Trio Progress and Update on groups

Cross Phase Trio Groups:

Four groups made up of:

Mike Holding


Katie Forder

St Mary’s Axminster (Primary)

Lucy Owen

Thorncombe (Primary)


Gina Thompson


Natalie Townley

St Michaels (Primary)

Sam Norris

St Michaels (Primary)


Tracey Scott

Marshwood  (Primary)

Leanne Trout

Charmouth  (Primary)

Helen Webb



Mark Gundry

Thorncombe  (Primary)

Chloe Richards

Charmouth  (Primary)

Anna Morgan

Marshwood  (Primary)


All the groups are working on research but are in the early days of discussing their project and how and what they are going to present. Tracey Scott, Leanne Trout and Helen Webb are shadowing lessons across the three schools for the next three weeks. Presentation day will be 24 April 2013

The other three groups are yet to confirm their schedules.


Teaching School Trio Groups: 

Two groups lead by 1st cohort of SLEs: 

Rob Lunnun


The King’s School

Gill Morrison

Head of History

Axe Valley Community College

Dr Nic Rorke

Science Teacher

Colyton Grammar School

Saira Sawtell

Director of Learning

Budmouth College

Richard Vine (Trio lead)

SLE, Arts & HoY

The Woodroffe School

Sharron Hutchings (Trio Lead)


The Woodroffe School


The whole group have met to discuss the project and are working towards a presentation date of 24 April (the same as the Cross Phase Trio Working Group).


Trio 1: Woodroffe (RJV), Budmouth and Colyton Grammar

Maintaining Student Curiosity:

The Trio members have been investigating levels of student curiosity across three very different Year 10 groups in three very different settings. We have seen many strategies that have and haven’t worked and some interesting examples of student voice. All sorts of issues have been thrown up and we have learnt some things that weren’t on the agenda too (always the best way!). We are now meeting on 14th Feb to collectively reflect, log our learning, agree our next steps and plan the last round of lesson observations.

Trio 2 Woodroffe (SLH), Axe Valley and Kings

Monday 21st Jan 2013.

Observation of Sharron Hutchings at The Woodroffe School.

Year 11 GCSE PE THEORY – Aerobic & Anaerobic Training Methods

Pre-lesson discussion

Group briefly discussed focus from initial meeting-

  • Focus – Are all groups within this Yr 11 class making the expected levels of progress?
  • To find out – What strategies are effective with different ‘groups’ of students?
  • Focus groups to be – underachieving ‘bright’ boys & girls who produce neat / organized work but underperform  in tests

Sharron discussed / provided Rob and Gill with –

  • group & individual student data , photographs & notes on student learning characteristics & traits.
  • a lesson plan
  • all resources to be used in lesson.

Post-lesson discussion 

 Starter activity (activity 1) tested out prior learning. It clearly identified students who were confident in their subject knowledge & those who struggled with recalling key information or hadn’t understood aspects from previous lesson. It identified for the students their strengths/weaknesses.

For the main episodes of the lesson working pairs/trios were selected very carefully and leaders appointed who had clear instructions. Both Gill and Rob highlighted that ‘accountability’ was a strong driver to ensure students completed the set tasks. Students didn’t want to let others in their group down (each student had to deliver subject content to 2-3 other students) or be made to look foolish (because they hadn’t bothered or engaged with the initial task and so couldn’t fulfil their role in the following task).  Boys were challenged and girls had peer mentors / buddies who they felt comfortable asking if they didn’t understand or wanted clarification.

Homework culture / expectations clearly embedded with this group.

Collaborative learning (‘active learning’ task) clearly effective. Level of engagement remained high throughout lesson for both focus groups. Rob completed a ‘level of engagement’ graph which clearly evidenced this outcome. By changing working groups for activities 2&3 students were kept on their toes & engaged. Rob commented that boys benefitted from being able to move around class.

It was noted that all students worked with teacher and were highly motivated. They understood the need for detail and depth in their subject knowledge to enable them to access the top GCSE grades.

For those students who progressed on to past paper question – Peer assessment tasks highlighted areas of subject knowledge strength & weakness.

Homework task was set to test out level of understanding of training methods which will lead on to deep learning activities (questioning) in the next lesson to cement knowledge of whole topic area.

Planning for Gill’s lesson (Wednesday 6th Feb @ Axe Valley)

  • Focus groups to remain the same
  • Strategies to be explored
  • Peer assessment
  • How elements of competition can promote high levels of engagement by boys
  • It was agreed that Rob would observe the focus group of boys & Sharron the girls.