KS5TutorProgramme2017-18:BecomingthebestwecanbeAnintroductionforKS5OneofthekeyaimsoftheStPeter’s6thFormleadershipteamisforusall-individuallyandcollectively-tobecome‘thebestthatwecanbe’.Itisanambitiousaim,andrightlyso.Forsome,successmightbemeasuredbyfinalqualifications,universityplaces,orperhapscareerachievement.Forothersitmightbeintherelationshipsformed,theexperienceshad,orthewidercontributionsmade.Perhapsthebestwaytosummariseourintentionsiswiththefollowing3words:VALUED,DISCIPLINED,andCULTURED.Thefollowingsectionelaboratesonthis:

VALUED DISCIPLINED CULTUREDCOLLABORATIVE&AMBITIOUS

Wewanteveryonetofeelvaluedasanindividual,andaspartofourcommunity;andalsotovalueothersequally–staff,studentsandallbeyondtheschoolgates.Studying(andteaching)within6thFormoffersrichopportunitieswithwhichweneedtobeambitiousforall,andtovalueallopportunitiestolearntogether.

PREPARED&PERSISTENTWeneedtobedisciplinedeachdaywithourcommitmenttolearningensuringweareprepared,productiveandpersistent.Schoolsarebusy,complexplaces.Itisimportanttobedisciplinedasrolemodels,demonstratingpositivehabitsandbehaviours.

INQUISITIVE&IMAGINATIVE

Askingquestionsoften,readingwider,andmakingandsharingnewconnectionswillaidustobecomemorecultured,andtovalueartsandeducationasameanstoenrichlives.Wewantallinvolvedwith6thFormtocontributetoourculture-tohelpcreateanenvironmentthatissupportive,diverseandstimulatingforall.

These3themeswillprovideafoundationforourtutortimeprogramme.Furtherinsightsbelow:VALUEDRelatingtotheprinciplesorstandardsthatwehold–oursenseofworth;ofwhatisimportant.Wemightconsider:

• Ourfaithandourcommunityvalues; oursenseofplaceandbelonging;ourself/collectiveworth; • Howweimprove-addvaluetolearning('valueadded')-andthemosteffectivewaystodoso; • Thevalueweplaceonknowledge–grades;levelsoftimeinvested,universitycosts; • Whatitmeanstobe'valued'-foryourexpertiseandskills–andhoweducationbuildsconfidence.

DISCIPLINEDOriginatingfrom‘disciple’:Apersonwholearnsfromanother,especiallyonewhothenteachesothers.Wemightconsider:

• TheshiftfromKS4to5andtheincreasedindependence;thedifferencebetweenschool'discipline'(DTs,lettershome,negativepointsetc.),andwhatitmeanstobecome'disciplined'–toestablishgoodhabits,routines;tobereliablewithattendance,punctuality,deadlinesetc.

• Subjectdisciplines–universityoptionsandapplications;specialistandtransferableknowledge.

CULTUREDRelatingtoattitudesandbehavioursofagroup;anappreciationofartsandeducation;ofbeingenlightenedWemightconsider:

• Theculturewearetryingtoestablish/passon-whatitshouldfeellikeeachday;ourcollectiveaims; • Whatitmeanstobe'cultured';thevalueofanexpansiveKS5experience;makingthemostofenrichment

opportunities,widerreadingandawareness,developingliteracyskills.

• Howwillyoumakesomeoneelsefeelvaluedtoday?

• Howpreparedareyouforlearningtoday?Areyoubeingdisciplinedwithyourtimeandefforts?

• Haveyoulearntsomethingnewtoday,andwhowillyousharethiswith?

• Howareyoucontributingandhelpingtoshapeour6thformculture?

KS5TutorProgramme2017-18:BecomingthebestwecanbePromptsforreflectionanddiscussion:

Suggestionsforatutorgroupactivity:Youneedtwodice(http://dice.virtuworld.net/)andacircleofenthusiasticstudents…

• Onestudentrollsthedice,addsupthetotalandsharestheiranswertotherelevantquestion,numberedbelow.(Obviouslynumber1,willbeexcluded).

• Oncetheyhavedonethis,theychooseanotherstudentand(playfully/positively)attempttoguesstheirresponsetothesamequestion.Theymightchooseastudentthattheythinkwouldhaveasimilarreplyor,alternatively,acompletelyoppositeone.

Theselectedstudenthasachancetoreply/discuss/sharetheiractualanswerbeforethentakingtheirturntorollthedice.Alternatively,studentscannotetheiranswersindividually,takinganopportunityforquietreflection.Tutorsmightretainthese,tobereturnedforfuturereflection.

PBfL:Aquickself-assessmentfor6thformstudents

PBfLSELF-ASSESSMENTLightlyshadethesegmentofthewheelthatbestrepresentsyourconfidencewiththatpositivebehaviour.‘BecomingthebestIcanbe’isyourstartingpoint.Shadeoutwards,fromthecentreofthecircle,reflectingonwhereyourconfidencegrows.Trytoidentifyspecifictargetsforimprovementbasedonyourstrengthsandweaknesses.

Itturnsoutthatasking-"whatisyourgoal?"Isn'taverygoodwayofunlockingpeople'saims...Thequestionisabstractanddaunting.Buttherearequestionsthatdowork.Thefollowingoneshavebeentestedoverandoveragainandaremorelikelytoopenupsomepositivethinking.

Tryyourbesttopracticehonest,fearlessthinking-answerwithoutfeelingstupidorembarrassed;saywhatyoureallyfeel.

1. Ifyoucouldonlytakeonesubject—whatwoulditbeandwhy?2. Whatlessonsorelementsofstudydoyoufindeasy?3. Whatdoyoudowithyoursparetime?4. Describeaninterestinglessonyouhadrecently.Whywasitinteresting?5. Whatjobsdoyouavoiddoing—andwhy?6. Whendoestimefly?Whatareyoudoing?7. Whendoestimeseemtodragorstop?Whatareyoudoing?8. Whatjobwouldyoudoforfree?9. Whodoyoulookupto?10. Whatwouldyoutryifyouknewyoucouldn'tfail?11. Whatputsasmileonyourface?12. Ifyouhadtheafternoonofftoworkathome,whichpieceofworkwould

youchoosetodo?13. Whenyouhavealotofhomeworkwhichsubjectdoyoudofirst?14. Describeahomeworktaskyouhaverecentlyleftuntilthelastminute—or

notdoneatall.Why?15. Whatdoyougetobsessedabout?16. Whenyouarewithyourfriends,whatdoyouwanttotalkabout?17. Whatstressesyouout?18. IfyouhadanhouroffAlevelworkandalaptop,whatwouldyoutypeintoasearchengine?19. Ifyouweregivenasmallamountofmoneytostartacompany,whatwoulditbe?20. Listfivewordsyouassociatewith'happiness'.

Thereareoftenthemesthatbegintoemergefromthesetenquestions—waysoflearning,preferencesandinterests.Payattentiontothemandseewhattheysayaboutyou.

DISCIPLINED:#1GetaVision

Thisisaquickself-assessmentexercisetoprovokereflection(andpotentiallydiscussion)onmindset.Theresultsarenotdefinitive.YoumightwishtoalsoreflectonyourexperiencesandapproachestoGCSE(andthesubsequentresults).Forexample:

• Doyouhaveasensethatyourbiggestsuccessescamethroughhardwork,practiceandpersistence?

• Doyouthinkthat‘natural’talentorabilityisareasonforsuccess(orfailure)?• IsitpossiblethataGCSEresultyoumightnowperceiveas‘failure’turnsouttobeyourmost

valuablelessonfor6thform?• CouldsuccessatGCSEleadyoutopresumesuccesswillhappenautomaticallyatAlevel?

A.Yourintelligenceissomethingbasicaboutyouthatyoucan’tchangeverymuch.B.Youareacertainkindofperson.Thereisnotmuchthatcanbedonechangeit.

C.Nomatterwhatkindofpersonyouare,youcanalwayschangeitsubstantiallyD.Nomatterhowmuchintelligenceyouhave,youcanalwayschangeitquiteabit

TOTAL: AHIGHTOTALMIGHTINDICATEAGROWTHMINDSET-THATYOUBELIEVEYOUCANIMPROVEYOURABILITYTHROUGHHARDWORKANDBYNOTGIVINGUPEASILY.“Thesinglegreatestfactorindeterminingaperson’ssuccessistheirmindset”ProfessorCarolDweck A useful video to support this exercise might be the TED talk by Eduardo Briceno on Growth Mindsets (developed by Carol Dweck)

DISCIPLINED:#2aGrowth&FixedMindset

• You need two dice (or a dice app / online dice e.g. http://dice.virtuworld.net/) and a circle of enthusiastic students

• One student rolls the dice, adds up the total and shares their answer to the relevant question, numbered below.

• Once they have done this, they choose another student and (playfully / positively) attempt to guess their response to the same question. They might choose a student that they think would have a similar reply or, alternatively, a completely opposite one.

• The selected student has a chance to reply / discuss / share their actual answer before then taking their turn to roll the dice. Fun times.

2. If you could only take one subject —what would it be?

3. Why? What do you do with your spare time?

4. If you were given money to start a company, what would it be?

5. What job would you do for free?

6. Who do you look up to?

7. What would you try if you knew you couldn't fail?

8. What puts a smile on your face?

9. When you have a lot of homework which subject do you do first?

10. What do you get obsessed about?

11. What stresses you out?

12. If you had free time what would you type into Google?

• The role of the tutor is to try to facilitate a student-led game. • Try not to jump in or intervene too early if the game goes quiet. • Encourage students to prompt each other for more detail – to show

interest in answers and to be curious.

DISCIPLINED:ICE BREAKER ACTIVITY 1 Dicing with Questions (Linked to #1 Get a Vision)

This activity takes inspiration from the TV show Would I lie to You? (video clip can be seen here: https://www.youtube.com/watch?v=bN_uU3wceNs ) However, students write their own truths and lies. It can be played in teams with a point system, or with the whole group questioning an individual.

• All students write 3 sentences about themselves, ideally unusual facts, experiences or insights.

• BUT… one of these must be a lie.

• They do not share these with anyone else until it is their turn to do so.

• A student reads out all three sentences whilst the other team / rest of group ask questions to determine which might be the lie.

• To provide more structure (if required) a time limit for questioning can be set, or alternatively, a limit of one or two questions per person.

• A vote system might be used to determine which sentence is the lie before the student reveals the answers.

Suggested lies: Some students might find it difficult to devise a lie. A solution to this can be having some ready-made prompts or full-blown lies that can be drawn at random. These can range from the absurd to the quite likely, and can provide a good challenge for students to elaborate and think on the spot. For example:

• I was once in an episode of… • When I was younger I was bitten by a… • My Grandma / Grandad was a famous actor / musician / villain

and… • I’ve lived in my house all my life but we only found a secret

cellar last month and in it was… • I once had an operation to remove a…. from my….(nose, eye,

stomach?!)

VALUED:ICEBREAKERACTIVITY2WouldIlietoyou?

Get to know St. Peter’s with this quick photography challenge! Use your camera phone and work in groups of four to complete the following photography tasks by heading to the specified locations to construct the relevant poses. Remember to be Photo wise!* Bonus points for artistic interpretations, exaggerated gestures and group members representing inanimate objects!

*Being Photo wise: Respect others – don’t use your camera to intimidate or make someone feel uncomfortable. Explain tasks politely; if you will be a distraction to someone then move on. Do not take photographs in places where privacy must be respected. Include all members of the group. Listen to ideas. This is a team-building task!

VALUED:ICEBREAKERACTIVITY3TeamPhotoChallenge

LOCATION6thformcommonroom

SportsHall

OutsidefirstAidRoom

Bythecaretakersoffice

Outsideexamsoffice

6thformYearleadersoffice

Library

OutsideReception

6thFormadminoffice

OutsidethePrintRoom

POSEPuttinglitterinabinAniconicsportingmomentAscenefromCasualtyADIYmaintenancesceneCelebratingresultsBeingtoldoffBeingquietandstudiousArrivingorleavinginpeaceBeinggratefulAhumanphotocopier