 2014, being articulate was noted as a particular focus by the observer in 57% of lessons; being creative in 27%, being enquiring in 60%, being knowledgeable in 59%, being principled in 16% and being reflective in 57%.
Reflections: This project has provided opportunities to formally review and evaluate an area of the school’s development which remains crucial in enhancing the school’s vision for educating the leaders of tomorrow. It has involved senior and middle leaders, but more significantly students, and working with them as researchers has been a delight.
Contact: Nicole Chapman, firstname.lastname@example.org