year 10 information evening - northgate high school
TRANSCRIPT
Year 10 Information Evening
Wednesday, 25 September 2019
Handout
Year 10 Information Evening Booklet – how to help your child learn (all slides will be available
on our website)
Synopsis
Changes to assessment Mr Grainger
GCSEPod Miss Hallett
Mindset and study skills Mr Banham
Wellbeing Mr Tunaley
Learning Support Mrs Asher
Progress Director Mr Gaffney
Pastoral Officer Mrs Dorset
Changes to Assessment
Mr Grainger
Why?The new qualifications will:
1. provide a stronger foundation for further study
and employment, keeping pace with the
demands of universities and employers
2. support students in developing the knowledge,
skills and values they need for life in modern
Britain
3. match the standards of the best
education systems in the world.
(DfE)
Reformed GCSEs
• Year 10 – all GCSE subjects are now reformed
– excludes BTEC and Cambridge Nationals
• Linear (not modular)
• Move away from non-exam assessment
• More demanding content with an increased
focus on literacy
• Removal of tiered papers in most subjects
• Grades 9 to 1 (9 highest and 1 lowest)
Old GradesNew Grades
Standard Pass
Good Pass
Tiers of Entry
• Tiered papers are only offered in Maths,
Sciences and Languages.
• Each tier is aimed at a specific range of grades:
– Foundation tier: grades 1-5
– Higher tier: grades 4-9
• Calculated using Key Stage 2 data by FFT.
• Grades for each subject.
– these may change as the FFT data set
changes.
• NOT a target, but an indication only.
– we use them as a minimum standard
to hit.
• Many students exceed these.
Benchmark Grades
End-of-Year Exams and Mocks
• Year 10 End-of-Year Exams:
– No formal exam window this year
– To reduce pressure and aid
wellbeing
– Assessment continues in lessons
• Year 11 Mock Exams:
– Brought forward to November
– Earlier identification of areas to
address
Go4schools Homework• Students and parents have
separate log-ins.
• Homework is uploaded by teachers.
• Links to resources are included, where
necessary.
• Aimed at improving independent
study.
Example• Ongoing and Recent tasks:
Full List + Extended Tasks
Example• Homework History:
Example• Task Instructions:
GCSE Pod
•Online bank of short videos linked to a subject
• PTA-funded school subscription
• Individual student log-ins
• Teachers can set tasks for students
• Students can search for podcasts on areas of difficulty
Homework Task
Don’t just watch pods
do something with them
How could you use GCSE Pods?
Bullet point the info
Make a mind map
How could you use GCSE Pods?
Then TEST yourself
Make question flashcards
Click here to log in
High
quality
parent
resources (no log in
required)
www.gcsepod.com
Exam paper pods are here Change
your
settings
here
Your assignments are here
How to find pods specific to your exam paper
1. Click on My Courses
2. Choose your subject3. Choose the paper4. Click on View Playlist
5. Click on the pod you need6. Watch/listen to it, then DO something to test that you can remember it
How to recover your GCSEPod log in details
1. Click on I’ve forgotten my log in details
2. Click on Student 3. Click on I haven’t set a reset email address (unless you’re sure that you actually have)
4. Sign in again here and it will tell you what your username and password hint is.
5. Still stuck?
Email Miss Hallett [email protected]
or ask your teacher to reset your password for you.
Working Together
How parents can help students learn effectively
Mr Banham
How many can you remember? •Brazil•Horse •Rugby•Sock •England•Trouser •Tennis •Dog•Denmark •Tiger
•Shirt•Hockey •Tie•Argentina •Cat •Karate •China •Hat •Chicken •Boxing
What are the most popular techniques that pupils use? 1. Rereading
• time consuming
• does not result in durable memory
often involves a kind of “unwitting self-deception” –where pupils confuse growing familiarity with the content with mastery of the content
2. Highlighting notes – reviewing notes by highlighting text is not effective and gives the illusion of understanding.
www.youtube.com/watch?v=EqLpNlfruHY
Retrieval Practice - Practice bringing information to mind (we get
better at something just by the act of being tested on it)
Draw both sides of a £1 coin.
You have seen a £1 coin many times
…but have you ever practised bringing this information to mind?
Did you draw the old coin or the new one?
Have a look at the images – identify parts you got right and parts you missed.
Challenge yourself.
Tomorrow – see how well you can sketch both side of the coin.Can you see an improvement now that you have retrieved the information?
Try again a week later – spaced practice!
Retrieval Practice - Practice bringing information to mind (we get better at something just by the act of being tested on it)
How many can you remember?
The Treaty of Versailles
• The Treaty of Versailles was one of the treaties drawn up after the First World War. The treaty stated that the Germans had to accept that they would give up 13% of their land. They would also have to accept that their army would be reduced to 100,000 personnel and that they would need to make payments in reparation for damage caused during the war. Lastly, Germany would have to take responsibility for the war by accepting blame.
How many can you remember? • Argentina • Brazil• China • Denmark • England
• Chicken • Cat• Dog• Horse • Tiger
• Hat • Shirt• Tie• Trouser • Sock
• Boxing • Karate• Hockey • Rugby• Tennis
Top Tip – The Testing Effect• Students who engaged in
repeated testing recalled 50%
more than those who
engaged in repeated study.
• What is crucial is ‘effortful
retrieval’ – if you have to work
hard to retrieve material you
have been learning, it
strengthens the memory
traces and enhances long-
term memory.
The importance of retrieval practice
How many can you remember?
How many can you remember? • Argentina • Brazil• China • Denmark • England
• Chicken • Cat• Dog• Horse • Tiger
• Hat • Shirt• Tie• Trouser • Sock
• Boxing • Karate• Hockey • Rugby• Tennis
Maths
example
Revision Guides
FlashcardsThese should be used with three file card boxes:
• In the red box is study material that must be studied frequently because the student often makes mistakes in these areas
• In the amber box = other cards they are pretty good at and that box gets practised less often than the first (perhaps by a half).
• In the green box = cards that are practised less often than those in the second. However if mistakes are made, the card can be moved up a box so that it can be practised more often.
The underlying principle is simple – the better your mastery, the less frequently you practise, but if it is important to retain this information for an exam, the card should never disappear completely from your practice routines.
1. We often think we know things which we have in fact forgotten. This is the Illusion of Knowledge.
2. Quizzing provides excellent feedback on what we have forgotten.
3. Quizzing provides retrieval practice which improves our ability to bring information to mind when we need it.
4. Ideally, quizzing should be low – or zero –stakes. High stakes quizzing can cause anxiety which can reduce the benefits of testing.
The value of quizzing
The 5 Rs
The 5Rs - Student Guide
Test Yourselves…
What were the four main points in the Treaty of Versailles?
How many of the 20 can you remember?
How many can you remember? •Brazil•Horse •Rugby•Sock •England•Trouser •Tennis •Dog•Denmark •Tiger
•Shirt•Hockey •Tie•Argentina •Cat •Karate •China •Hat •Chicken •Boxing
WellbeingMr Tunaley
Wellbeing
Physical health
(nutrition, exercise, hydration)
Mental/emotional health
(thoughts, feelings and emotions)
Social health
(managing our relationships)
If this is the answer, what is the question?
32 years
Sleep
• Some areas of the brain are more active when we sleep
• Restoration: we restore, we replace, we rebuild during the night
Neuroscience
Dr Russell Foster (Professor of Circadian Neuroscience; Oxford University):
• Sleep enables brain processing and memory consolidation – memories are laid down, strengthened and recalled
•Neural connections that are important for connecting the various networks within
the brain are linked and strengthened
during sleep
Neuroscience
•Coming up with solutions to problems is enhanced by sleep – it is estimated to be a three fold advantage
• “If you try to learn a task, and you then deprive yourself of sleep, the ability to learn that task is smashed.”
How much sleep?
•Dr Russell reports that for teenagers, they need 9 full hours of sleep per night for full brain performance
•Many only get five or six hours of sleep – it is simply not enough
When you lack sleep…
• You have poor memory
• You have poor creativity
• You have increased impulsivity
• You have overall poor judgement
• The brain has cravings for things to wake it up
Conditions for sleep
•A dark and slightly cool bedroom
• Reduce the amount of light exposure at least 30 minutes before bed time (turn off mobile phones, turn off computers, turn off anything that will excite the brain)
•No caffeine/energy drinks/other stimulants after lunch time
Good sleep increases…
•Ability to concentrate
•Ability to pay attention
•Decision making capacity
•Creativity
• Social skills
• Health
Sleeping well results in…
• Less mood swings – emotional regulation
• Positively dealing with stress and worries
• Reduced levels of anger
• Less impulsivity
• Less desire to drink and take drugs
Top tips for stress
Stress is not always a bad thing….
Too little and your child may struggle to meet the challenges of everyday life.
Too much and your child may feel overwhelmed.
Your child can’t avoid stress in life – what
becomes really important is how they learn
to manage it.
Top stressors for young people:
• School – exams
• School – revision
• Relationships (parents and friends)
• School – managing work-life balance
Helping your child manageexam and school stress:
• Helping them to identify what is actually causing the stress (and seeking support where necessary)
• Encouraging simple routines, performed on a daily basis, that are aimed at making things better (breakfast, water, sleep, exercise, homework)
•Acknowledging difficult times but reminding them that they can cope
•Working to a weekly timetable or plan around managing out of school time, including HW/revision
• Scheduling breaks – resting, walking, listening to music, being active; and having fun
Characteristics of high performance
Psychologists and scientists have studied high performance extensively. Again and again, what they have learned comes down to individual habits, drives and attitudes.
High performing individuals:
1. Put the work in, day after day
2. Work at learning from others
3. Seek feedback on their performance
4. Look to learn and grow with every task
5. Are highly productive
6. Value their health and fitness
Support at school
• Class teacher, form tutor
• Mrs Dorset (Pastoral Officer) if a pastoral concern
• Mr Gaffney(Progress Director) if a wider school-based concern or progress concern
• Learning Support – Mrs Asher (SENCO)
• Youth worker – by appointment and referral Mr Emery
• Counsellor – by appointment and referral via Mr Emery
• School nurses – texting service
Other opportunities in Year 10• Focus on the changing world of work and
individual Career Action Planning
• Explored through:
• Careers lessons – throughout the year
• Assemblies – throughout the year
• Careers Fair – 3rd December 2019
• Workplace visits – Autumn-Spring Term
• Work experience week – 13th-17th July 2020
• Enterprise days – 10th July & 20th July 2020