Inquiry Tools Discoveries, Questionnaire, observation grid and field Journal

Using a questionnaire as a inquiry tool

After having now used a questionnaire in a more live manor. I have found it not as simple as sending an email, if you are wanting a specific audience to answer it. It can be time consuming and can require costs, if you are looking for a good response rate. It is not just about the questions.

If you want the email to be specific to a school or personal E.G You want to use the Head Teacher's name, then you need to send the emails separately or use automatic devise that changes the name in the email for you.  Getting a Head Teacher to answer it can be quite challenging because at times the admin staff could be answering it or it could be detected as junk mail. 

If you want the Head Teachers interest then you may need to research the school or send an invitation by post or even by hand. Head Teachers are often interested in the welfare of their students, so a competition aimed at their students may help, but then you may need to consider any ethics there. Schools are often looking for raffle prizes, so donating a raffle prize may increase your return rate.

Personally none of  the above are really within my budget, even creating and adapting a questionnaire into a direct mail could be costly. So after sending many questionnaires and only getting a couple or so in return, I decided to expand to include Deputy Head Teachers and Teachers. I also decided to use my professional network of teachers on Facebook. I sent the questionnaires individually rather than publically because I still wanted a good form of sampling. This I found more affective and less time consuming.  So building a professional network of acquaintances/friends on Facebook can be quite useful.

Using an Observation Grid and Field Journal.

I decided to use a Observation Grid and Field Journal slightly different, because being a Teacher Assistant I aim often observing.  I wanted a natural environment, so any questions related to the project I was teaching and not to my inquiry. The observation grid related to my teaching and delivery (because this is something I wanted to improve on), considering my inquiry project and leading to my specialism. I was the main participant and I wanted to improve my practice. I found the Observation Grid and field Journal helped me to reflect, thinking about the creativity and what was happening as well as some of the literature I had already read and previous experience.

The coding system I used which is an extension to the marking symbols we use at work, is something I could in future use to monitor how often a child was getting things right, engaged and making progress. This could help pick out a child that was coasting along or even be used as an assessment to compare to a test.  It is possible to put the results into a graph. The graph/assessment could support the progress a child is making if they underachieve in a test or a test doesn't demonstrate progress which could be caused by many reasons.

I think using an Observation Grid and Field Journal, is something I would recommend. This is something I will probably continue to develop using when doing a PGCE.

Literature review - National Curriculum extract review

Overview of the structure of the National Curriculum

The document sets out the framework for the national curriculum. It gives the overall school curriculum and the statutory national curriculum. It also gives statements on inclusion and development of pupils. It also quotes 'competence in numeracy and mathematics, language and literacy across the school curriculum'.

It also important to understand the different schools and how the curriculum affects them.

'Every state-funded school must offer a curriculum which is balanced and broadly based' 

• Primary teaching - is more broad, although a teacher can specialise in specific areas of the curriculum or learning etc...
• Secondary teaching - teacher normally have a depth knowledge of a specific subject area etc..

Prepare pupils at the school for the opportunities, responsibilities and experience of later life and promotes the spiritual, moral, cultural..... as quoted in the national curriculum.

The national curriculum forms one part of the school curriculum. It also states there is time in the school day and in each week, term and year to go beyond the national curriculum specifications.
                           
Maintained schools are required to follow the statutory curriculum. Schools are free to include other subjects and topics. All schools must publish their curriculum online.

Pupils of compulsory school age in Community and foundation schools, including special community and special foundation schools and in voluntary aided and voluntary controlled must follow the national curriculum.

• community schools, controlled by the local council and not influenced by business or religious  groups
• foundation schools, with more freedom to change the way they do things than community schools
• academies, run by a governing body, independent from the local council - they can follow a different curriculum (although they still maybe guided by the national curriculum)

Quoted on the https://www.gov.uk/types-of-school/overview website.

Academies are also required to offer a broad and balanced curriculum, in accordance with the section 1 of the 2010 Academies Act. 

http://www.legislation.gov.uk/ukpga/2010/32/section/1

 My current school, is a primary school Academy so the act applies to my school.

                   
Inclusion ...national curriculum.... page 9

• Setting suitable challenges 
• Responding to pupils needs and overcoming potential barriers for individuals or groups of pupils.

The curriculum is organised into twelve subjects, split into core and foundation subjects. Schools can choose how they organise their day.

In my opinion it is important to understand the structure of a product or the rules of the game in order to allow for further creativity within the structure and to utilizes the strengths within the creativity.
                                                                                                                                      

Numeracy and mathematics 'every relevant subject to develop pupils' mathematical fluency numeracy and mathematical reasoning in all subjects Language and literacy spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject Science Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of knowledge, methods, processes and of science. Pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. Aims   develops scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics develop understanding of the nature, processes and methods of science through different types of science enquires that help them to answer scientific questions about the world around them are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

Art & Design Aims creative work, exploring their ideas proficient in drawing, painting, sculpture and other art, craft and design techniques evaluate and analyse creative works using a language of art, craft and design know about great artists, craft makers and designers, and understand the historical and culture development of their art forms. Computing Computational thinking and creativity to understand and change the word. linked to science, mathematics and design an technology. provides insights into both natural and artificial systems principles of information and computation to create programs active participants in a digital world Aims can understand and apply the fundamentals principles and concepts of computer science, including abstraction, logic, algorithms and data representation. can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme study, as quoted in the National Curriculum Design & Technology : is an inspiring, rigorous and practical subject. Creative and imagination : requires a broad range subject knowledge, and draw on disciplines such as mathematics, science, engineering, computing and art. Aims develop the creative technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world build and apply a repertoire of knowledge, understanding and skills in order to design and make high-equality prototypes and products for a wide range of users critique, evaluate and test their ideas products and the work of others. understand and apply the principles of nutrition and learn how to cook Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and relevant programme study.

Other subjects

At KS1 and KS2 children are also taught the following subjects.

Geography, History, Languages, Music, Physical Education and Religious Education. 

As a teacher a abroad range of knowledge is often required, but more importantly in my opinion maybe a need to learn, adapt or research when required, the ability to develop the use of questioning and some understanding of how we learn. You are always at some point during your time teaching in a primary school, going to be teaching area that you maybe unfamiliar with, and it is your job as a teacher to know your strength and weaknesses, to know when you need to research or get the support to a learn a topic if needed. The curriculum often changes, schools and year groups are different.


Review

The National Curriculum is a framework, as previously mentioned. The statutory requirements, that includes inclusion and development of pupils, a curriculum that is balanced and broadly based. 'Preparing pupils at school for the opportunities, responsibilities and experience of later life, and promotes spiritual, moral and cultural etc...' This in theory is the ethos and ethics of the curriculum, which gives the curriculum foundation and room for growth and development.

However many people may argue what is considered to be preparing pupils for later life or what is a positive attitude towards spiritual, moral and cultural etc... Then you need to consider what in real terms is practical or affordable as this could impact on teachers and their wellbeing, which may lead to teachers striking or problems in schools.

The National Curriculum also only forms 'one part' of the school curriculum as quoted in the curriculum. It also states as previously said above, there is time in school day, in each week and year to go beyond the national curriculum specifications, which I do believe in many primary schools is true. However what is not considered is the extra time preparing for the other activities and some lessons which goes beyond the school day.  But what it does says is, schools can 'choose' how they organise their day, so there is room for flexibility but this depends on a schools budget and time.

Numeracy/Maths and Literacy/English should be integrated across all subjects. Creativity is important within the National Curriculum and there is room to be creative within it, developing thinking skills, exploring ideas and giving learning a sense of purpose at a primary level. However training maybe needed within some schools to implement parts of the new computer curriculum, which would have some impact on budgets.

The curriculum gives a foundation to learning, to which one can build on at a primary level, but this depends on circumstances how it is perceived.

Inquiry Tools and research, brief update

Both after school projects have started well and I have started to send out Questionnaires to Head Teacher's.

Below is a blank Observation grid that I am currently using for the after school projects. The grid is focusing on my delivery and planning, so I am indirectly observing myself, making me the main participant. (update - link analysis) I am also using my reflection journal. I will have 12 of these completed by the end of the after school projects. Six for each project.

 

The questionnaire is a little creative so I have taken an element of risk. At the moment I have sent it out with a formal cover letter, introducing myself, explaining about my inquiry, ethics and where the information would be going. I am currently focusing on my borough, but may extended to other boroughs or schools that run IPC depending on response. I also may send a less formal follow up or even as direct mail. The biggest problem I feel I may have to begin with is getting pass the admin staff and getting the Head Teacher to read it. However it is early days, and I have already received some responses.  I would like about 20 to 25 respond responds make to give me a good sample of data, so I am prepared to expand the focus group to teachers if needed.

(add example of questionnaire)

In addition, I have started to focus my literature reviews in line with my development and the area I would like to specialise in Primary Education. These will also support my inquiry/projects and primary research.

Having looked at the new National Curriculum more and IPC (projects), I realised my project/inquiry will be a platform to which I will continue to build on and develop. I personally like the new National curriculum and the IPC Projects, I think the creativity within it is suits my skills and creativity. But as a result of flicking through some of the IPC projects, I think some of the IPC projects may need updating to meet the demands of the new computer curriculum. However I will have to have better look at the IPC projects.  I think my skills are nearly there to meet the computer curriculum, however it has made me aware of what computer skills I may need to develop and learn.