I have a university assignment due tomorrow. The focus of the assignment is to design a maths intervention for a small group of Year 6 students. It requires me to identify an area of need and focus, explaining why I’ve chosen said area and how I hope my intervention will impact on the children’s learning. There is an important focus on the ethics of this Active Enquiry and my course recommends to refer to the BERA revised guidelines. Below is the suggested writing structure:
Around 600 words
What aspect of your practice do you want to investigate / what concern do you want to address / what do you want to achieve in relation to your developing practice and children’s learning?
Express the focus of your concern as a research question. Your tutor can advise about this if you are not sure.
How does this relate to your school context? Your learners? Your development as a teacher? Local or national priorities?
Around 1500 words
Think through your arguments and discussion so that they are logical, coherent, well referenced and reach sound and justified conclusions. Think through arguments which are effectively contextualised within a broader debate and which consider a range of alternative views as far as this is relevant and appropriate.
This needs to relate to the literature review as well as your own experience and reflections on practice.
Ethics
Around 300 words ∙ Relevant ethical issues and how these were addressed (refer to the BERA revised guidelines)
Around 550 words
This could include a wide range of qualitative and/or quantitative data. See the list of supporting appendices in the iPGCE handbook. Remember, you need to focus on data that is specific to showing the outcome of the intervention and /or providing information to further understand the
1This guidance is partly adapted from a format given in: Robson, C. (2002) Real world research, Malden, Oxford and Carlton: Blackwell
issue. It is the relevance, focus and quality of data that is important, not the quantity.
Data analysis
Around 800 words
The reader must be able to see how and why you have made each interpretation.
Around 750 words
Critical evaluation of the design of your research
Validity and reliability of your research methods
Appendices These need to be succinct and directly relevant to the arguments and claims made in the assignment. They should provide evidence that supports these claims directly and should be clearly referenced in the body of the assignment.
References A list of all sources cited in your assignment, using the Harvard Referencing System. (Look at Cite Them Rite and Cite This For Me.)
I work in a primary school in South London, and would ideally pick 6 children to work with. They have all been identified as “Target Children” by the deputy headteacher, maths head and head of year for their upcoming SATs exams. These children should pass their SATs but will need extra support and interventions to pull their score up to the required pass mark. Maths reasoning has been identified as a weakness for the whole year after they sat a past paper from last year in February 2024. The essay should use quotes from the National Curriculum and Ofsted reports if possible.
Depending on what intervention you come up with, I will ask another AI generator to design some worksheets.
I would like you to come up with results for the six children that show good progress in 2 of the children, some progress in 3 of the children and no progress for one of the children. You can choose which child but it must remain consistent. I would like you to imagine quantitative and qualitative data for every child that could have been collected and analysed at the end of each of the three sessions.
I am currently a trainee teacher in a mainstream primary school situated in South London. I had worked at the school as a TA for five years prior to beginning my training. The school is located in a disadvantaged area which is reflected in its cohort. In the academic year for 2022-23, there were 335 pupils enrolled, of which 64% (214) were eligible for pupil premium.
The number in year 6 is slightly higher (67%) and it remains significantly above the national average of 24%. Pupil attainment across the year group for reading, writing and mathematics shows that 79% of the children are working “above” or “at” the expected level.