Year 10 Information Evening

1. Year 10 Information Evening Wednesday, 26 September 2018

2. Handouts Year 10 Information Evening Booklet – how to help your child learn (all slides will be available on our website) GCSE Pod – how to use GSCE Pod to support revision St Giles Trust (Smart Consultancy) – Fact sheets about County Lines and Gangs

3. Synopsis Changes to assessment Mr Grainger Mindset and study skillsMr Banham Wellbeing Miss Mackie Learning Support Mrs Asher Progress DirectorMrs Cook Pastoral OfficerMr Forbes

4. Changes to Assessment Mr Grainger

5. Why? The new qualifications will: • provide a stronger foundation for further study and employment, keeping pace with the demands of universities and employers • support students in developing the knowledge, skills and values they need for life in modern Britain • match the standards of the best education systems in the world (DfE)

6. Reformed GCSEs • Current Year 10 – all GCSE subjects • 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)

7. New Grades Old Grades Good Pass Standard Pass

8. 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

9. Benchmark Grades • 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 • Most pupils exceed these

10. Year 10 End of Year Exams • 10th-21st June 2019 • Exams in lessons • Options subjects • 26th-28th June 2019 • Exams in the hall • English, Maths and Sciences

11. Working TogetherHow parents and teachers can help pupils achieve success at Northgate Mr Banham

12. 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

13. What kind of mindsetdo you have? Fixed Mindset Believe intelligence is fixed … ‘you are either born clever or you are not’! As a result they tend to … • Avoid challenges • Give up easily when they face obstacles • See ‘putting effort in’ as a waste of time • Ignore useful feedback that could help them improve • Feel threatened by the success ofothers Growth Mindset Believe intelligence can be developed. As a result they tend to … • Accept and enjoy challenges • Show determination and refuse to give up in the face of obstacles • See ‘effort’ as the way to improve and develop • Learn from feedback and respond positively to it • Find inspiration in the success of others

14. The importance of a growth mindset • ‘Exceptional individuals have a special talent for identifying their own strengths and weaknesses.’ (Gardner) • ‘The major factor over whether people achieve is not fixed prior ability … but purposeful engagement.’ (Sternberg) • ‘Students who believe that hard work leads to good results perform up to a year ahead of those who think that Maths ability is innate.’ (TES)

15. Maths example

16. What should we praise? Praising ‘intelligence’ and ‘talent’ can harm motivation and performance. If success means being ‘smart’ then failure means being ‘dumb’. Instead we need to praise … • effort/determination/resilience • what pupils accomplish through practice and persistence (eg – drafting, editing, checking, working through problems and trying multiple solutions) • accepting challenges … the courage to ‘have a go’ • learning from mistakes and responding to feedback • passion for learning

17. The 5 Rs

18. The 5Rs - Pupil Guide

19. Year 10 Study Skills

20. How many can you remember?

21. 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

22. 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

23. Building an Argument 10 Key Persuasive Elements • (1) Use powerful imagery - Paint a picture • (2) Display personal conviction and passion • (3) Involve the audience • (4) Emotive or Loaded Language • (5) Sound positive and certain • (6) The rule of three/clusters of three • (7) Soundbites • (8) Repetition • (9) The use of expert opinion, fact and statistics • (10) Performance - Reading for EMPHASIS

24. Argument Bridge

25. Note Taking 2 methods: • 1) The Cornell Method • 2)3 dots andone underline

26. 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.

28. Memory Techniques • Mind pegging/ visual links • Mnemonics • Richard of York Gave Battle in Vain • Acronyms • LAMB

29. Test Yourselves… What were the four main points in the Treaty of Versailles? How many of the 20 can you remember?

30. Wellbeing Miss Mackie

31. Wellbeing Physical health (nutrition, exercise, hydration) Mental/emotional health (thoughts, feelings and emotions) Social health (managing our relationships)

32. If this is the answer, what is the question? 32 years

33. Sleep • Some areas of the brain are more active when we sleep • Restoration: we restore, we replace, we rebuild during the night

34. 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

35. 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.”

36. 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

37. 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

38. 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

39. Good sleep increases… • Ability to concentrate • Ability to pay attention • Decision making capacity • Creativity • Social skills • Health

40. 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

41. 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.

42. Top stressors for young people: • School – exams • School – revision • Relationships (parents and friends) • School – managing work-life balance

43. 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)

44. 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

45. 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: • Put the work in, day after day • Work at learning from others • Seek feedback on their performance • Look to learn and grow with every task • Are highly productive • Value their health and fitness

46. Support at school • Class teacher, form tutor, keyworker • Mr Forbes (Pastoral Officer) if a pastoral concern • Mrs Cook (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

47. GCSE Pod • PTA-funded school subscription • Individual pupil log-ins • Teachers can set tasks for pupils • Pupils can search for and watch podcasts on areas of difficulty • Part of the revision process

48. GCSE Pod Making the process work

49. Other opportunities in Year 10 • Work Experience 2019 – Monday July 15thto Friday July 19th