Majidi Majeed.pdf

8/14/2019 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

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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


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


words seng the parameters

of the essay by evaluang the

literature and assuming

a denion of terrorism


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


w/e of Sat 25th Jan

w/b 24th Feb to

w/b 31st Mar

w/b 12th May


w/e of Sat 24th May

w/b 16th Jun to

w/b 21st Jul

w/b 22nd Sep


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:

[email protected]

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

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Majidi Majeed.pdf