Welcome to the Y10 parents’ GCSE

Information Evening 2019

Pastoral Structure 2019-20

Pastoral Support Worker

Steve Woodcock

Pastoral AdminSupport

Jane Jarvis

Student Support Officer

Serena Green

Student Welfare Officer / CareersKaren Fearnley

Assistant Head

Claire Rossiter

Head of Y7 and KS3 Vicky Burnside

Head of Year 8 Ms Brodie

Head of Year 9 Mrs Dempsey

Head of Y11 and KS4

Richard South

Head of Year 10 MrWilliams

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 – increased content.

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

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

• Where appropriate – more extended writing.

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?

Avg Effort

1.0-1.5

Avg Effort 1.51-

2.00

Avg Effort 2.01-

2.5

Avg Effort 2.51-

3.00

Avg Effort

3.01+

Avg P8 Score 1.436 0.542 0.037 -0.545 -1.680

Students with

Positive

P8/Students in

Effort Category

37/40 (93%) 89/129 (69%) 74/142 (52%) 20/62 (32%) 0/13 (0%)

Students with

Negative

P8/Students in

Effort Category

3/40 (8%) 40/129 (31%) 68/142 (48%) 42/62 (68%) 13/13 (100%)

The correlation between Effort and Progress at TK:

Belief

Goals

Transform notes & review them

Applyand

practice

IndependentLearning

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.

1. Self-efficacy (belief)

Subject GCSE Pathway

Y10 Exam Result

Effort Homework Expected progress

ENGLISHMr C. Patrick

5+ 4 2 3 Meeting

expectations

Parents’ feedback

• Feedback challenges students to think about and produce excellent work

• Feedback is close to the learning

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

• Feedback policy is manageable for teachers

TK Feedback Policy:

• The more conversations the better.

• Discuss lessons and homework.

• Try to read class comments and school reports together.

• Ask the pupils if they know how they can improve.

How you can help

• Importance of long and short term goals.

• Gain a deeper understanding of the subjects that interest them.

• Be able to articulate/express that information in a way that allows them to achieve the exam results they need.

Goals

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

• May Y10: Ask the Professional / Post-16 Evening

• July Y10: Work Experience

• September Y11 mock interviews

• 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!

Goal setting: post-16 planning

1. Anxiety/stress management advice

2. Emotional Resilience workshops

3. Forms of tailored mentoring

(academic and pastoral)

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/

• How can we be ready to be tested if we haven’t understood it to start with?

– Attendance

– Focus

– Pride

Revision Guides, Knowledge Organisers, Revision Websites

Identify any bits of knowledge you have missing - go to see your teacher

to help fill any gaps.

Attend any relevant revision sessions being offered.

UNDERSTAND IT

How?

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

• Trigger words/key terms

• A word-limiting format e.g. Cornell notes

• Organised – folders etc.

3. Transform notes

Using key words in mind maps

Albert Einstein

Einstein was born in Germany in 1879. As a child, Albert hated school and his teachers thought he was rather “stupid”. In fact he was asked to leave school because his teachers found him disruptive. He was a very curious child and wanted to know how everything worked. When he was five years old, his father gave him a compass, which he loved and took apart to understand how it worked. When he was 12 he was given a geometry book, which he read from cover to cover, and so began his love of maths.

Einstein had several jobs. His first, ironically, was as a teacher. At first he failed the exam, but persisted and got the job. He then went to work in a patent office where he would look at new inventions. When his scientific papers became well-known, he was actively sought after by many universities. He worked in German universities for 17 years, until the Nazi reign, when he fled Germany because he was a Jew. He went to work at Princeton University in the USA for the rest of his life.

He made some amazing discoveries in his work, that changed much about the world. His first scientific paper was his Quantum Theory. He discovered that light travelled not only in waves, as previously thought. This discovery later led to the inventions, by others of the cinema and television. His second major discovery was his theory of Relativity. Daydreaming one afternoon, he imagined travelling on a beam of light, and dreamt that the universe is curved. This daydream led to his famous theory, E=MC2, and has led to many inventions for creating more powerful energy.

Although Einstein worked hard his whole life, he also had many things he enjoyed, and contributed them to his great brain. He loved music and played both the violin and piano to a very high standard. He went walkingevery day to relax and daydream and keep fit.

Einstein married twice, and with his first wife had two sons. He died in 1955 at the age of 76.

imindmap or bubbl.us

The Flash Card –distilling your learning

• Distillation:

Because a flash card is small, you need to boil down your learning to a key, easily-revised summary. Your

original

notes

Your flashcard

Revision

Flashcards…….

• “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

• Read, say, cover, write, check

• Revision clock

• Teach someone else

• Test yourself using your flash cards, mnemonics, memory palaces, Quizlets

3. Review the notes throughout the course –not at the end of it!

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)

• “If nothing has changed in long-term memory, nothing has been learned.” (Kirschner, Sweller & Clark)

• 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

Apply and practice (4) questions

• 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

• Transform notes so that they can be more readily revised…

5. Independent Learning

Technology

The Big 5 • Good luck

Belief

Goals

Transform notes & review them

Applyand

practice

IndependentLearning