One Hour Parents Session
To be successful at school, students need a healthy dose of the following:
- Ability to remember many pieces of information
- A revision strategy
- Support from home
Without these key ingredients, success becomes more difficult.
As adults, we are well aware of the importance of learning but students don’t necessarily have the motivation to do their best.
It is up to us to provide the structure and support necessary for their success.
Who are we, and what do we do?
Our UK wide seminars have been developed and fine-tuned over the last sixteen years by a team of educational professionals including teachers and psychologists. They highlight a number of proven strategies that enable students to make learning easier and more productive. On average, 90% of attendees rate the seminars as very good or excellent.
Memorising the little things
School work is full of important things to remember such as lists, random facts, formulae, etc. This information is vital to exam success, but the question is: how can students be expected to remember it all?
We teach a selection of easy to use, fun and effective memory techniques which tap into the brains natural ability. We show the students how to use their imagination in a logical way which enables them to use both sides of the brain as they learn.
- Mnemonics (e.g. Never Eat Shredded Wheat)
- Image Chains (placing a list of words into an imaginative story)
- Peg Words (attaching items to an image that is related to a number)
- Loci (imagining items in a location in a room etc)
Memorising the big things
Exam success is dependent on more than just remembering selected facts. How can we help
students to remember an entire unit of work?
In order for students to remember something well, they need to make sure that they understand it first. This can be summed up by the mantra: read it, make sense of it, summarise it.
The best method to understand and summarise something is to look for its THEME, MAIN IDEAS and DETAILS:
- THEME: What is it all about? ;
- MAIN IDEAS: What are the key ideas?
- DETAILS: Who? What? Where? When? Why? How?
Condensing & Creative Note-Taking
Long, boring pages of notes are not the most effective way to get the information into the brain quickly. Creative notes such as indented lists, diagrams, or especially, Association Maps (see picture) are much more productive.
They all require imagination, but also require the student to lay out their information in a clear logical way. This ensures that the information is properly understood and is a tool to aid recall, especially when other memory techniques are employed too.
Once they have understood, condensed and memorised their work, students are advised that a review programme should then be implemented. Once they have completed their summary of a unit, they should test themselves. All they need to do is try to draw out their A-maps, diagrams or lists from memory and see how much they can remember. Depending on their preferred learning style they may prefer to say it out loud to themselves.
The more imaginative and logical their summary, the more they will recall first time. They should then make note of the areas they didn’t recall fully (if any) and focus on them – re-read, re-draw, apply memory techniques, etc. After testing themselves the next day, a week later and a month later they should be able to achieve 90% – 100% recall of the information, all for a couple of minutes every day.
HOW TO SUPPORT YOUR CHILD
Encourage your children to follow the review programme. We also looked at time
management, so you could encourage them to schedule it alongside homework,
coursework and personal time.
Perhaps you could provide them with a notice board for their A-Maps, notes, timetables,
etc. Encourage the learning and memorising process to be a part of the household.
Ensure that they have a suitable space for working, away from distractions.
Show them that you are interested in their work; ensure that you are informed about
what is expected regarding homework and assignments.
From time to time go over their work with them. Give praise for accomplishment and
effort, and encourage extra practice in his or her weak areas.
Don’t get discouraged! Sometimes the going gets tough; remember to act calm and
positive. Don’t let yourself get drawn into arguments and negativity. If a child is angry
about school work it is often because they think they can’t do it. It is your job to show
them that they can. Remember this:
If you think you can or you think you can’t – you’re right
- Henry Ford.
For more information about our range of programmes for years 6 to 13: Call 01883 334551 or visit www.learningperformance.com
Revision support – Parent Flyer
Pupil Deprivation Grant (PDG)
- There were 789 pupils at Bryn Tawe at the beginning of September 2016.
- The percentage of our pupils who are eligible for free school meals is under 12%.
- The school's Pupil Deprivation Grant (PDG) from April 2016 to March 2017 is £69,000.
The Pupil Deprivation Grant (PDG)
The Pupil Deprivation Grant (PDG) is directly linked to the number of pupils who receive free school meals (FSM) at the school. Any expenditure from the grant is aimed at raising the standards of pupils who are at risk of underachieving because of poverty and deprivation.
The Sutton Trust is a charitable organization that investigates the effect of additional support aimed at raising the standards of pupils who are at risk of underachieving because of poverty and deprivation. Ysgol Gyfun Gymraeg Bryn Tawe has adopted a range o strategies recognized by the Sutton Trust as strategies that reinforce the school's aims.
The school has used a wide variety of strategies, specifically to support pupils who face the challenge of poverty and deprivation, including:
- Appointing a Literacy (Welsh and English) and Numeracy Assistant to design and distribute programmes and activities for targeted pupils including pupils who receive or are eligible to receive FSM.
- Developing leaders to promote pedagogy and ensure effective staff development within the school. The aim is to ensure that all staff understand the need to overcome the barriers faced by our pupils within society. Specific ADDS sessions are held on improving the quality of teaching in these aspects annually.
- Freeing 3 members of staff (pastoral leader, KS3 and 4 class teachers) to plant and monitor an intensive mentoring programme with specific interventions to support pupils, including pupils who receive or are eligible to receive FSM, to raise standards in all key stages.
- All members of staff to prepare a robust mentoring programme to support our pupils' academic progress, including pupils who receive or are eligible to receive FSM, to raise standards in all key stages.
- Freeing KS3 Literacy (Welsh and English) and Numeracy Co-ordinators, who are experienced teachers, to work with specific groups of pupils on intervention strategies for literacy and numeracy.
- We have designated an additional learning class in Mathematics, English and Welsh so that we can develop a number of smaller classes. The classes include a number of pupils who are at risk of underachieving because of poverty and deprivation and we therefore expect them to realize their potential.
- Close collaboration with our primary partner schools on agreed strategies to raise our pupils' literacy and numeracy standards.
- We have identified a group of KS4 pupils who are at risk of being Not in Education, Employment or Training (NEET) when they leave school at 16. The majority of these pupils are at risk of underachieving because of poverty and deprivation. They receive regular mentoring sessions to support them to cope with the requirements of various courses, as well as encouraging them to raise their motivation levels to succeed academically.
- Providing the 'Improvement Room', which is an additional inclusion area to allow pupils with behavioural and emotional needs to receive additional support to succeed.
- Financial support for FSM pupils to attend extracurricular courses and music lessons to ensure participation in order to raise standards.
- Developing the school's ICT equipment in order to ensure a full provision for the pupils through balanced funding with the Penderry Ward Communities First grant.
- Financing an 'Inclusion Officer' in order to provide a very successful inclusion resource which plays a key part in providing continuity in the education of our more vulnerable pupils.
- We monitor attendance closely, and introduce a wide variety of strategies which include targeting specific pupils who are at risk of underachieving because of poverty and deprivation.
The school's PDG and EIG plans are regularly appraised by the Local Authority.