thinker

Research takes many forms at The Perse.  Here are a selection of projects from across the school that are currently underway or have recently been completed.

Teaching the Mole through Flipped Learning

Paul Slatford joined The Perse Upper School in 2017.  As part of his work in the Chemistry department, he is investigating a new approach to teaching the concept of the mole.  After conducting research in the field of flipped learning during his MEd, Paul is looking to make full use of it in teaching this…

Recorded Theatre Performances in Drama Education

Matthew Hawksworth is Theatre Director in Residence and Teacher of Drama at the Upper School.  In 2018, year 10 pupils viewed a NT Live broadcast of the Royal Shakespeare Company performing Macbeth.  Matthew conducted a research project to evaluate the impact and effect of recorded theatre performances on teaching and pupil perceptions of the experience. “They…

Challenging the Gender Gap in Design and Technology

Anna Wingfield joined The Perse in 2015 as Teacher of Design and Technology.  Anna is a passionate advocate for women in technology and focused her research on the gender balance of Design Technology classes at GCSE.  Anna completed her research as part of the school’s teaching staff induction programme.  She has since presented her findings…

Developing Online Tools for Learning Physics with Isaac Physics

In 2017, the Physics department at The Perse Upper School joined a large-scale research project from Isaac Physics. Isaac Physics is a site designed to offer support and activities in physics problem solving to teachers and to students transitioning from GCSE (Year 11), through to Sixth Form (Years 12 & 13), to university.  It combines…

Using Flipped Lessons to Teach Lab Skills

Tom Fowler joined The Perse Upper School in 2016 as Teacher of Chemistry.  He has chosen to research how flipped learning strategies can be applied to Chemistry lessons for sixth form pupils. “Sometimes the pace within my lower 6th chemistry lessons can feel a bit slow because of the need to deliver knowledge and information to pupils…