Parent Partnership Meeting
January 2017
C H A R I T Y
C H A R I T Y
£6097.06
+
…exciting new enrichment activities for the spring term… The Nottingham Emmanuel Parent Partnership
25 January 2017
What’s the NES Teaching and Learning Framework?
What’s our LEARNING?
BIG QUESTION?
How will the NES T&L Framework improve student learning?
KNOWLEDGE Some key principles: • Spacing • Retrieval • Transfer
UNDERSTANDING Why have we developed the Framework?
How might you support your child? SKILLS Listening to Understand Elaboration Build
What is the NES T&L Framework?
•
A set of principles to ensure knowledge and skill retention, deeper understanding and the ability to transfer knowledge more confidently in exams and real life. •
A shared language for everyone in school to talk about learning based on trusted cognitive science and psychology research. •
A methodology for building longer-­‐term study habits in our students. A deliberate way of avoiding cramming and stressful last minute preparation. The teachers are all developing these ideas and resources this year. Our professional development (CPD) is focussed on this.
Spaced Retrieval
A focus on retention and retrieval.
Tell the person next to you your home phone number when you were growing up.
Why do you think you remember that number so well? Keep this in mind!
Key Concepts For Today
Retrieval = the ability to recall the right information. Spacing = Intentionally recalling information over increasing time periods. Transfer = the ability to apply your knowledge and understanding in NEW or UNUSUAL contexts. Forgetting is part of learning…
Spaced Retrieval
What are we doing to overcome the forgetting curve ?
• Spaced Retrieval Activities in lessons – independently from memory • Make it Stick at home– a focus on learning key words and concepts • Spaced Retrieval in intervention sessions (avoid last minute cramming) • Our assessments are now cumulative so replicate the real thing.
Some examples of Spaced Retrieval
French
Title: Water Pollution Wednesday, 25 January 2017
Spaced Retrieval
Can you draw…
• A diagram to show infiltration • The Hadley Cell • A diagram to show transpiration Challenge-­‐ Explain how transpiration and infiltration would be affected if deforestation occurred
The Hadley Cell
Give yourself one mark for each correct point you have got on each diagram-­‐ add any points that you don’t have!
1
1
Transpiration
1
1
1
1
1
1
Infiltration
1
1
1
1
1
Starter 10 (10 minutes)
Spaced Retrieval
1. Find Sin 49 Give answer to 3 significant figures
2. Find the area
6. Find the missing side
Starter 10 (10 minutes)
1. Find Sin 49 Give answer to 3 significant figures. 0.755
6. Find the missing side 6.52cm
Bell task
De memoría:
¿Te gustan los
deportes?
Spaced
Retrieval
Write a justified opinion about each picture
1
easy
Me gusta el hockey porque es fácil
3
2
boring
No me gusta el tenis porque es
aburrido
fun
Me encanta la gimnasia porque es
divertido
EXTRA: What sport
would you like to try
and why?
It’s more than just recalling facts and figures…
Transfer
• Using secure knowledge and understanding and applying it new situations or different contexts. Why? – This is shows real deep learning for real life. – This is what the harder exam questions require
Example of transfer exam questions.
Maths
Example of exam questions.
Biology
(b) In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate. A dairy farmer washes out his cow shed each day. The waste water contains urine and faeces. The waste water overflows into a stream by mistake. The waste water will have an effect on the plants and invertebrates living in the stream. Explain why. (8) Example of exam questions.
Geography
(g) Assess the factors that have influenced the growth of core and peripheral areas within either a named developing or emerging country. (8) Named developing or emerging country = ___________ What can you do at home to support the learning?
• Tests and quizzes ☺ rather than reading and copying out ☹ • Elaboration – Ask your child to EXPLAIN concepts to you in as much detail as they can. This will make their learning stick! • Flash Cards – Question on one side, answer on the other. (not copious notes) Use these for self testing! • Spaced revision -­‐ Little and often with longer intervals between topics. Avoid cramming! What’s Lego got to do with this?
Some Clues: Secure knowledge blocks
Making connections and being able to explain.
Transferring what we know to real and exam situations.
The Nottingham Emmanuel Parent Partnership
25 January 2017
What’s the NES Teaching and Learning Framework?
How do I help to make it stick?
Test-­‐Read-­‐Cover-­‐Check
How? 1.
Write down everything you already know about this topic. 2.
You have 5 minutes to study the information sheet in SILENCE. 3.
Turn the sheet over and FROM MEMORY write down EVERYTHING you remember. 4.
Check against the information original sheet. Tick what you got. Ask yourself, what did you miss out? 5.
Add 3 ideas you missed out.
Model it: Test -­‐ Read-­‐Cover-­‐Check
This is what you’d read
Your recall might look like this?
Flash Cards
How? 1.
On one side of the card write the KEY QUESTION. 2.
On the reverse of the card, add the KEY POINTS, DIAGRAMS or MIND MAP with the answers. (don’t write lots of text) 3.
When revising, answer the key questions WITHOUT looking at the answer. Write or say your answers outloud. 4.
Check your answer against the flash card. Write down the points you missed out. Model it: Flash Cards
How does the reflex arc work?
What are the main parts of the reflex arc? A – Receptor (reacts to a stimulus) B – Sensory Neuron (carries message to the co-­‐ordinator/CNS) C – Relay Neuron Gaps between neurons are called SYNAPSES D – Motor Neuron (carries message away from co-­‐ordinator/CNS E – Effector (a muscle or gland)
Elaboration
How? 1. Choose a topic, a concept a key word or an exam question. 2. Explain it in your own words, giving as much detail as you can. Perhaps use similes… “It’s a bit like…” 3. If working with a partner, ask questions to check that you have understood. 4. Summarise your ideas in writing to build your revision notes.
Model it: Elaboration
1. Tell me how an organism is built 2. What do you mean by hierarchy? Could you explain that a bit more? 1. It’s the cells, tissues, organs and an organ system which together make an organism. It’s like a hierarchy. 2.I’ll draw you a diagram… It’s a bit like being in school. The students are like the cells. The class is like the tissue, a year group is like the organ and all the classes together is like an organ system. The whole school together is the organism. Words and Pictures
How? 1. Choose a key question or topic. 2. Note down what the main points or key principles are. 3. Think how you can draw these ideas as pictures? (What would the titles be?) 4. Annotate your picture. How do each of the ideas link together? Can you add that to your diagram?
Model it: Words and Pictures
SCHOOL ENRICHMENT
GLOBE
TROTTERS
School life is busy. Clubs and Activities Are Important Students are up early to get to school on time, to go to lessons, and have homework to do. So, why is it important for them participate in enrichment clubs?
WHY GO TO A CLUB? To build new skills and interest; develop
self confidence
Help provide cross disciplinary,
real-world learning opportunities that
support core subjects.
VIDEO
Joining clubs and volunteering is a great way to:
Make new friends
Gain self-­‐confidence
Build respect and learn team work
Relieve stress Learn real-­‐world skills
Develop time management skills
Avoid risky behaviours
SOME OF THE CLUBS ON OFFER
Music Tech Club Choir Dance Film Club Globetrotters Puzzle Club ExperiMental Wreck This Journal Retro Gaming Nottingham Citizens Athletics Cricket Table Tennis Rugby
January 2017
Careers & Employability
NIALL RUANE
Developing the whole child
Here at Emmanuel, we pride ourselves on our commitment to our students learning. Academic Personal, social, moral & cultural Employability Research from the DfE shows that if a student has 4 or more interactions with an employer, they are 80% more likely to be in employment 6 months after they finish their education
Aims of the strategy
Ensure that the students understand why they are learning. Display the full range of future opportunities to students, and set them on the correct path to get where they want to be. Raise aspirations of all students. Provide clear and impartial guidance. Demystify the workplace – removing barriers through direct engagement as often as possible.
What does it look like?
The school works in partnership with local government, employers and training providers to provide opportunities for student engagement. Derby & Nottingham (shire & city) councils J Tomlinson Construction Boots Freeths Solicitors Nottingham Forest Football Club Deloitte Accountancy Nottinghamshire Police & Fire Services Army, RAF & Navy Jury’s Inns University of Nottingham, University of Derby, and many other HE & FE institutions both local and national Also many more across the full range of sectors
Key stage 3
Direct employer engagement in school – interactive lessons led by external providers & opt in sessions with visitors. Opportunities to attend employability focussed trips and events. Tutor based activities linking skills and study to careers and their future. Assistance with option choices for KS4.
Key stage 4
University mentors. Direct engagement with employers. Visits to local and national events and providers. Regular drop in/opt in sessions with external providers. One to one career planning support sessions. Work skills programme.
Work skills programme 2017 Work skills – 1 week rd
th
-­‐ 3 – 14 July In school Work experience -­‐ 1 week Employability skills Out of school CV writing 5 day work placement with an employer
Mock Interviews Guest speakers Interactive sessions Trips to Universities/
colleges
Why do work experience?
▪An opportunity to find out what a particular job/industry is like. ▪Helps to develop self confidence and communication skills with people of all ages. ▪Allows students to find out what skills are needed in the workplace. ▪Gives them the opportunity to shine on a CV and experience the rigours of finding work. ▪Provides grounded, real life examples of what they are learning in the classroom, how and why it transfers to the workplace.
Key stage 5
Continuing guidance and support with HE or apprenticeship options. Application support. Work Matters careers event. Links with local employers for work experience & continuing opportunities for employer engagement. Young Enterprise programme.
Is it effective?
We track the participation of each student through their time here, in order to provide the best support we can. All students have access to the service, both through targeted intervention and on a voluntary basis. Emmanuel students succeed and are routinely proud to share their success with us. Current Emmanuel students guide our steps with their needs…