SOUTH LEE ACADEMIC PRESENTATION OCTOBER 2017
SOUTH LEE AIMS… JC To provide a challenging, inspiring and individualised learning journey for all pupils that fosters a love of learning and a desire to work hard, even when confronted with obstacles. (ACADEMIC) To sustain a secure, caring and stimulating environment where pupils feel happy and safe and can be themselves. (PASTORAL) To provide opportunities for development and interests outside the classroom, allowing children to develop a healthy and mindful lifestyle, a sense of adventure and a zest for life. (EXTRA-CURRICULAR) To support and model positive relationships, encouraging skills of teamwork, leadership, tolerance and personal responsibility. (PERSONAL / SOCIAL DEVELOPMENT) To encourage a love of helping others, an interest in current affairs and an understanding of different cultures as well as providing opportunities to contribute to the local community and world beyond (THE WIDER COMMUNITY)
REPORTING JC Reporting: Pupils will receive formal reports according the schedule below: Autumn Half Term Interim Report 1 Autumn End of Term Interim Report 2 Spring End of Term Interim Report 3 Summer Half Term Interim Report 4 Summer End of Term Full Summary Report Parents ’ Evenings: Further feedback for parents is also available at parents’ evenings Parents’ Tea Informal Meeting at the beginning of the term Year 7 & 8 Parents’ Evening Autumn Term after Exams Year 4- 6 Parents’ Evening Spring Term First Half Pre- Prep Parents’ Evening Spring Term First Half
EXAMPLE INTERIM REPORT PMB
APPROACHING / CONSOLIDATING / MASTERING PMB APPROACHING – the pupil has begun working on the Core Skills in that band. CONSOLIDATING – the pupil demonstrates a good understanding of the majority of the Core Skills in that band, but they need more time to practise and embed what they have learnt. MASTERING – the pupil has an excellent understanding of the Core Skills in that band and they are able to apply what they have learnt in different contexts, including demonstrating higher order thinking skills.
CORE SKILLS - HISTORY PMB Band 3 Understand chronology and sequence events in the correct order Understand why events happen drawing on relevant historical information about an event Compare different interpretations of past events Form an opinion about the past Appreciate that past events influence the present Begin to write structured accounts of historical events Band 4 Select relevant knowledge to support ideas about past events Plan and construct extended written pieces Demonstrate an ability to be empathetic about events and how they effected people’s lives Identify the causes and consequences of historical events Identify key people from history periods studied and understand the influence they had on historical events Classify sources as primary or secondary and begin to evaluate the reliability of sources
BLOOM’S TAXONOMY OF THINKING SKILLS PMB
FEEDBACK: WRITTEN AND ORAL PMB Effective marking is characterised by the provision of effective feedback, either verbal or written, which enables pupils to identify and understand their goals and also empowers them to achieve those goals. In short, pupils should be able to answer these two questions: What am I doing well in this subject? • • What do I need to do to improve my work in this subject?
EFFORT GRADES JC Effort grades offer a snapshot of a pupils’ attitude to learning. We are looking for pupils who: Are eager to learn and have a positive attitude towards learning Persevere if they do not immediately succeed Embrace challenges Act on feedback and constructive criticism Complete both their classwork and their preps to the best of their ability Are proactive and take responsibility for their own learning Behave in a way which consistently helps themselves and others to learn
EFFORT JC To be awarded an effort grade of 1, a pupil would need to show outstanding commitment to all of the previous statements. For a pupil to be awarded an effort grade of 5, they would have to show little or no commitment to those statements. We would generally expect all children to be working towards an effort grade between 1 to 3. To summarise: 1 – outstanding commitment 2 – very good commitment 3 – satisfactory commitment 4 – more commitment required 5 – poor commitment There are posters around the school reminding pupils of these values.
GROWTH MINDSET JC How can we all work together to promote Growth Mindset? The effort grade system is based on the principles of growth mindset. Https://www.mindsetkit.org/growth- Reward TARGETED effort , not attainment. mindset-parents Help children to engage in deliberate practice (reinforces basic skills required for more advanced skills, protects from forgetting and improves transfer) Offer high levels of CHALLENGE …help pupils to embrace the process of struggle Explicitly welcome mistakes and model how to learn from them Give formative feedback (Not just WOW - you’re amazing!)
PREP / HOMEWORK & READING JC YEAR GROUP CONTENT OF PREP LENGTH READING YEAR 4 2x English 15 minutes for each prep 10-15 minutes each day 2x Maths YEAR 5 1x subject-based prep each night (excluding 20 minutes for each prep 15-20 minutes each day Wednesdays) YEAR 6 1 or 2 subject-based preps each night 20 minutes for each prep 20 minutes reading each day YEAR 7 2 subject-based preps each night 20 minutes for each prep 20 minutes each day YEAR 8 2 subject-based preps each night 20 minutes for each prep 20 – 30 minutes each day SCHOLARS / As above plus additional exam papers and work as needed. ENTRANCE EXAM PREP
ACADEMIC AIM T o provide a challenging, inspiring and individualised learning journey for all pupils that fosters a love of learning and a desire to work hard, even when confronted with obstacles.
YEARS 6, 7 & 8 REVISION SESSION
INTRODUCTION Children – exams are approaching – teachers telling you to revise – how do you begin? Parents – very common question how do we help our children to revise?”
WHY NOW? You need to work out the best way for you to revise Never too soon to start Even if they do not need to sit an entrance exam it is still a useful skill You will use these skills in senior school Practice makes perfect!!
DIFFERENT TYPES OF LEARNERS Auditory Visual Kinaesthetic
WHAT’S REVISION ALL ABOUT? Knowing your learning style and which technique to use when Preparing all the right pieces of equipment Frequent over learning Short sessions – little and often Make clear notes and/or mind maps Buddy learn Drink water
HERE IS THE LEARNING TRIANGLE! LECTURING 5 % READING 10 % AUDIO-VISUAL 20% DEMONSTRATION 30 % DISCUSSION 50 % PRACTICE BY DOING 75% TEACHING OTHERS 90%
EXAMS ARE NOT THAT FAR AWAY! BEFORE HALF TERM ...... Make a list of your topics Make sure you have a copy of the exam timetable when you come back Make sure you have all your books and files including any revision sheets and other aids
IF YOU DON’T HAVE ...... ASK Teachers won’t bite! Don’t leave it until the Friday of half term. Better to be safe than sorry
BEFORE YOU BEGIN Plan your revision timetable Little and often Stationary – pens, paper, card, treasury tags Water Food
DIFFERENT WAYS TO REVISE Mind maps Linear notes Buddy learning Cards/post it notes Talking Recording Pelmanisms Recording And any others that work for YOU!!!!
HISTORY & RS
MIND MAPS ONLY EFFECTIVE IF YOU MAKE YOUR OWN DO NOT HAVE PLANNED TO BE ARTISTIC MIND MAPS SEQUENCING USE COLOUR OF IDEAS USE PICTURES
Brainstorming You need to practise brainstorming essay questions
Choose a war or a rebellion which you have studied and explain its most important consequences.
SCIENCE Use cards Silly sentences Rhythms and rhymes Mnemonics Buddy learning Triangles Mind maps
MNENOMIC REACTIVITY SERIES Please Stop Calling My Awesome Zebra In Latin Class
MATHS Practise, practise, practise! Use Mr Borrows’ revision cards ISEB book of practice questions
TIMES TABLES Pelmanisms 2 x 5 10 Numbershark wordshark.co.uk Ipod
FRENCH VOCABULARY – use colour and pictures; tape recordings and pelmanism; to learn m and f try putting words in ‘boy’ and ‘girl’ type pictures! PRESENTATIONS – cartoon strips using pictures and colour; acting out LETTER WRITING – pre- planning really helpful LINGUASCOPE – practise your vocab!
GEOGRAPHY MAP LEARNING – LOTS of ‘over learning’, use blanks and add pictures; acronyms ANYTHING that helps you to remember T opics – mind maps can help and so can making simple notes and talking them through with someone else. CASE studies!
Recommend
More recommend
