Here - Plymstock School

Year7ParentInforma.on
Evening
January2016
Year7ParentInforma.on
Evening2016
AIMS:
Researchshowsthatparental
involvementinchildren’seduca:on,from
anearlyage,hasasignificantimpacton
educa:onalachievementandcon:nues
todosointoadolescenceandadulthood.
Welcomeandthankyouforcomingalong.
Programme
•  AimsandCurrentResearch:MsBurgessYear7
AchievementLeader
•  Pathways:MsPerryDeputyHeadteacher
•  Pastoral:MrsRobbHeadofYear7
•  English:MsBurgessHeadofEnglish
•  Maths:MissMonelleHeadofMathema.cs
•  Science:MissEvans(Ac.ng)HeadofScience
•  AcceleratedReader:MrWaterfieldWhole
SchoolLiteracyCoordinator
•  TricksandTipsfromYear8:JacobGoodeand
RyanEllis
•  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):thatprovides
studentswiththeir‘nextsteps’andisspecificso
itcanbeacteduponbythestudent(WWW/IOTI).
“ThefeedbackhashelpedmerealisewhatIam
goodatandwhatIneedtodotoimprove.”
•  Metacogni:onandself-regula:on:students
learningabouthowtheylearnsotheycanreflect
uponandregulatetheirownprac.ce.
•  AGrowthMindsetCarolDweck‘Mindset:The
NewPsychologyofSuccess’(2007)
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.
CarolDweck’s‘Growth
Mindset’:
“Ifyoucan’tdo
somethingtodayitjust
meansyoucan’tdoit
yet”.
AGrowthMindsetoraFixed
Mindset?
GrowthMindset
FixedMindset
•  Failureisan
opportunitytolearn
•  Effortisnecessaryto
grow,intelligencecan
beachievedthrough
hardwork
•  Nega:vefeedbackis
notaboutmebut
whereIamatpresent
•  Intelligenceisfixed–
noeffortisrequiredto
succeed
Listentoyour‘GrowthMindset’Voice
Insteadof…
Trysaying…
• 
• 
• 
• 
I’mnotgoodatthis
I’mbrilliantatthis!
•  WhatamImissing?
Igiveup!
Thisistoohard
•  I’lltryadifferentway
•  Ican’tdothis
•  I’vegotthiswrong
•  It’snotgoodenough
•  I’montherighttrack!
•  Thisisgoingtotake:meand
effort.
•  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
•  Somestudentsreadinsmallgroupswithadultmentors
suchasourexpertlibrariansandTeachingAssistantsevery
day
•  SomestudentsreadwithYear10andYear12mentors
regularly
•  TheYear7BookGroupMondaylunch:mesinthelibrary
•  The‘Year7ReadingChallenge’allYear7students–thank
youforyourinvolvement
•  AcceleratedReader–allYear7students
•  TheLiteracyLeaders’ClubMondaysandThursdays
3-4PMinthelibrary
MsPerry
DeputyHeadteacher
Plymstock’sPathways
[email protected]
TheLearningJourney
ThreeMainChanges
•  NewGCSEs
•  Newgradingsystem
•  RemovalofKeyStage2Levels
•  Atransi.onperiod
New9to1GCSEs
Bysummer2020,whenyourchild
takestheirGCSEs,allsubjectswill
begraded9to1
•  Anysubjectthathasnotbeenreviewed
andupdatedforstartinSeptember
2017,willnolongerbeoffered
KS2SAT
Level–
priorto
2016
Yr7
Yr8
Yr9
Yr10
Yr11
Target
Grade
Legacy
GCSE
Grades
for
summer
2017
only
9
8
A*/A
7
6
5/6
5
B/C
4
3
4
2
D/G
1
3/2
Yr7Drama
Maurice,KingoftheToilets
PLY
YMS
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
DeviseanengagingperformanceusingsomeTableaux,
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
STO
DeviseaperformanceusingsomeTableaux,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
CK
DeviseaperformanceusingsomeTableaux,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
PathwayBooklets
Pathway
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
•
•
•
•
•
•
•
CK
•
•
•
•
•
DemonstratesomeawarenessoftheMelodrama/silentmoviegenre
Usesomephysicalandvocalskillstoportrayacharactersuitabletotheroleplayed.Thisshouldinclude-
Gesture,FacialExpression,Movement,Voice
Sustainadevelopedcharacterforashortamountoftime
Showunderstandingofhowtheuseofmusicandsoundeffectscouldenhanceadramaticeffect
RecallsomeunderstandingofterminologyincludingAside,Comedy,DramaticPause,Tension,&Character
Moulding
Workcooperativelyaspartofagroupagivesuggestionswhennecessary(nocoasting)
Discusstheworkofothersthroughfeedback
RecalllimitedunderstandingoftheMelodrama/silentmoviegenre
Uselimitedphysicalandvocalskillstoportrayacharacter.Thiscouldinclude-Gesture,Facialexpression,
Movement,Voice
Sustainadevelopedcharacterforaveryshortamountoftime
Showalimitedlevelofunderstandingofhowtheuseofmusiccouldenhanceadramaticeffect
RecallalimitedunderstandingofterminologyincludingAside,Comedy,&DramaticPause
Workcooperativelyaspartofagroup
Commentontheworkofothersthroughlimitedfeedback
KS2SAT
Level–
priorto
2016
Yr7
Yr8
Yr9
Yr10
Yr11
Target
Grade
Legacy
GCSE
Grades
for
summer
2017
only
9
8
A*/A
7
6
5/6
5
B/C
4
3
4
2
D/G
1
3/2
MrsRobb
HeadofYear7
[email protected]
KPD
DeputyHeadteacher
LearningandtheStudent
DAB
Achievement
Leader
RCP
Achievement
Leader
CIR
HeadofYears
7&8
SHolton
HouseLeader
JBrotherton
HouseLeader
MAT
Achievement
Leader
LLD
Achievement
Leader
DMW
HeadofYear9
NPB
HeadofYear10
ADo\
HouseLeader
SHarvey
HouseLeader
WMS
Achievement
Leader
SDW
HeadofYear11
PChivers
HouseLeader
AchievementLeaders
DannyBurgess:willstaythesameeveryyear–thisprovidescon.nuityfromYear6-7.
RobPearsall,MarkTaylor,LouiseDuff&WilSprenkel:willfollowtheyeargroupupandthenrotatebackdown.
HeadsofYear
CheryleRobb:Non-teachingHeadofYear-willstaythesameeveryyear–thisprovidescon.nuityfromYear7to8.
DaveWya\,NeilBellamy&SimonWookey:willfollowtheyeargroupupandthenrotatebackdown.
MsBurgess
HeadofEnglish
[email protected]
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/Respondingto
UnseenPoetry(GCSEEnglishLiterature)
•  Narra:veWri:ng–(GCSEEnglishLang.Narra.ve/
Descrip.veWri.ng)
•  ModernNovel(‘DiaryofAnneFrank’,‘Private
Peaceful’,‘CirqueDuFreak’,‘Holes’)
•  DramaText(GCSEEnglishLit.)
•  Developmentofstudents’wri:ngskills(GCSE
EnglishLang.‘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
[email protected]
Howcanyouhelp?
•  Beposi.veaboutmaths!
•  Talktoyourchildaboutwhattheyaredoingin
theirmaths/numeracysessions
•  Talkaboutmathsineverydaylife–whenyou
areshopping,readinganewspaper,ar.clesin
thenews,moneymanagement,cooking…
•  UseMyMathsorMathsWatch(orotherapps)
tohelp
•  Testyourchildontheir.mestables
Topics:
• 
• 
• 
• 
Problemsolving
NumberandAlgebra
Shape,SpaceandMeasures
HandlingDataandProbability
MissEvans
(Ac.ng)HeadofScience
Year7Science
[email protected]
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–welearn
newcontenteverylesson
•  Homeworkissettobegintheprocessof
consolida.nglearning
•  Keywordlists
•  Takeanac.veinterestintheirwork
•  DoddleandBBCbitesize
MrWaterfield
WholeSchoolLiteracy
Coordinator
jwaterfi[email protected]
Welcome
Whyarewehere?
Rangeofreasons:
•  Specificliteracyissues?
•  BelowLevel4onentry?
•  Level4C(4.8)onentry?
•  Readingageislowerthanchronologicalage?
Aims:
•  Raiseawarenessofwhatwedoinschool:helpusto
helpyou…
•  Lookatstrategiestouseinthehome
•  HelpraiseaUainment
•  Helppreventtheperformanceofhighachievers
‘droppingoff’
InSchool(Yr.7)
Allstudentsaresupportedintheirreadingby
AcceleratedReaderandthe30minutereading:me.
AcceleratedReader:
•  Matchesreadingtoability
•  Aimstostretchandencouragegrowth
•  Linkstorewards
HelpyourchildfindbooksatARBookfind:
hUp://www.arbookfind.co.uk/
Trackyourchild’sprogressusingHomeconnect:
hUps://ukhosted51.renlearn.co.uk/1892192/
HomeConnect/
LITERACYLEVELS
Inschool…(Yr.7)
TeachersandtutorshaveaccesstoReading
Agedata:theyuseittoinformhowtheyplan
andprepareforyourchild’slearning.
LiteracyLessons:StudentsinYear7willwork
towardsachievingorconsolida.ngtheLevel
4literacyskillsnecessarytoaccessthewhole
curriculum.Moststudentsfollowa
programmebasedaroundtheCollins‘Aiming
forLevel4’bookswhichareavailablefor
bothreadingandwri.ng.
LITERACYLEVELS
Inschool…(Yr.8)
Teachersandtutorshaveaccessto
ReadingAgedata:theyuseittoinform
howtheyplanandprepareforyourchild’s
learning.
LiteracyLessons:Studentscon.nuewith
AcceleratedReaderonceaweek.
Mentoring:Sixthformershelptodevelop
readingtwiceaweek.
Thisisnotthewholestory…
•  10to16year-oldswhoreadforpleasuredobe\erat
school.(2013researchbyDrAliceSullivanandMaUBrown
fromtheIns.tuteofEduca.on)
•  Itisvitalthatchildrenenjoyreading-mo.va.onis
essen.alforacquiringliteracyskills.Readingforpleasureis
moreimportantthaneitherwealthorsocialclassasan
indicatorofsuccessatschool.Yetonly40%ofEngland's
tenyearoldshaveaposi.veavtudetoreading.Thefigure
forItalyis64%and58%forGermany.(Na.onalLiteracy
Trust)
•  Youngpeoplewhoreadoutsideclassonadailybasiswere
13:mesmorelikelytoreadabovetheexpectedlevelfor
theirage.(Na.onalLiteracyTrust)
Readingskillsneededforacademic
success…
Level4(averagereader)
•  Understandwhattheyhavereadand
makerelevantcommentson
characters,eventsandsitua.ons.
•  Supporttheirideasbypickingout
evidencefromatext,oweninthe
formofaquota.on.
•  Readbetweenthelinestocomment
onwhatissuggestedbyatext
•  Commentonthelanguageusedin
thetext,orwhyanauthorhasused
certainwordsortypesofsentence
•  Commentonthestructureofatext,
suchashoweffec.velyitislaid-out
orhowitbeginsandends.
HelpingwithReading
• 
• 
• 
• 
• 
• 
• 
• 
Making.me
Posi.veAtmosphere
Monitoring
Themostsuitablebook(Goldilocks?)
Ques.oningandchallenging
Knowhowtohelpbutnottoomuch
Keepthehabitgoing…
Keepitfun?
hUp://www.readsuccessfully.com/
•  Didyouknow?Finnishchildrenhave
strongerreadinglevelsbyfarthan
Englishchildren:theirparentsmake
themwatchtheTVwiththesub.tles
on!
HelpingwithWri.ng…
KeyStage3essen.alskills…
•  Writesentencesthatmakesense,start
withacapitalleUerandendwithafull
stop.
•  Usecommastobreakupideaswithin
sentences.
•  Writeusingarangeofsentencetypes:
simpleandcomplex(shortandlong).
•  Breakworkupintoparagraphstomakeit
clearer.
•  Spellmostcommonwordscorrectly.
•  Usesomeinteres.ngwordsthatengage
thereader.
•  Usethecorrectformatfordifferenttypes
ofwri.ng(e.g.leUer,ar.cle,script)
HelpingatHome…
• 
• 
• 
Encouragetheuseofadic.onaryforspelling.
CheckthroughwriUenworkandaskques.ons
aboutwhetheryourchildhasthoughtaboutthe
skillsabove.
Encourageyourchildtochecktheirworkforerrors
themselves.
Somestudentsareveryreluctanttorevisittheirwork
andcorrecterrors.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 Mondaylunch.me
rightbook
LiteracyClub
Literacygames,
handwri.ng,spelling,
punctua.on,grammar
Readingmentors
Helpswithoverall
Everybreakand
developmentofreading lunch.me
andconfidencethrough
aonetoonebasis
MondaysandThursdays
awerschool
Forextrainforma:ontalktoMsHogbeninthelibrary
Acceleratedreader
Yourchildshouldalreadybereadingbooksand
quizzingonthemeverycoupleofweeksintheir
Englishclass.Pleasemakesureyourchildistaking
thisseriouslyastheinforma.onfromthetestsis
usedtomeasureprogressthroughoutreadingand
alsogivesthembookrecommenda.ons.
Enjoymentofreading
Imyselfenjoyreading,however,Iunderstandmanyother
studentsdonotfeelthisway.Whenpeoplesaytheydon’t
likereadingwhattheytrulymeanisthattheyhaven’tfound
therightauthor,subjectorrightcomplexityofbook.Ifyour
childishavingproblemswiththis,theyshouldspeaktoany
ofthefriendlylibrarystaffwhocanhelp.
Readingathome
•  Athomeyourchildmaynotwanttoreadevery
daybutitisgoodtoreadfrom5to10minutesa
night.ThiscanhelpimproveyourGCSEgrades
anditwidensyourvocabulary.
•  Intheschoollibrary,thebookshavecolourson
themthatshowyouwhatleveltheyare,ifyour
childisacertaincoloure.g.red,buttheyare
readingalowerlevelyoushouldencouragethem
toreadahigherlevelbook.Ifyoudon’t
encouragethemtoreadtheywillgodownin
theirEnglishlevelandGCSEgradestoo.
Whatcanyoudoasaparent?
Asaparentyoucan:
•  Readwithyourchildandencouragethemtodiscussthe
storywithyou.
•  Keepalogofvocabularythatyourchildisunfamiliarwith
andlookthewordsupinadic.onary.
•  Testyourchildonwhattheyhavejustreadtomakesure
theyareactuallyreadingthebookandnotrushingthrough
it.
•  EncourageyourchildtotakepartinanAcceleratedReader
testinschool,ortheReadingChallenge.
•  Talktoyourchildaboutthe30minutedailyreadingin
schoolandwhattheyarereading.
Ryan’sStory
InYear7,Ireadover50booksandItookpartin
theReadingChallenge.Asaresultofreadingall
thesebooksIwasawardedabronze,silverand
goldstar,Ialsoachievedastarforeffortand
theHouseAward.Atthe‘AchievementEvening’
IwonaKindleFireformyoutstandingreading.
OneKindlewasawardedtoaYear7inevery
house,atotaloffiveKindlesweregivenaway
tohardreadingYear7s.
MrWithey
HeadofHistory
LearningStyles
[email protected]
LearningStyles,
Preferencesand
Adaptability
LearningStyles,Preferencesand
Adaptability
Lesson Objective
An introduction to
learning styles
Online Support
www.historynetwork.co.uk
Learning outcomes
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
Weallhavedifferentbrainsandweall
havedifferentlearningpreferencesand
styles
Howmany:mesdoesthele\er F’appearin
thefollowingtext:
‘FINISHEDFILESARETHE
RESULTOFYEARSOFSCIENTIFIC
STUDYCOMBINEDWITHTHE
EXPERIENCEOFYEARS’ SayaWord
SensoryPreferences
Apple
Gregorc’sPersonalThinkingStyle
Inventory-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
Trashor
Treasure
‘Readingfor
Meaning’
technique.
‘FlashCards’andthen
‘Diamond9’rankingtaskto
answercausa.onq’s–
Kinesthe.c
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
Mathema.cs
Ethics,Philosophy&Culture,usuallysetonce
every2weeks
Friday
Year7
ImportantDatesin2016
•  Year7ReportsHomeThursday28thJanuary2016
•  Year7InternalExams11th–22ndApril2016
•  Year7ProgressCheckHomeThursday5thMay2016
•  Year7Parents’EveningWednesday18thMay2016(15.30-
18.00)