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Blog posts to support schools in identifying more able learners and providing effective support throughout the learning journey, including at key transition points. Includes guidance on effective approaches to identification and transition – and pitfalls to avoid – with inspiring examples of effective identification and transition support initiatives shared by NACE member schools.

 

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Using an FPQ project to support KS2-3 transition: what, why and how?

Posted By Stephen Hill, 13 January 2020

King Richard School is a secondary school in Cyprus, which in 2019 became one of the first schools outside the UK to attain the NACE Challenge Award. The school’s More Able Coordinator, Stephen Hill, explains how the use of the Foundation Project Qualification (FPQ) has helped to ensure more able learners are challenged and supported throughout the KS2-3 transition.

In June 2019 King Richard School (KRS) successfully attained the NACE Challenge Award. As part of the process of working towards the Award, our more able learners at Key Stage 3 identified the Foundation Project Qualification (FPQ) and Higher Project Qualification (HPQ) as projects they found most challenging, were extremely proud to have achieved, and in which they enjoyed working hard to pursue a “passion” of their choice as well as developing research and critical thinking skills.

We introduced the FPQ and HPQ in 2016, following advice and inspiration from Ian Silverton at Tendring Technology College in Essex. We decided to introduce the initiative as it was a fantastic opportunity to create stronger links with our feeder primary schools, provide new students with skills in independent academic work, inspire interest and set high standards for more able learners at Key Stage 2, before their arrival at KRS.

To implement this project, we work closely with our two principal feeder primary schools. Students are selected to participate in the FPQ based on their KS2 data and the recommendation of their Year 6 teacher. Having completed the FPQ, they can opt to take the HPQ. We invite selected students to a more able day at KRS during the summer term. We use this day to focus on higher thinking skills, more advanced academic standards and to introduce the FPQ. Students then have the summer holidays to consider their question and conduct initial research.

What?

The key focus of the FPQ project is to provide opportunities for learners to reveal their abilities. It is designed to allow more able learners to be challenged and enriched; to encourage depth, breadth, self-direction and independence; to inspire high-level knowledge and skills; provide opportunities for learners to be challenged at the highest levels in and beyond the classroom; and stimulate creative and critical thinking.

The project develops and extends from one or more of the student’s study areas and/or from an area of personal interest or activity outside their main programme of study. It involves extended autonomous work, requiring learners to apply organisational skills, use resources and review project outcomes.

Why?

  • The initiative provides the starting point for effective provision at KS3 through visiting feeder primary schools to gather information about individual learners. The project allows the more able coordinator to get to know the range of abilities of children joining in September.
  • The FPQ challenges learners to research and write an essay independently, therefore developing their ability to conduct and synthesise research, manage their own time, and take on feedback from school subject leaders as their project supervisors.
  • It inspires interest and independence. Learners are expected to be self-motivated and self-directed, seeking support when they need it.
  • It sets and maintains high expectations for learners. In turn more able learners gain increased confidence and positivity about moving to a new school.
  • Thinking skills sessions aim to develop learners’ inference, deduction, analysis and communication skills, as well as building confidence, resilience and understanding. Sessions have a strong focus on questioning and metacognition.
  • It engages parents and carers during the transition period.
  • It encourages personal aspirations for further study and career development.

How?

The FPQ requires teaching of the necessary skills. It is expected that up to half of the 60 guided learning hours will be spent on this taught element. The remaining 30 hours are allocated for the student’s independent work and for individual supervision and guidance.

Taught sessions cover topics such as creative and critical thinking, note-taking for research, time and project management, public speaking, ICT skills, academic referencing and ethical issues such as plagiarism. Students also attend four meetings with their supervisor in order to review progress made, explore new options and discuss problems. Credit is given for the process of developing as a learner.

Key takeaways for effective implementation:

  • Ensure there is a clear structure to the overall process.
  • The planning phase is essential. Work with each learner to develop a strong project question.
  • Give prominence to meetings with the student’s allocated supervisor to discuss the project process and issues.
  • Focus attention on planning and research within the production log. Give an emphasis to the evaluation of the project process.
  • Maintain clear communication with staff, students and parents. Google Classroom can be a very useful tool for this.

 

Read more: 10 ways to support more able learners in KS2-3 transition

Tags:  collaboration  enrichment  independent learning  KS2  KS3  project-based learning  research  transition 

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