Year 7 Parent Informaon Evening - Plymstock...

Year7ParentInforma.on

Evening

January2016

Year7ParentInforma.onEvening2016

AIMS:

Researchshowsthatparentalinvolvementinchildren’seduca:on,fromanearlyage,hasasignificantimpactoneduca:onalachievementandcon:nuestodosointoadolescenceandadulthood.

Welcomeandthankyouforcomingalong.

Programme•  AimsandCurrentResearch:MsBurgessYear7AchievementLeader

•  Pathways:MsPerryDeputyHeadteacher

•  Pastoral:MrsRobbHeadofYear7

•  English:MsBurgessHeadofEnglish

•  Maths:MissMonelleHeadofMathema.cs

•  Science:MissEvans(Ac.ng)HeadofScience

•  AcceleratedReader:MrWaterfieldWholeSchoolLiteracyCoordinator

•  TricksandTipsfromYear8:JacobGoodeandRyanEllis

•  LearningStyles:MrWitheyHeadofHistory

•  Year7StudySkills:LucyNobleandTelseaKern

Interven:on

According to research, what is the number 1 most effective

strategy used to raise student attainment?

TheEduca:onEndowmentFounda:on(EEF):

Feedback

comesjointtopwith

Metacogni:onandSelf-Regula:on

strategies

Studentsreceivinghighqualityfeedbackmake

8monthsmoreprogressoverayearthana

classthatdoesnotreceivequalityfeedback.

hUps://educa.onendowmenWounda.on.org.uk/

toolkit/toolkit-a-z/

•  Feedback(oralorwriUen):thatprovidesstudentswiththeir‘nextsteps’andisspecificsoitcanbeacteduponbythestudent(WWW/IOTI).

“ThefeedbackhashelpedmerealisewhatIamgoodatandwhatIneedtodotoimprove.”

•  Metacogni:onandself-regula:on:studentslearningabouthowtheylearnsotheycanreflectuponandregulatetheirownprac.ce.

•  AGrowthMindsetCarolDweck‘Mindset:The

NewPsychologyofSuccess’(2007)

CarolDweck’s‘Growth

Mindset’:

“Ifyoucan’tdo

somethingtodayitjust

meansyoucan’tdoit

yet”.

Carol S. Dweck, PHD., is one of the world’s leading researchers

in the field of motivation and is a Professor of Psychology at

Stanford University.

AGrowthMindsetoraFixed

Mindset?GrowthMindset

•  Failureisanopportunitytolearn

•  Effortisnecessarytogrow,intelligencecan

beachievedthrough

hardwork

•  Nega:vefeedbackisnotaboutmebut

whereIamatpresent

FixedMindset

•  Intelligenceisfixed–noeffortisrequiredto

succeed

Listentoyour‘GrowthMindset’Voice

Insteadof… Trysaying…

•  I’mnotgoodatthis

•  I’mbrilliantatthis!

•  Igiveup!

•  Thisistoohard

•  Ican’tdothis

•  I’vegotthiswrong

•  It’snotgoodenough

•  WhatamImissing?

•  I’montherighttrack!

•  I’lltryadifferentway

•  Thisisgoingtotake:meandeffort.

•  I’mgoingtolearnhowtodothis

•  Mistakeshelpmelearnbe\er

•  HowcanIimproveit?

Howdowemoveourchildrenfrom‘FixedMindset’

Learnersto‘GrowthMindset’Learners?

•  TeachersneedtonurtureaGrowthMindset

•  Essen.althatweshowthemwebelievetheir

intelligenceisnotfixed

•  Weneedtomakethembelievetheycanimprove

•  Weneedtoensuretheyknowhowtoimprove

•  Collabora:veclassroomenvironmentwhere

pupilstakeresponsibilityfortheirownlearning

•  PupilsunderstandtheGrowthMindsetandhow

itcanhelpthem

Successcriteria

Accelerates students’ progress when they know what the intended outcome is and are able to judge the quality of their own work and how to improve it.

Ask your child:

•  What do you need to do to improve in subject X?

•  Do you have success criteria you can show me? (You could ask your child to annotate their work using the success criteria, or to pause whilst working and reflect on their progress with the success criteria.)

Areadingchildis,quitesimply,a

successfulchild

Thisisnotjustama\erofanecdotal

evidence.TheOrganisaBonforEconomic

CooperaBonandDevelopment(OECD)has

concludedthatreadingforpleasureis

evenmoreimportantthansocialclassin

determiningacademicsuccess.

Readingforpleasurechangeslivesforthe

be\er•  AllYear7andYear8studentsnowhaveatleast30minutes

readingeachdayinschool

•  Teachersmodelreadingandsharetheirfavouritereads

•  SomestudentsreadinsmallgroupswithadultmentorssuchasourexpertlibrariansandTeachingAssistantseveryday

•  SomestudentsreadwithYear10andYear12mentorsregularly

•  TheYear7BookGroupMondaylunch:mesinthelibrary

•  The‘Year7ReadingChallenge’allYear7students–thankyouforyourinvolvement

•  AcceleratedReader–allYear7students

•  TheLiteracyLeaders’ClubMondaysandThursdays

3-4PMinthelibrary

MsPerry

DeputyHeadteacher

Plymstock’sPathways

aperry@plymstockschool.org.uk

TheLearningJourney

ThreeMainChanges

•  NewGCSEs

•  Newgradingsystem

•  RemovalofKeyStage2Levels

•  Atransi.onperiod

New9to1GCSEs

Bysummer2020,whenyourchild

takestheirGCSEs,allsubjectswill

begraded9to1

•  AnysubjectthathasnotbeenreviewedandupdatedforstartinSeptember2017,willnolongerbeoffered

KS2SAT

Level–

priorto

2016

Yr7 Yr8 Yr9 Yr10 Yr11Target

Grade

Legacy

GCSE

Grades

for

summer

2017

only

9

A*/A8

7

5/6

6

B/C5

4

4

3

D/G2

1

3/2

Yr7Drama

Maurice,KingoftheToiletsPLY

Deviseanengagingperformanceusingarangeof

Tableaux,MimeandPhysicalTheatreskills,whilst

focusingonapoemasastimulus

Usearangeofdramaskillswithconfidencetodeepen

themeaningofaroleorstory

Confidentlyrecallanddemonstrateskillsneededto

createafullydevelopedcharacter,clearlydifferentfrom

themselves.Theseinclude

• Voice

• Gesture

• Movement

• FacialExpression

Sustainafullydevelopedcharacterforanimpressive

amountoftimewithoutcorpsing,withacomplete

awarenessofaudience

Drawoutthemesfromapoem,analysingthemeaning

withinthesubtext

Confidentlyrecallanddemonstrateacomplete

understandingofterminologyincludingTableaux,Mime,

PhysicalTheatre

Leadagroupwithconfidence,identifyingareasof

strengthandweakness,andcooperatewithothersto

solveproblems(nocoasting)

Analysetheirownworkandtheworkofotherswhist

givingconstructivefeedbacktopeerwork

YMSDeviseanengagingperformanceusingsomeTableaux,

MimeandPhysicalTheatreskills,whilstfocusingona

poemasastimulus

Usearangeofdramaskillstodeepenthemeaningofa

roleorstory

Recallanddemonstrateskillsneededtocreatea

developedcharacter,differentfromthemselves.These

include

• Voice

• Gesture

• Movement

• FacialExpression

Sustainacharacterforanreasonableamountoftime

withoutcorpsing,withanawarenessofaudience

Drawoutthemesfromapoem,discussingthemeaning

withinthesubtext

Recallanddemonstrateanunderstandingof

terminologyincludingTableaux,Mime,PhysicalTheatre

Co-operatewithagroupduringrehearsals,focusingon

areasofstrengthandweakness,andworkwithothers

tosolveproblems(nocoasting)

Reflectontheirownworkandtheworkofotherswhist

givingconstructivefeedbacktopeerwork

STODeviseaperformanceusingsomeTableaux,Mimeand

PhysicalTheatreskills,whilstfocusingonapoemasa

stimulus

Useasomedramaskillstocreateacharacterandtella

story

Recallanddemonstrateskillsneededtocreatea

character.Theseinclude

• Voice

• Gesture

• Movement

• FacialExpression

Sustainacharactertoanaudienceforashortamountof

time

Drawoutthemesfromapoem,discussingwhothe

charactersareandtheirrolewithinthestory

Recallanddemonstrateanunderstandingof

terminologyincludingTableaux,Mime,PhysicalTheatre

Workaspartofagroupduringrehearsals,and

co-operatewithotherstosolveproblems

Discusstheirownworkandtheworkofothersfocusing

onareasforimprovement

CKDeviseaperformanceusingsomeTableaux,Mimeand

PhysicalTheatreskills,whilstfocusingonapoemasa

stimulus

Usebasicdramaskillstocreateacharacterandtella

story

Recallanddemonstratesomebasicperformanceskills.

Theseinclude

• Voice

• Gesture

• Movement

• FacialExpression

Sustainacharactertoanaudienceforalimitedamount

oftime

Listentoapoemandrecallwhothecharactersareand

theirrolewithinthestory

Recallanunderstandingofterminologyincluding

Tableaux,Mime,PhysicalTheatre

Workinagroupduringrehearsals,and

helpotherstosolveproblems

Thinkofwaystoimprovetheirworktoimproveforthe

nextperformance

PathwayBookletsPathway Expectations

PL

• Demonstrateacompleteawarenessofdifferenttheatretraditions/genres,linkingbacktothehistorybehind

thegenre(e.g.Melodrama/SilentMovies)

• Exaggeratephysicalandvocalskillstocreateadefinedcharactercompletelysuitabletotheroleplayedand

coherentwiththegenre.Thisshouldincludecompletecontrolof–Gesture,Facialexpression,Movement,

Voice

• Sustainafullydevelopedcharacterforanimpressiveamountoftimewithoutcorpsing

• Makebestuseofmusicandsoundeffectstoenhancedramaticeffects

• ConfidentlyrecallanddemonstrateanunderstandingofterminologyincludingAside,Comedy,Dramatic

Pause,Tension,&CharacterMoulding

• Leadagroupwithconfidence,identifyingareasofstrengthandweakness,andcooperatewithotherstosolve

problems

• Analysetheirownworkandtheworkofotherswhistgivingconstructivefeedbacktopeerwork

LY

• DemonstrateanawarenessofMelodrama/silentmovies,linkingbacktothehistorybehindthegenre

• Exaggeratephysicalandvocalskillstocreateadefinedcharactersuitabletotheroleplayedandcoherentwith

thegenre.Thisshouldincludecontrolof–Gesture,Facialexpression,Movement,Voice

• Sustainadevelopedcharacterforanimpressiveamountoftimewithoutcorpsing

• Makesomeuseofmusicandsoundeffectstoenhancedramaticeffects

• ConfidentlyrecalldemonstrateanunderstandingofterminologyincludingAside,Comedy,DramaticPause,

Tension,&CharacterMoulding

• Workinagroupwithconfidence,identifyingareasofstrengthandweakness,andcooperatewithothersto

solveproblems(nocoasting)

• Analysetheirownworkandtheworkofotherswhistgivingconstructivefeedbacktopeerwork

MS

• DemonstratesomeawarenessofMelodrama/silentmovies,linkingbacktothehistorybehindthegenre

• Usephysicalandvocalskillstocreateacharactersuitabletotheroleplayedandcoherentwiththegenre.This

shouldinclude-Gesture,Facialexpression,Movement,Voice

• Sustainadevelopedcharacterforanappropriateamountoftimewithlimitedcorpsing

• Makebasicuseofmusicandsoundeffectstoenhanceadramaticeffect

• RecallanddemonstrateabasicunderstandingofterminologyincludingAside,Comedy,DramaticPause,

Tension,&CharacterMoulding

• Workwellaspartofagroupandcooperatewithotherstosolveproblems(nocoasting)

• Discusstheworkofothersthroughconstructivefeedback

TO

• DemonstratesomeawarenessoftheMelodrama/silentmoviegenre

• Usesomephysicalandvocalskillstoportrayacharactersuitabletotheroleplayed.Thisshouldinclude-

Gesture,FacialExpression,Movement,Voice

• Sustainadevelopedcharacterforashortamountoftime

• Showunderstandingofhowtheuseofmusicandsoundeffectscouldenhanceadramaticeffect

• RecallsomeunderstandingofterminologyincludingAside,Comedy,DramaticPause,Tension,&Character

Moulding

• Workcooperativelyaspartofagroupagivesuggestionswhennecessary(nocoasting)

• Discusstheworkofothersthroughfeedback

CK

• RecalllimitedunderstandingoftheMelodrama/silentmoviegenre

• Uselimitedphysicalandvocalskillstoportrayacharacter.Thiscouldinclude-Gesture,Facialexpression,

Movement,Voice

• Sustainadevelopedcharacterforaveryshortamountoftime

• Showalimitedlevelofunderstandingofhowtheuseofmusiccouldenhanceadramaticeffect

• RecallalimitedunderstandingofterminologyincludingAside,Comedy,&DramaticPause

• Workcooperativelyaspartofagroup

• Commentontheworkofothersthroughlimitedfeedback

KS2SAT

Level–

priorto

2016

Yr7 Yr8 Yr9 Yr10 Yr11Target

Grade

Legacy

GCSE

Grades

for

summer

2017

only

9

A*/A8

7

5/6

6

B/C5

4

4

3

D/G2

1

3/2

MrsRobb

HeadofYear7

crobb@plymstockschool.org.uk

KPD

DeputyHeadteacherLearningandtheStudent

RCP

Achievement

Leader

MAT

Achievement

Leader

LLD

Achievement

Leader

WMS

Achievement

Leader

DAB

Achievement

Leader

SHolton

HouseLeader SHarvey

HouseLeader JBrotherton

HouseLeader ADo\

HouseLeader PChivers

HouseLeader

SDW

HeadofYear11 NPB

HeadofYear10 DMW

HeadofYear9

CIR

HeadofYears

7&8

AchievementLeadersDannyBurgess:willstaythesameeveryyear–thisprovidescon.nuityfromYear6-7.

RobPearsall,MarkTaylor,LouiseDuff&WilSprenkel:willfollowtheyeargroupupandthenrotatebackdown.

HeadsofYearCheryleRobb:Non-teachingHeadofYear-willstaythesameeveryyear–thisprovidescon.nuityfromYear7to8.

DaveWya\,NeilBellamy&SimonWookey:willfollowtheyeargroupupandthenrotatebackdown.

MsBurgess

HeadofEnglish

dburgess@plymstockschool.org.uk

GCSEEnglishLanguageandEnglishLiterature

100%Examina:on

•  GCSEEnglishLanguage

» Twoexamina.onsfocusingonreadingand

wri.ngskills.

•  GCSEEnglishLiterature

» Oneexamina.onbasedonthestudyofa

Shakespeareplayanda19thCenturynovel.

» Oneexamina.onbasedonamodernplayor

prosetextandapoetryanthology.

The19th-centurynovel:

•  JaneEyre–CharloUeBrontë

•  GreatExpecta@ons–CharlesDickens

•  DrJekyllandMrHyde–RLStevenson

•  AChristmasCarol–CharlesDickens

•  PrideandPrejudice–JaneAusten

•  TheSignofFour-ConanDoyle

•  Frankenstein–MaryShelley

Poetry

•  WilliamBlake

•  WilliamWordsworth

•  RobertBrowning

•  WilfredOwen

•  SeamusHeaney

•  CarolAnnDuffy

•  CharloUeMew

•  ThomasHardy

•  PercyByssheShelley

25%forSPAG(Spelling,Punctua:onandGrammar)

20%ofthetotalGCSEEnglishLanguagemarks

willbeallocatedtotheuseof:

‘arangeofvocabularyandsentencestructures

forclarity,purposeandeffect,withaccurate

spellingandpunctuaBon'.

SPAGisworth5%ofGCSEEnglishLiterature.

Year7EnglishCurriculum

HalfTermlyMilestoneAssessments•  Narra:vePoetry–Compara.veSkills/RespondingtoUnseenPoetry(GCSEEnglishLiterature)

•  Narra:veWri:ng–(GCSEEnglishLang.Narra.ve/Descrip.veWri.ng)

•  ModernNovel(‘DiaryofAnneFrank’,‘PrivatePeaceful’,‘CirqueDuFreak’,‘Holes’)

•  DramaText(GCSEEnglishLit.)

•  Developmentofstudents’wri:ngskills(GCSEEnglishLang.‘Wri.ngtoPresentaPointofView’)

•  SpokenLanguage(GCSEEnglishLang.Pass,Merit,Dis.nc.on)

•  Introduc:ontoSkakespeare(GCSEEnglishLit.)

ParentalSupport•  Lookattheirexercisebooks–focusontheposi.ve

•  Askques.onsaboutwhattheyaredoing.

•  Findaspectstopraise.

•  Offersupportonwaystodevelopwri.ng.

•  Supportwithhomeworktasks

•  Findwri.ngopportuni.es•  LeUers,notes,messages,emails.

•  Reading•  Notjustnovels–magazines,non-fic.on,foodpackaging,leaflets,holidaybrochures.

•  Developvocabulary–conversa.ons,dic.onaryandthesaurus,games,‘wordaday’.

•  Widerexperiences•  Theatre,library,museums.

Furthersupport

•  CGPKS3Englishstudyguides

•  Le\sKS3Englishcoursebook

Websitesfocusingonskills–

grammar-monster.com

grammarbook.com

bbc.co.uk/skillswise

bbcbitesizeks3

MissMonelle

HeadofMathema:cs

emonelle@plymstockschool.org.uk

Howcanyouhelp?

•  Beposi.veaboutmaths!

•  Talktoyourchildaboutwhattheyaredoingintheirmaths/numeracysessions

•  Talkaboutmathsineverydaylife–whenyouareshopping,readinganewspaper,ar.clesinthenews,moneymanagement,cooking…

•  UseMyMathsorMathsWatch(orotherapps)tohelp

•  Testyourchildontheir.mestables

Topics:

•  Problemsolving

•  NumberandAlgebra

•  Shape,SpaceandMeasures

•  HandlingDataandProbability

MissEvans

(Ac.ng)HeadofScience

Year7Science

bevans@plymstockschool.org.uk

General

•  6hoursoverafortnight

•  Scienceteacher–teachesBiology,Chemistry

andPhysics

•  Prac.calskillsinScience

•  Contentandknowledge

Content

•  HumanBiology

•  Ecosystems

•  Par.clesandtheirbehaviour

•  Acids,Alkalisandchemicalreac.ons

•  Forces

•  Energy

Pathways

•  Mainlyskillbased

–  Prac.calskills

–  Observa.onsandrecordinginforma.on

–  Askingques.ons

–  Linkingtheorytoprac.cal

–  Datahandling

–  Iden.fyingrisksandsafety

•  Content–complexityofknowledgeisrelatedto

pathway

Assessment

•  Projectbasedtasksandhomework

•  Endoftopictests

•  “Milestone”assessments

Howyoucanhelp

Scienceisaverycontentrichsubject–welearnnewcontenteverylesson

•  Homeworkissettobegintheprocessofconsolida.nglearning

•  Keywordlists

•  Takeanac.veinterestintheirwork

•  DoddleandBBCbitesize

MrWaterfield

WholeSchoolLiteracy

Coordinator

jwaterfield@plymstockschool.org.uk

Welcome

Whyarewehere?

Rangeofreasons:

•  Specificliteracyissues?

•  BelowLevel4onentry?•  Level4C(4.8)onentry?

•  Readingageislowerthanchronologicalage?Aims:

•  Raiseawarenessofwhatwedoinschool:helpustohelpyou…

•  Lookatstrategiestouseinthehome

•  HelpraiseaUainment

•  Helppreventtheperformanceofhighachievers‘droppingoff’

InSchool(Yr.7)AllstudentsaresupportedintheirreadingbyAcceleratedReaderandthe30minutereading:me.

AcceleratedReader:

•  Matchesreadingtoability

•  Aimstostretchandencouragegrowth

•  Linkstorewards

HelpyourchildfindbooksatARBookfind:hUp://www.arbookfind.co.uk/

Trackyourchild’sprogressusingHomeconnect:

hUps://ukhosted51.renlearn.co.uk/1892192/HomeConnect/

Inschool…(Yr.7)

TeachersandtutorshaveaccesstoReadingAgedata:theyuseittoinformhowtheyplanandprepareforyourchild’slearning.

LiteracyLessons:StudentsinYear7willworktowardsachievingorconsolida.ngtheLevel4literacyskillsnecessarytoaccessthewholecurriculum.MoststudentsfollowaprogrammebasedaroundtheCollins‘AimingforLevel4’bookswhichareavailableforbothreadingandwri.ng.

LITERACYLEVELS

Inschool…(Yr.8)

Teachersandtutorshaveaccessto

ReadingAgedata:theyuseittoinform

howtheyplanandprepareforyourchild’s

learning.

LiteracyLessons:Studentscon.nuewith

AcceleratedReaderonceaweek.

Mentoring:Sixthformershelptodevelop

readingtwiceaweek.

LITERACYLEVELS

Thisisnotthewholestory…

•  10to16year-oldswhoreadforpleasuredobe\eratschool.(2013researchbyDrAliceSullivanandMaUBrownfromtheIns.tuteofEduca.on)

•  Itisvitalthatchildrenenjoyreading-mo.va.onisessen.alforacquiringliteracyskills.Readingforpleasureismoreimportantthaneitherwealthorsocialclassasanindicatorofsuccessatschool.Yetonly40%ofEngland'stenyearoldshaveaposi.veavtudetoreading.ThefigureforItalyis64%and58%forGermany.(Na.onalLiteracyTrust)

•  Youngpeoplewhoreadoutsideclassonadailybasiswere13:mesmorelikelytoreadabovetheexpectedlevelfortheirage.(Na.onalLiteracyTrust)

Readingskillsneededforacademic

success…Level4(averagereader)

•  Understandwhattheyhavereadandmakerelevantcommentsoncharacters,eventsandsitua.ons.

•  Supporttheirideasbypickingoutevidencefromatext,owenintheformofaquota.on.

•  Readbetweenthelinestocommentonwhatissuggestedbyatext

•  Commentonthelanguageusedinthetext,orwhyanauthorhasusedcertainwordsortypesofsentence

•  Commentonthestructureofatext,suchashoweffec.velyitislaid-outorhowitbeginsandends.

HelpingwithReading

•  Making.me

•  Posi.veAtmosphere

•  Monitoring

•  Themostsuitablebook(Goldilocks?)

•  Ques.oningandchallenging

•  Knowhowtohelpbutnottoomuch

•  Keepthehabitgoing…

•  Keepitfun?hUp://www.readsuccessfully.com/

•  Didyouknow?FinnishchildrenhavestrongerreadinglevelsbyfarthanEnglishchildren:theirparentsmakethemwatchtheTVwiththesub.tleson!

HelpingwithWri.ng…

KeyStage3essen.alskills…

•  Writesentencesthatmakesense,startwithacapitalleUerandendwithafullstop.

•  Usecommastobreakupideaswithinsentences.

•  Writeusingarangeofsentencetypes:simpleandcomplex(shortandlong).

•  Breakworkupintoparagraphstomakeitclearer.

•  Spellmostcommonwordscorrectly.

•  Usesomeinteres.ngwordsthatengagethereader.

•  Usethecorrectformatfordifferenttypesofwri.ng(e.g.leUer,ar.cle,script)

HelpingatHome…

•  Encouragetheuseofadic.onaryforspelling.

•  CheckthroughwriUenworkandaskques.onsaboutwhetheryourchildhasthoughtabouttheskillsabove.

•  Encourageyourchildtochecktheirworkforerrorsthemselves.

Somestudentsareveryreluctanttorevisittheirworkandcorrecterrors.Strategiestohelpinclude:

•  Puvngtheworkawayandlookingatitagainlater.

•  Doingcorrec.onswithadifferentcolouredpen.

•  Drawinginpencil,whichcanberubbedout.

Keepitfun?hUps://www.youtube.com/watch?v=ilVkS1T8T5k

USEtheHulk!

TipsandtricksforYear7parents

Parentalsupport:pstohelpyour

childoutsideofschoolwithliteracy

andreading.

JacobGoodeandRyanEllis

Readingathome

Athomeyourchildshouldbeencouragedto

readforatleast10minutesaday.Itmay

notsoundlikemuchbutinthelongtermitis

proventomakeahugedifferencetoyour

child'sGCSEgradesandwriUen/spoken

vocabulary.

HowPlymstockschoolcanhelp

Ifyourchildisstrugglingwithreadingorliteracythentherearevariousbefore

school,break.me,lunchandawerschoolclubsthatareheldinthelibraryfor

yourchildtopar.cipatein.Herearesomeexamples:

Club Whatitdoes Whenitisheld

Year7bookclub Helpswithchoosingthe

rightbook

Mondaylunch.me

LiteracyClub Literacygames,

handwri.ng,spelling,

punctua.on,grammar

MondaysandThursdays

awerschool

Readingmentors Helpswithoverall

developmentofreading

andconfidencethrough

aonetoonebasis

Everybreakand

lunch.me

Forextrainforma:ontalktoMsHogbeninthelibrary

AcceleratedreaderYourchildshouldalreadybereadingbooksand

quizzingonthemeverycoupleofweeksintheir

Englishclass.Pleasemakesureyourchildistaking

thisseriouslyastheinforma.onfromthetestsis

usedtomeasureprogressthroughoutreadingand

alsogivesthembookrecommenda.ons.

Enjoymentofreading

Imyselfenjoyreading,however,Iunderstandmanyother

studentsdonotfeelthisway.Whenpeoplesaytheydon’t

likereadingwhattheytrulymeanisthattheyhaven’tfound

therightauthor,subjectorrightcomplexityofbook.Ifyour

childishavingproblemswiththis,theyshouldspeaktoany

ofthefriendlylibrarystaffwhocanhelp.

Readingathome

•  Athomeyourchildmaynotwanttoreadeverydaybutitisgoodtoreadfrom5to10minutesanight.ThiscanhelpimproveyourGCSEgradesanditwidensyourvocabulary.

•  Intheschoollibrary,thebookshavecoloursonthemthatshowyouwhatleveltheyare,ifyourchildisacertaincoloure.g.red,buttheyarereadingalowerlevelyoushouldencouragethemtoreadahigherlevelbook.Ifyoudon’tencouragethemtoreadtheywillgodownintheirEnglishlevelandGCSEgradestoo.

Whatcanyoudoasaparent?

Asaparentyoucan:

•  Readwithyourchildandencouragethemtodiscussthestorywithyou.

•  Keepalogofvocabularythatyourchildisunfamiliarwithandlookthewordsupinadic.onary.

•  Testyourchildonwhattheyhavejustreadtomakesuretheyareactuallyreadingthebookandnotrushingthroughit.

•  EncourageyourchildtotakepartinanAcceleratedReadertestinschool,ortheReadingChallenge.

•  Talktoyourchildaboutthe30minutedailyreadinginschoolandwhattheyarereading.

Ryan’sStory

InYear7,Ireadover50booksandItookpartin

theReadingChallenge.Asaresultofreadingall

thesebooksIwasawardedabronze,silverand

goldstar,Ialsoachievedastarforeffortand

theHouseAward.Atthe‘AchievementEvening’

IwonaKindleFireformyoutstandingreading.

OneKindlewasawardedtoaYear7inevery

house,atotaloffiveKindlesweregivenaway

tohardreadingYear7s.

MrWithey

HeadofHistory

LearningStyles

awithey@plymstockschool.org.uk

LearningStyles,

Preferencesand

Adaptability

LearningStyles,Preferencesand

Adaptability

Lesson Objective Learning outcomes

Online Support

www.historynetwork.co.uk

Know – What we mean by Learning Styles/Preferences

Understand – That people

learn in different ways

Demonstrate how a curriculum

can accommodate learning

styles

Be able to – reflect upon our understanding of learning styles

An introduction to learning styles

Weallhavedifferentbrainsandweall

havedifferentlearningpreferencesand

styles

Howmany:mesdoesthele\er F’appearinthefollowingtext:

‘FINISHEDFILESARETHE

RESULTOFYEARSOFSCIENTIFIC

STUDYCOMBINEDWITHTHE

EXPERIENCEOFYEARS’

SayaWord

SensoryPreferences

Apple

Gregorc’sPersonalThinkingStyleInventory-AgoodParenttest

WhatDoesitMean?

•  ConcreteSequen.al

•  ConcreteRandom

•  AbstractRandom

•  AbstractSequen.al

SensoryPreferences–AStudentTest

LearningStylesandofferingstudent

choiceincurriculumplanning

ReflectingonthequalityofmylearninginHistoryduringTerm1

Lookbackthroughyoubookandreadmyfeedbackcomments.Thenanswerthefollowing

questionshonestly.

1.ThekeywordsIhavemisspelthavebeencorrectedthreetimes.Y/NWritethemoutbelow:

2.HaveyoualwaysrespondedtomycommentsandansweredallquestionsthatIhaveasked?Y/N

3.Sofarwehave:

a)completedanevidencehuntontheMaryRose

b)lookedathowpeoplewereeffectedbytheCivilWaranddesignedourownpoliticalcartoonstoshowthis

c)Assessment1:wewroteaPEAessayonthecasuesoftheCivilWar–thiswasfollowedbya‘purple’interventionexercise

d)wecompletedaroleplayontheBattleofFreedomFieldsanddesignedourownbattleplans

e)westudiedtheexecutionofKingCharlesIandreachedourownjudgementaboutwhatshouldhappentohim

f)IndependentinvestigationintolifeinPuritanEnglandunderCromwellandyoudesignedleafletsandansweredextensionquestionsforyour

pathway

g)Assessment2:youcompletedanassessmentonOliverCromwellbasedonsourceanalysisskills.Thiswasfollowedupwitha‘purple’

interventiontask.

h)weconsideredthetruthbehindtheGunpowderPlot

h)westudiedtheGreatFireofLondon–FocuswastoconsiderWHYitcasuedsomuchdevastation.Weusedthe‘TrashandTreasure’

techniqueand‘Diamond9Ranking’.

ThelessonImostenjoyedwas….

because…..

OnepieceofworkIammostproudofis…

Because…

Howmuchprogressdoyouthinkyouhavemadeinthetwoskillsassessedthisterm:

1. ExtendedWriting–developingaPEAstructure(CausesoftheCivilWar)

2. Analysingsources–usingthe‘Describe,InterpretandEvaluate’(DIE)method(CromwellAssessment)

2targetsforimprovementwouldbe:-explainwhatyouneedtododifferentlyinordertoachievethesetargets.

1.

2.

a) completed an evidence hunt on the Mary Rose b) looked at how people were effected by the Civil War and designed our own political cartoons to show this

c) Assessment 1: we wrote a PEA essay on the causes of the Civil War – this was followed by a ‘purple’ intervention exercise d) we completed a role play on the Battle of Freedom Fields and designed our own battle plans

e) we studied the execution of King Charles I and reached our own judgement about what should happen to him f) Independent investigation into life in Puritan

England under Cromwell and you designed leaflets and answered extension questions for your pathway g) Assessment 2: you completed an assessment on Oliver Cromwell based on

source analysis skills. This was followed up with a ‘purple’ intervention task. h) we considered the truth behind the Gunpowder Plot i) we studied the Great Fire of London – Focus

was to consider WHY it caused so much devastation. We used the ‘Trash and Treasure’ technique and ‘Diamond 9 Ranking’.

Crea.vetask

following

independent

research

Crea.vetask

following

independent

research

Crea.vetask

following

independent

research

Visuallearning

withuseofDVD

andsimula.on

ac.vity.

Visuallearning

withuseofDVD

andsimula.on

ac.vity.

Essay

Wri.ng

‘FlashCards’andthen

‘Diamond9’rankingtaskto

answercausa.onq’s–

Kinesthe.c

Trashor

Treasure

‘Readingfor

Meaning’

technique.

Pupilreflec.onofskills

learntfromthetechniques

taught

OtherEg’s–StoryBoardingto

encourageacrea.veapproach

toachronologicaltask.

Visual

Learning

Promptat

GCSE

Year7StudySkills

LucyNoble

and

TelseaKern

Positively MAD Inspiring Empowered Learning

MindMapping

The Powerful Brain-Friendly

Thinking Tool

How They Help You

MindMapping

•  Page is landscape •  Central image •  Sub-topics

•  Detail •  All lines are connected

•  One word/picture per branch •  Use colour

Key Words

Leonardo Da Vinci Leonardo Da Vinci is one of history’s most renowned artists. His name may sound familiar from his art or from the film 'the Da Vinci Code' based on one of his paintings, however 'Da Vinci' could mean anyone from the town of Vinci as that's what it means Leonardo from the town of Vinci. Leonardo was born on the fifteenth of April 1452. His mother was called Caterina and it is believed she worked in the house of his father. Leonardo was born out of wed lock so had very few options available to him. He did not receive a proper education because of this. Most of his works are unfinished, due mainly to his approach. He followed a very scientific method to his art. He would study a subject, sometimes for months to get it exactly right. He would observe, then make notes then re-evaluate before starting his piece. If he was studying a plant he would first need to understand its genetics and how it lived before starting his piece. This meant he would find a new project and be motivated and inspired and leave the project he was working on. He would take the money for the projects even though he did not finish them. This came back to haunt him in Milan when a court ordered him to finish a painting he started 20 years earlier. The Mona Lisa has always caused discussion as to whether she is smiling or sad. During their sittings Leonardo would have musicians playing and joking while he painted so she didn't get bored. Although her husband commissioned the painting he never got it as Leonardo carried it around for 15 years as it was 'unfinished'. He was commissioned by the Pope to paint but after 7 months he had done no painting but had created a varnish from herbs! He was the first man in the world to make a mechanical toy that moved independently. It was a lion which he made for the King of France. He also did a lot of studying of the human body. Due to his scientific interest he even went into dissection and was the first person to study each organ individually. Whilst doing this he was the first man to discover the heart works like a muscle. The Last Supper is one of his most famous paintings. The film The Da Vinci Code is based around this painting. He didn't use water paints on wet plaster to paint like other artists he used his own recipe of oil based paints which did mean the painting started to deteriorate. He would paint for 3-4 days without eating, drinking or sleeping then just stare at it for days. After 3 years of painting it a friar complained that it was taking him too long. Leonardo explained that he had been studying low lifes for weeks to find the right face for Judas but the friar’s face seemed to fit!

To create a MindMap, start with an image in the centre of the page

Bloom from the centre...these topics represent the paragraphs from the text. You wouldn’t normally stop here, you continue to flow the information as you can see on the next page.

Year7HomeworkTimetable

Eachhomeworkshouldtakeabout30minutes,possiblyextendingto40minutesfor

moreinvolvedpiecesofwork.Shouldtheworktakeless:methanplanned,

encourageyourchildtousethis:metocon:nuewiththeirreading.

Day Homeworksubject Homeworksubject

Monday English GeographyofHistory

Tuesday Mathema.cs PerformingArts,usuallysettwiceeachhalfterm

Wednesday

Design&Technology,usuallysetonce

every2weeks

ModernForeignLanguage

Thursday Art,usuallyonceevery4weeks Science

Friday Mathema.cs

Ethics,Philosophy&Culture,usuallysetonce

every2weeks

Year7

ImportantDatesin2016

•  Year7ReportsHomeThursday28thJanuary2016

•  Year7InternalExams11th–22ndApril2016

•  Year7ProgressCheckHomeThursday5thMay2016

•  Year7Parents’EveningWednesday18thMay2016(15.30-

18.00)