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 mch@northgate.suffolk.sch.uk

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