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To what extent does offering out-of-lesson 
 opportunities to reach higher 
 attainment levels increase the 
 progress highability Year 9 
 students make in Design & 

We chose this question as it had been highlighted as an area that D&T needed to improve on in the D&T SEF contribution Sep 2015. Year 9 was chosen as a particular focus due to it being the first year where some students had end of KS3 level 8 targets – which would not be accessible using our existing assessment framework. We chose RM as the subject to pilot our intervention with due our personal skill sets and knowledge. Actions taken with rationale 1) 8 High-ability students were identified and invited to join an afterschool club where they would be encouraged and supported to attain higher levels than would be taught to the main cohort during lesson times. 2) The current assessment framework was developed to include level 8 descriptors which focussed on attributes rather than skills and knowledge; •

8c – Commitment to subject

8b – Resilience, solving problems independently

• 8a – Self-taught, identify areas of weakness and learn skills independently 3) Liaise with Head of Art to discuss progress of High-Ability students in other areas to triangulate strategy 4) Once students had completed the research and design elements of the Upcycling (Sustainability) project they were rigorously interviewed to allow them to demonstrate level 8 characteristics.

A Roberts
 T Mason
 R Pearce

5) Shared findings from the pilot study with D&T posse during Faculty hot tub time. Issues were discussed and allowed teachers to think how similar opportunities could be offered in other D&T disciplines.


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Illumination: An Enlightened Enquiry  

Illumination: An Enlightened Enquiry