Parent Learning GroupYear 10 Term 4 2018

Deputy Principal - Jane Crooks

What’s On Today

•Dates for Planning

•School TV

•Growth Mindset and Mindfulness

• Learning Conference and the Accelerated HSC Course

•Focus for Term 4 2018

•What Makes Successful Senior Students

•The Curve of Forgetting

•Applications to support your children

• Week 7 : Catch up negotiated for End of year examinations

• Week 7-10: Normal Lessons – some negotiated work experience

• Week 10 :

- 17th December Yr 10 Assembly 9.00am (presentations and reports issued – families welcome)

- 19th December Whole School Presentation 10:30 am (invitations)

- 19th December Last Day of School for Students

• Week 1 2019 : Wednesday 30th January – Years 7,11 and 12 return

• Week 2 : Wednesday 6th February School Swimming Carnival

Key Dates

R School TV Website Mr Rob Berry

Can you identify fixed or growth?

‘Growth Mindset’

- a belief that intelligence is malleableand effort is the key to mastery.

- these students view learning and personal improvement as more important than outperforming others or ‘looking smart’.

- they see mistakes as an opportunity to improve.

- students embrace challenges, viewing them as energising and motivating.

‘Fixed Mindset’

- a belief that intelligence is innate and static

- they see mistakes and challenges as a threat to their self-worth

- they see effort as a sign of low ability that can potentially make them look ‘dumb’ if they perform poorly.

- there is little room for growth.

Enjoy school and do better, participate in class, have aspirations and Learn

from their mistakes

Can be paralysed by fear of failure and making mistakes, derailed

Research says

Essential Philosophy of Growth Mindset

In the same way a gardener cannot force a seed or plant to grow, neither can

a teacher simply make a student become more motivated, develop a growth

mindset, or perform better at school. A gardener creates optimal conditions

to help the seed and plant grow, so we as teachers create the conditions and

climate to cultivate personal and academic growth for students to flourish.

If the academic environment is carefully monitored, maintained and

continuously tended to, meaningful growth can occur and students have

the potential to thrive at school and beyond. For our staff, concepts such as

‘growth mindset’ and ‘mindfulness’ are integral to understanding and

promoting students’ growth in the classroom.

TERM 4 2018

• Course work continues with focus on skills underlying Year 11 and HSC study

• Continuation with HSC accelerated course –first assessment

• Writing for purpose and deep analysis

• Some students accessing work experience options

At our Learning Conference –

Accelerated HSC Course

• An opportunity to “bank” the first two units of the HSC in 2019 for application to the ATAR in 2020

• Concentrate on getting the habits right! We examined what worked and didn’t work in the Preliminary Course

• Time to Get Organised – set up a system, trial it and modify as needed. DIARY.

• Set up stationary, work routines, summaries, task analysis and feedback take-outs on strengths and weaknesses.

Emphasised it was time to build our support networks,

surround yourself with Positive people!!

Assessment ProgramTasks scheduled in each subject (sign off)

Booklets for students outline expectations

Notifications – at least two weeks written

Scheduling – use your planner PRIORITISE

Variations –changes with written notice

Flowchart – be aware of your role

Illness/Misadventure – the process

N- Award warning letters

• Full assessment calendar will be issued term 1 next year and include :-

Your HSC Accelerated Tasks and Assessment Periods And

Your Preliminary Assessment Tasks

Generally 1 task in term 4 this year

Society and CultureTerm 4 Week 7

BiologyTerm 4 week 9

Legal StudiesTerm 4 Week 8

Engineering StudiesTerm 4 Week 7

HospitalityTerm 4 Week 10

Design & Technology Term 4 Week 6

Personal Planner – Planning is the Key

Front of students folder

Transfer dates onto home calendar

Ongoing work and a two week “run in”

Important to look back at tasks reflection is important

Assessment Program• Each subject has 3 tasks across the year

• Differ in weighting (could include Mid Course & Trials)

• Schedules issued for each subject

NotificationsDate of Issue – 2 weeks notice

Weighting % of total

Mapping to syllabus

Detailed description – teacher will clarify. (Students

deconstruct this)

How will they be assessed- Read in conjunction with

marking criteria

Administrative guidelines and rules for all tasks

Marking Criteria/Guidelines

Specific Criteria staff are looking for in responses, often mapped to performance bands

– look at verbs and language as discriminators

Forms the basis of feedback along with comment and

specific annotations on task.

Retain these for use and to inform further on future tasks

Your HSC – Own It!

THE BOTTOM LINE

is moderated by BOS

+

School Based Assessment Mark/100

Moderated School Assessment Mark/100

Moderated School Assessment Mark/50

Your HSC Exam Mark/50

Your HSC Mark/100

Rank is All Important

• All tasks contribute to overall rank

• Relative weighting will impact on task contribution.

• Progressive ranks allow you to keep in touch

• Final assessment mark is produced for all subjects from components

• Reveals an overall rank and relative gaps between students

• Assessment mark is submitted to NESA by school

Successful Senior Students!!Start with a plan – daily/weeklyWrite it down!!

Choose appropriate

seats

Visit Officeworks: post-its, coloured

folders, etc

Organise and Locate Resources

Find a teacher mentor!

Record and plan your assessment

timetable

Get a structure or routine for “free periods”

Summaries as you go! – “curve

of forgetting”

Stop, reflect, reset goals THEN

DO!!!!

Communicate –two way

ASK and TELL

1 TERM AT a TIME - Nail the First Assessment task

Are realistic –GROWTH OVER

2 Years

Examines loss of recall of

information with time

Addressed in part by re-visiting information

over regular period

The Curve of ForgettingDay 1 – 100%

Day 2- 20-50%

Day 7 – <10%

Day 30 – 2%

MOST EFFECTIVELY WE NEED TO :-

MAKE CONNECTIONS,

ADD RELEVANCE,

MEANING

Text Book

Class notes

Summaries

Mind Maps

Illness and MisadventureInformation Guide for Students

• NSW Education Standards Authority (NESA) Illness/Misadventure program assists students who:

• are prevented from attending an examination or assessment (including a practical examination) due to illness or unforseen misadventure, or

• consider that their performance in an examination or assessment has been affected by illness or misadventure immediately before or during the examination or assessment.

Applications may be in respect of

Illness or physical injuries suffered directly by the student which allegedly affected the student’s performance in the assessment (eg: influenza, asthma attack, cut hand)

Misadventure – any event beyond the student’s control which allegedly affected the student’s performance in the assessment (eg death of a friend or family member, involved in traffic accident, isolation by flood)

Limitations• Students may only apply in relation to circumstances that occur immediately before or during an

assessment and that affect their performance in the assessment.

You cannot submit an application on the basis of:• difficulties in preparation or loss of preparation time; for example as a

result of earlier illness• alleged deficiencies in teaching; eg: extended teacher absences or long

term matters relating to loss of preparation time, loss of study time or facilities during Yr 11,12

• long term illnesses such as asthma, epilepsy or glandular fever, unless you suffer a flare up of that condition during the assessment

• the same grounds for which you received disability provisions, unless you experience additional difficulties during an assessment.

• Computer/printer/technology malfunctions or difficulties• Misreading the assessment timetable.• Misreading assessment instructions or notification

Disability Provisions

Process of application• Must be approved by NESA for HSC• Allowed by school in previous tasks • Students may choose not to access• Require formal application

NEW IN 2016/7 – difference between heightened anxiety in an examination and diagnosed anxiety disorder. If experiencing anxiety disorder, students should have evidence based treatment and will generally remove the need for provisions! No evidence that rest breaks reduce anxiety!

• Evidence, Diagnosis and assessment of impact by medical practitioner and how provision will benefit

• Supported by teacher comment and observations (sometimes work samples)

• Determination made (may be appealed)

Partners with Our P&C

Our School has a strong working relationship with our P&C who support us on many fronts. We collaborate in bringing the best experience we can to our students. We are extremely appreciative of their

Co-funding of our ELEVATE study skills program.

Contribution to purchase of student diaries

Ongoing support of hospitality at functions and presentations

Funding of P&C awards for major Year Presentations

Outstanding support of our school canteen

Initiative in subsidising small capital improvement

Ongoing feedback and support

Our P&C are always seeking new input and interest. Come

along to a meeting!

Focus term 4- Uniform and Attendance

Questions/Feedback

Thank you for your time today.