https://www.youtube.com/watch?v=8IKqmLG7v1w

Welcome to the Y10 parents’ GCSE

Information Evening 2017

Pastoral Structure: 2017 - 2019

Pastoral Support Worker

Steve Woodcock

Pastoral AdminSupport

Jane Jarvis

Student Support OfficerSerena Green

Student Welfare OfficerKaren Fearnley

Educational EWO

Frankie Campion

AHT

Claire Rossiter

SPL Y7

Vicky Burnside

SPL Y8 and Y11

Richard South

SPL Y9 and Y10

Pete Lemin

DSL and SPL complex cases

Joanna Hurren

• To give an overview of the next two years ahead for your child;

• To understand what determines success at GCSE;

• To understand how together we can promote these skills;

• To help you interpret the data you receive and use it to aid progress;

• To give an overview of the wider support offered.

Aims of this evening:

Assessment of the new GCSEs• New grading scale 1 to 9.

• All assessment at the end of the course.

• All exams, except where they cannot provide valid assessment of the skills required.

• No tiering, except where untiered papers do not allow all students to demonstrate their knowledge and skills, or will not stretch the most able.

New

gradeBasic comparison

9 Top half of A*

8 Bottom of A* and some of A

7 The rest of A

6 Most of B

5 Some of B and top half of C

4 Bottom of C & some of D

3 Rest of D

2 E grade

1 F grade and some of G

What is Ofqual saying?

• New GCSEs are of greater demand than the qualifications they are replacing.

• New GCSEs include questions that reward students who are able to draw together their understanding of content from across the course.

• Where appropriate – more extended writing.

• Greater emphasis on problem-solving with a reduction in overly structured or bite-sized questions.

Einstein quotes:

• ‘Genius is one per cent talent and 99% hard work.’

• ‘It’s not that I’m so smart, it’s just that I stay with problems longer.’

Angela Duckworth & Martin Seligman:

• “Self discipline predicted academic performance more robustly than IQ. Self-discipline also predicted which students would improve their grades over the course of the school year, whereas IQ did not’.

• “Self-discipline outdoes IQ in predicting academic performance of adolescents.”

Psychological Science (2006)

What causes students to make great progress?

Belief

Goals

NotesIndependent Learning

Practice

The Big 5

• Self efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome.

• Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated.

Self-efficacy (belief)

Why challenge?

1. Build resilience and confidence

2. Apply new knowledge to situations and link learning together

3. Encourage creative thinking

4. Helps teachers to diagnose issues

5. A sense of achievement and belief!

The impact of Praise:https://www.youtube.com/watch?v=NWv1VdDeoRY

What to praise:

• Effort, struggle and persistence despite setbacks.

• Strategies for learning and choices.

• Choosing difficult and challenging tasks.

• Risk-taking.

• The process of learning.

• Improvements.

Avoid praising:

• Intelligence.

• Natural talent.

• Speed of completion.

• Being “the best”.

• False praise.

“Children who are praised for their intelligence learn to value

performance, while children praised for effort and hard work

value opportunities to learn.”

Feedback challenges students to think about and produce excellent work

• Model examples provided for students

• Explicit reference to success criteria

Feedback is close to the learning

• Emphasis on lesson-by-lesson peer and self-assessment

• Verbal feedback resulting in instant feedback for students

No opting out – all students respond to and improve their work

• Students given Directed Improvement and Reflection Time (DIRT) to act upon feedback

Feedback policy is manageable for teachers

• Each department is expected to have its own specific feedback policy

TK Feedback Policy:

Subject GCSE Pathway

Exam Result

Effort Homework Expected progress

ENGLISHMr C. Patrick

5+ 4 2 3 Meeting

expectations

Parents’ feedback

Very motivated

Mostly motivated

Occasionally motivated

Unmotivated

GoalsHigh goal

clarity

Medium goal

clarity

Low goal clarity

No goal clarity

When it

REALLY

matters!?

• Academic mentoring in school

• Make goals visible and public

• Post-16 planning

Goal-setting

• March: Careers Week

• Starting at Easter in Y10, Careers Advisor will see all students at least once. Tuesday lunchtime drop-ins.

• April Y10: Ask the Professional

• April Y10: Post-16 Evening

• July Y10: Work Experience

• September Y11 ‘Life after TK’

• Term 1 Y11: Assemblies from local post-16 providers

• October Y11 onwards: post-16 provider open evenings/days

• Apply by Christmas Y11 and have Plan B!

Post-16 planning

1. Anxiety-stress-busting programmes

2. Emotional Resilience workshops

3. Forms of tailored mentoring

4. Increased awareness of different

support-networks (in and out

of school)

Wider Support

Useful Websites

• http://www.gloucestershireselfharm.org/

• www.onyourmindglos.nhs.uk

• http://www.nhs.uk/Livewell/youth-mental-health/Pages/Youth-mental-health-help.aspx

• http://www.youngminds.org.uk/

• http://www.samaritans.org

• http://www.time-to-change.org.uk/

1. How?

• Simply copying or highlighting huge swathes of text is not useful!

• Trigger words/key terms

• A word-limiting format

• Organised

2. What?

• Focused on the specification’s assessment objectives

3. When?

• Reviewing throughout the year (not at the end of the course)

Note-taking

Note-making: The Cornell Method

https://www.youtube.com/watch?v=WtW9IyE04OQ

“If nothing has changed in long-term memory, nothing has been learned.”

Kirschner, Sweller & Clark (2006)

“The purpose of the curriculum is to build the architecture of long-term memory.”

Dylan Wiliam

Who features on current versions of these British banknotes?

•£5

•£10

•£20

Who features on current versions of these British banknotes?

• £5 – Winston Churchill

• £10 – Charles Darwin

• £20 – Adam Smith

• Simply seeing something repeated times (like re-reading information) is unlikely to embed something in memory.

Testing: What the research says…

• ‘Testing under the right conditions is where learning takes place.’ (Wiliam)

• ‘Taking a memory test not only assesses what one knows, but also enhances later retention, a phenomenon known as the testing effect.’ (Roediger)

Making an effective flashcard

• “Chunk” the learning down

• Each flashcard should be on one key idea or concept

• The key information only should be summarised on one side

• Use diagrams, bullet points etc

• On the back, put key words and possible exam questions on this concept

• Use Quizlet on-line

• Top students ‘go the extra mile’: the non-required work

• Agree the learning time table (not just homework) – make it public and track the additional effort beyond what is essential

• SAM Learning

Independent Learning

How to access SAM Learning

SAM Learning website - www.samlearning.com

Login details:

Centre ID: GL6TK

User ID: Date of birth followed by two initials - first name then last name. Example: 010896DJ is the User ID for Davina Jones born 1st Aug 1996.

Password: Initially same as the User ID (Students are encouraged to change this to something which is difficult to guess)

SAM Learning – logging on:

• Questions as opposed to whole papers

• Practice as opposed to memory

• Does not have to be in exam conditions with no notes – build up to that

• Use questions to do targeted revision – identify areas that still need learning

Practice Questions

Technology

Belief

Goals

NotesIndependent Learning

Practice

The Big 5