Majidi Majeed.pdf
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PhD Tutor Brochure
www.thebrilliantclub.org
Connecng
outstanding pupils from
top universies
2012 The Brilliant Club
disadvantaged backgrounds
with researchers from
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%
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Our Vision:
An educaon system in which young people
from disadvantaged backgrounds are proporonately
represented at highly selecve universies.
Our Mission:To widen access to highly selecve universies by placing
PhD students in schools serving low parcipaon communies
to deliver university-style teaching to high performing pupils.
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of privately educated children go on
to study at any university
of state school children go on to
study at any university
of state school children gain a place at a
highly selecve university
of privately educated children gain a place
at a highly selecve university
18%
6
7
8
9
10
11
12
13
What is The Brilliant Club?
Working as a Brilliant Club Tutor
The Scholars Programme
Example Course Overview
Tesmonies
Our Calendar of Provision
Job Specicaon
Applicaon Process and Contact Details
48%
96%
36%
of children eligible for free school meals
gain a place at a highly selecve university2%
of children eligible for free school meals
go on to study at any university16%
Page 5 -Contents
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What is The Brilliant Club ?
to many tradional forms of widening parcipaon acvity in that we work with
pupils in a structured and sustained way from the primary school unl they apply to university. We provide pupils
with on-going support, which is embedded in school and furnished with university trips and academic conferences.
We place a core focus on developing skills and raising aainment, and our programme is designed to translate
academic potenal into places at highly selecve universies.
is the cornerstone of our provision and, in order toensure that this is of the highest quality, our aim is to develop a sector -leading training and support programme
within the next two years. We are commied to a vision of pedagogy in which every programme we deliver
emphasises progression to a top university, and helps pupils to accomplish this in the following ways:
Page 6 -What is The Brilliant Club?
Provide an intellectual challenge that takes them above and beyond their current level of study
Develop ve core skills: eecve research, crical thinking, verbal communicaon, essay wring and self-reecon
Show them how to become independent learners who take responsibility for their own development
Ensure a transformave learning experience that advances their idea of what excellent learning is
is an award-winning charity that recruits, trains and employs doctoral and post-doctoral
researchers to deliver programmes of university-style tutorials to small groups of high performing pupils aged 9-18
who aend primary and secondary schools that serve low parcipaon communies. The Brilliant Club was founded
by two teachers who le their jobs in inner-city classrooms to build an organisaon that mobilises the PhD
community to address educaonal disadvantage and increase fair access to highly selecve universies.
of an educaon system in which young people from disadvantaged backgrounds
are proporonately represented at highly selecve universies, we are working to create a movement whereby
tutoring in a low parcipaon school becomes an aspiraonal choice for PhD students across the country. Indeed, we
hope that one day soon it will be considered normal to walk along a school corridor and see a PhD student delivering
university-style teaching to a classroom of pupils.
we placed 100 PhD students in low parcipaon schools in London and the Midlands to
work with over 3,000 high performing pupils. In 2015/16 we plan to be working with over 10,000 pupils in schools
across the country, and by this me we aim that 1% of all researchers will apply to work as Brilliant Club tutors every
year. To make this happen, we are collaborang with universies including KCL, Oxford, Sussex and Warwick to createa structured programme that on the one hand equips pupils with the knowledge, skills and ambion to secure places
at highly selecve universies and on the other oers researchers the chance to engage and communicate with local
communies through a training programme that develops teaching, transferable and leadership skills.
The factors that determine
entry to university take eect
at the age of fourteen or
younger. Our universies are
increasingly focusing their
outreach acvies on
younger students.
To widen parcipaon in
higher educaon, more
money at eighteen is less
Important than prolonged,
sustained contact between
schools and universies.
Director, Oce of Fair Access
Director, The Russell Group
The Brilliant Club
In order to achieve our vision
In the last academic year
The Brilliant Club is dierent
The university-style teaching that our PhD students
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Page 7 -Tesmonies
Carly Mitchell
Deputy Principal, London Academy
The Brilliant Club has helped develop
in our students a desire to graduate
from a top university. It has acted as
the beginning of their journey to this
success and has made our young
people believe it is possible.
Yr 11 pupilExpert Learners programme
You should oer The Brilliant Club
to as many people as you can
it can really change
your outlook on life.
Babak SomekhPhD candidate, Oxford University
The Brilliant Club is an excellent
programme that has the potenal to
transform the UK educaon system.
I have enjoyed my experience tutoring
and am proud to be associated with
such a worthwhile cause.
Yr 9 pupilOpening Minds programme
You shouldnt change the
fact that you let us
think for ourselves.
Tesmonies
Lord AdonisDirector, The Instute for Government
The Brilliant Club does a simple but profoundly
important thing.It enables some of our best young
university researchers to apply their skills in schools.
Nothing does more to encourage teenagers to go on
to university than seeing dynamic university
researchers and teachers in acon.
Hi Chris,
It's Jeanette, from the Dr Faustus summer sessions last year. I just wanted to thank you for all that you did forus, and for teaching me so many things that helped in unexpected ways throughout the year. I kept all of thematerial that you gave us in my English Lit folder and ended up pulling out and sharing most of the criticismsthat you'd given us throughout the year. I'm sure you'd be proud to hear how my class related those extracts toOthello! And I know that they definitely helped me get my A*; I'll be studying at the University of Manchesterand will take what you've taught me to there as well!
Thank you again,
Jeanette 17th August, 2012. (The day after A-Level results day.)
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In March 2011 we placed our rst PhD student from The University of Oxford
to deliver an Expert Learners programme to 18 KS4 students in our Founding
Partner School. Aer taking part in 6 university-style tutorials, every student
produced a 2000 word essay to A-Level standardand three essays were an A
grade at A-level according to naonal assessment objecves.
Immediately there was a tangible impact on the pupils learning: at the start of the programme 3/19
students were achieving 5A*-A grades in their internal assessments, by the end of the programme
this number had risen to 12/19. We worked with the pupils again in the subsequent academic year
and were delighted to nd out this year that14 of the 18 have been oered places at Russell Group
universies, including two Oxbridge places.
We connue to receive excellent feedback from students and sta we work with, including an aver-
age 9.3/10 response to the statement I would like to take part in The Brilliant Club again.
Page 8 -Programme overview: Scholars Programme
The Scholars ProgrammePlacing PhD students to work with children aged 9-18
Our Scholars programmes are designed to emulate teaching and learning
at a top university. We recruit, train and employ doctoral or postdoctoral
researcher in a school to deliver a programme of university-style tutorials
that takes pupils above and beyond their current level of study. We oera range of ready-made materials for tutors to deliver and these cover
most subject areas, as well as this, providing support for those who want
to develop a new programme based on their own research.
The programme starts with a launch trip held at a leading university,
where tutors deliver an introductory tutorial to pupils, who also take part
in a range of structured learning acvies. Over the following four weeks,
tutors spend half day a week in school, usually delivering two tutorials
per day to small groups of no more than six pupils.
Each week pupils are required to undertake reading and wring assignments which tutors mark briey, leading to the
compleon of an extended assignment which tutors then mark thoroughly.The programme then nishes with anothertrip to a leading university, where pupils take part in a range of acvies including a feedback session where marked
assignments are returned to them and a graduaon ceremony.
Once the programme has ended, The Brilliant Club oers an Extended Learning Programme to schools, including
targeted conferences and schemes of work which build on the good work of the tutor by providing informaon and
guidance, and further embedding in the school a culture that champions high expectaons and academic success.
We oer placements in four subject streams: Arts and Humanies, Natural Science, Physical Science and Social Science.
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Tutorial Content Skills Acvies Assignments
1
Was NelsonMandela a
freedom ghter
or a terrorist?
(25 mins)
An exploraon of the
idea that one persons
terrorist is another
persons freedom
ghter, using the life of
Nelson Mandela as a
case study.
Research skills
-Using Google
eecvely
-Evaluang sources
Referencing
Nelson Mandela brainstorm
Using source materials tofurther the enquiry
Crical discussion Was
Nelson Mandela a terrorist or
a freedom ghter?
1) Pupils are to undertake
further research into Nelson
Mandelas life and answer the
queson Was Nelson
Mandela a terrorist or a
freedom ghter? in no more
than 250 words.
2
What is
terrorism?
(75 mins)
A survey of the history
of terrorism both in
terms of the
development ofterrorist violence and
the discourse that
surrounds it.
Communicaon skills
-Logical reasoning
-Appropriate tone for
tutorials
Exploring the idea of a
discourse around terrorism
Comparing, contrasng and
categorising examples of
terrorism
Beginning to conceptualise,
and possible dene, what
terrorism actually is
1) Pupils are to complete The
Hamster Riddle, showing their
reasoning. Thereaer, pupils
are to explain their logic in thefewest possible words.
2) Pupils are to write 400
words explaining what a
discourse is and how the
discourse around terrorism
has developed.
3
How can we
jusfy our
acons?
(75 mins)
The establishment of
an ethical framework
which can be used to
evaluate the moral
standing of acons,
focusing in parcular
on consequenalist
and deontological
thought.
Academic wring -
Style
-Logical reasoning
-Appropriate style for
academic wring
Establishing an ethical
framework to evaluate the
moral standing of acons
Applying that framework to
moral problems
Evaluang consequenalism
and deontology
1) Pupils are to write 400
words explaining the main
features of consequenalism
and deontology, highlighng
their advantages and
disadvantages.
4
Can terrorism
ever be
jused?
(75 mins)
The applicaon of the
ethical framework
developed in the
previous tutorial to the
issue of terrorism.
Academic wring -
Structure
-Convenons for
academic wring
-Organising wring
Evaluang denions of
terrorism and idenfying
their implicaons
Analysing whether or not
terrorism can be jused
from consequenalist and
deontological viewpoints
Aempng to give a
denive answer to the mainqueson
1) Pupils are to write 200
words seng the parameters
of the essay by evaluang the
literature and assuming
a denion of terrorism
2) Pupils are to write 600
words applying the ethical
frameworks to the issue of
terrorism, previously dened
5
How can we
help each other
learn?
(75 mins)
The presentaon of
rst dras to the rest
of the group for peer
review.
Presentaon skills
-Giving eecve
presentaons
-Crically engaging
with other pupils
Presentaon of rst dras for
crical examinaon by peers
and by tutor
Revision of prior material and
synthesis of ideas
1) Pupils are to write a 200
word introducon and a
200 word conclusion to
their extended essay.
2) Pupils are to complete the
second dra of their
extended essay for submission.
Tutorial 6 takes place at the graduaon trip, where our tutors tradionally oer a range of one-o taster tutorials in all subject areas,
emulang the choice that pupils might enjoy at university. On the trip pupils will also take part in a carousel of acvies, including:
a queson panel with current undergraduates and a feedback session where their essays are returned to them. Pupils also aend a
graduaon ceremony.
Once the programme has nished there are opportunies for pupils to remain involved in The Brilliant Club. For example, we hold a
separate Extended Learning Conference for pupils at each Key Stage, including a UCAS Conference for Year 13 pupils held at Freshelds
LLP in Central London. Many Partner Schools choose to deliver schemes of work that accompany the conferences in tutor me as well.
In addion, we hope that this year we will be able to oer an Academic Conferences for pupils at each Key Stage, where pupils will be
able to present their papers and peer-review each others work, as well as socialising with other like minded pupils.
Tutorial 1 is an introductory session that takes place at the programme launch trip, which is held at a top university. It is designed to
engage the pupils with the subject before the hard work starts next week in school. On the trip pupils will also take part in a carousel of
acvies, including: a campus tour, a skills workshop with qualied teachers and a widening parcipaon session led by university sta.
Example course overviewYr 10 Philosophy -Can terrorism ever be jused?
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The university-style teaching that PhD students deliver is the cornerstone
of our provision and, in order to ensure that this is of the highest quality,
our aim is to develop a sector-leading training and support programme
within the next two years.
To make this happen, we are collaborang with universies including
KCL, Oxford, Sussex and Warwick to create a structured programme that
on the one hand equips pupils with the knowledge, skills and ambion to
secure places at highly selecve universies and on the other oers re-
searchers the chance to engage and communicate with local communi-
es through a training programme that develops teaching, transferable
and leadership skills.
PhD tutors will join our Researcher Development Programme, which can be completed over a exible mescale.
The programme includes three school-based placements alongside a specically designed training programme led by
OFSTED rated Outstanding teachers. The details of each placement and an outline of how they t together into theone-year programme are included on the next page.
To be trained to a high-standard by experienced teachers. Our training and
support programme takes place over pairs of half-days throughout the year
and focuses on learning theory, teaching technique and the context of the
UK educaon system.
To be provided with ready-made materials to deliver, including lesson plans,
readings and resources. Alternavely, if you want to design a programme
based on your own research interests, we oer structured support to help
you do so as part of the training.
To have an Enhanced Disclosure CRB check carried out and paid for, allowing
you to work unsupervised with children of all ages, and to be given guidance
in professional codes of conduct when working with young people.
To be assigned a Programme Ocer at The Brilliant Club who will provide
support throughout the delivery of your programme.
Rita Mota, who is a PhD student in European Law at Kings College, London,
was placed in Wyborne Primary School as part of our Key Stage 2 pilot last
July. She delivered a ready-made programme of philosophy tutorials around
the queson What is Fairness? She told us: Before I started the programme,
I was a lile bit scepcal as to how well children would react to such complex
issues. It was a constant surprise and a pleasure to see that they actually had
more to say about fairness than many adults!
This September, many of the pupils will be moving up to the Eltham Foundaon School, where they
will connue their journey with The Brilliant Club. We asked Rita about the transion and she said:Aer taking part in the training programme, I was prepared to deal with low ambions but it was
sll a shock to see such bright students underesmate themselves. I would say that one of the best
parts of the programme was to nally hear them talk about what university they would like to aend!
Page 10 -Working as a Brilliant Club tutor
Ourprogrammelinkswith theRobertsReport(2002)which
recommendsthatPhDstudentsshouldhavetendaystrainingperyeartodeveloptransferableskills.
Bydesigningyourownprogramme
withsupportfromaqualiedteacher,
youwilldevelopyourplanningskills,
aswellasgetfreshperspecveson
yourresearchfromyoungpeople.
OnceyouhavebeenclearedbytheCRByourEnhancedDisclosureistransferableto otheracvies.
However,itis recommendedthattheyarerenewedeveryyear.
Working as a Brilliant Club Tutor
As a Brilliant Club tutor you can expect:
"From 2013/14,bysuccessfully compleng the training sessions and school-based placements that make up
The Brilliant Club Researcher Development Programme, parcipants willbe
awarded a King's College London
'Statement of Teaching Prociency', which can be used as evidence for an applicaon for Associate Fellowship
of the Higher Educaon Academy (HEA) through theiraccredited provision.
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Alex Papple, a researcher in Cancer Therapeucs and Imaging at Barts Cancer
Instute, was placed in a school just outside London to deliver a programme of
biology tutorials that he designed together with a fellow Brilliant Club tutor.
He told us: I relished the challenge of formulang a learning programme that
would push the pupils academically whilst remaining accessible and engaging.
There was a real sasfacon in seeing the pupils enthusiasm for the material
and their astonishment at the interesng facts our research had unearthed.
Alex delivered his programme to small groups of Year 9 pupils at Harris Academy Chaord Hundred,
who asked to video examples of his teaching. When Advanced Skills Teachers at the school gave their
feedback, they said learning was taking place that went beyond normal classroom lessons.Alex will be joining the Researcher Development Programme this autumn, and says It was a reward-
ing and enjoyable experience rst me round, and I le feeling movated to become a beer tutor.
Page 11 -Our Calendar of Provision
Our Calendar of Provision
Although schools are able to book standalone Scholars programmes, we believe The Brilliant Club has signicantly
greater impact when our provision is embedded across the school, oering structured and targeted support to high
performing students across all key stages. We oer a calendar of provision which runs throughout the school year
and aligns placements at specic mes for each key stage, ensuring a clear pathway for progression.
Whilst we appreciate that it may be impossible to conrm availability this far in advance, current tutors suggest that
having the informaon as soon as possible is useful for planning placements around other commitments.
One-year Researcher Development Programme
Whilst we PhD tutors are able to deliver standalone Scholars programmes, we believe that the benets are far
greater for pupils and tutors when they deliver a series of programmes that are accompanied by a specically
designed training programme that builds upon their experience of placements across all age groups. Working closely
with the Researcher Development Unit of the Graduate School at Kings College, London we are oering a one-year
Researcher Development Programme which PhD tutors will automacally be enrolled on and are able to complete
over a exible mescale.
Tutors will deliver a ready-made programme at Key Stage 3 during autumn term, followed by a second programme
(ready-made or tutor designed) at Key Stage 4 during spring term and then complete the year by designing and
delivering a programme based on their own research to A-Level pupils at Key Stage 5. In addion to this, there is also
a Knowledge Transfer Project that will coincide with our 2014 PhD Conference is also being planned.The Researcher Development Programme is open to PhD students from all universies.
Key Stage 2 Key Stage 3 Key Stage 4 Key Stage 5
Age of pupils: 9-11 years old 12-13 years old 14-16 years old 17-18 years old
TutorialsGroup size = 6
Time = 60 mins
Group size = 6
Time = 60 mins
Group size = 6
Time = 60 mins
Group size = 4
Time = 75 mins
Total hours 50 hrs over 8+ days 50 hrs over 8+ days 52 hrs over 8+ days 52 hrs over 8+ days
Training dates
(weekend)
Programme dates
(ve days)
Graduaon trips
(one day)
Payment
w/e of Sat 14th Sep
w/b 30th Sep to
w/b 4th Nov
w/b 13th Jan
450 + travel allowance
w/e of Sat 12th Oct
w/b 4th Nov to
w/b 9th Dec
w/b 3rd Feb
450 + travel allowance
w/e of Sat 25th Jan
w/b 24th Feb to
w/b 31st Mar
w/b 12th May
450 + travel allowance
w/e of Sat 24th May
w/b 16th Jun to
w/b 21st Jul
w/b 22nd Sep
450 + travel allowance
Note: Most of our programmes are scheduled to take place within these specic me periods, but there is some exibility in terms of days of the week
as sessions are always repeated on at least one other day. In the event that you have other commitments on one or two of the specied days it may be
possible to make alternave arrangements but this will need to be agreed with your Programme Ocer.
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Job Specicaon: Researcher Development Programme
Working closely with the Researcher Development Unit of the Graduate School at Kings College London, we have
designed a Researcher Development Programme (RDP) which all of our PhD tutors (we recruit form all universies) will
automacally be enrolled on and will be able to complete over a exible mescale. The programme consists of three in
school placements, one at each age group with a training module aached to each placement. Tutors can start at any me
of the year, and can complete all three placements in one year or over several years. The programme also allows PhD
tutors to deliver one programme and then decide if they want to deliver another, with no commitment beyond an
individual placement. Once a tutor has successfully completed all three placements they will become one of our AST(Advanced Skills Tutors) and no longer be required to complete training for further placements.
The RDP includes three school-based placements. As part of each placement tutors are responsible for delivering a pro-
gramme of six tutorial sessions (which may include more than one tutorial) to small groups of pupils aged 9 -18 yrs.
The rst and last sessions take place at the launch and graduaon trips respecvely, both of which are held at leading
universies and tutors are required to aend on both days. The other four sessions are held at the placement school, and
are typically arranged such that the tutor will make a total of four visits, usually delivering no more than three hours of
teaching per visit. Aside from preparing and delivering the sessions, tutors are also responsible for marking selected piec-
es of work that their pupils produce and providing them with eecve feedback on how they can improve. The marking
load is around 400 words per pupil per week, giving an average total of 4800 words per session. Tutors must also mark
their pupils nal extended assignments and return them with detailed feedback at the graduaon trip.
*PhD Students will only need to complete one Assessment Centre, but we recruit throughout the year.
Summary of requirements
For each Scholars programme tutors must:
Complete training programme (two half days)
Prepare fully in order to deliver tutorials with clarity and condence (in some cases designing a full programme)
Aend a launch trip held at a top university (one day)
Make four visits to a school, delivering up to four hours of teaching per visit (four half days)
Mark selected pieces of pupil work, including nal extended assignments (two of which must be edited for a journal)
Aend a graduaon ceremony held at a top university (one day)
Remuneraon
One-year Researcher Development programme: 1350 (3 placements)
Travel allowance is applicable for all programmes
Page 12 -Job Specicaon
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Page 13 -Applicaon Process and Details
What are your
strongest memoriesof taking part in
The Brilliant Club?
Have you developed any
new skillsas a result of
The Brilliant Club?
Paolo saying why, why, why
in response to every answer!
The whole group staying in
school late to nish their
dissertaons to high standard.
More posive and movated
to get into a top university.
It has just reinforced to me
that anything is possible.
Condence. I have learned not
to belile myself or my ability.
Carrying out independent
research with minimal help
from a teacher.
Have you changed the
way you thinkabout university?
Contact details
If you have any queries regarding the organisaon, the opportunity to work as a
Brilliant Club tutor or the applicaon process please send us an email at:
If you would like to speak to us then please feel free to call our applicaons, the
please call our oce and we will be happy to help:
0203 117 1986
Applicaon processOur applicaon process consists of the following three stages: (i) Applicaon form,
(ii) Assessment centre and (iii) One-to-one interview. The applicaon form must be
completed and submied electronically and, if it meets our criteria, you will be
invited to an assessment centre that will be held at the Teach First Naonal Oce
in London (London Bridge) or at your university.
We have a rolling applicaon system and there are no specic deadlines by which
applicaon forms must be submied. Assessment centres run throughout the year
and we will post on our website when availability for a programme is approaching
capacity. When all placements for a programme have been lled, any exisng
applicaons will roll over to the next set of placements.
We have set out details of the applicaon process, including what to expect at each
stage and how to prepare, in our Applicaon Guidance (AP2). We recommend
that you read the guide carefully before subming your Applicaon Form (AP1).
Both of these documents are available at www.thebrilliantclub.org.
In 2013/14 we are taking bookings from schools in London, the South East, and the
Midlands. We will also be running pilot programmes in other regions from March
2014 so please do get in touch even if you are based outside London.
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www.thebrilliantclub.org