Study Skills Support
Programme
Autumn Term
CONTENTS
Welcome
The Skills Passport
Important Dates for Year 12
AUTUMN TERM 2014
Year 12 Induction
Motivation: Have a Goal
Time Management:
Growth Vs Fixed Mindsets
Self-Assessment Review
14th Sept – 18th September
21st Sept – 25th September
28th Sept -2nd October
5th Oct – 16th October
19th Oct – 23rd October
AUTUMN TERM 2014
Better notes: Study Skills
Note Taking: The Cornell System
Organisation Study Skills
Student Self-Assessment File Check
Study Skills: How organised are you?
Self-Assessment Review
2nd Nov - 6th November
9th Nov - 13th November
16thNov -20th November
23rd Nov – 24th November
30th Nov - 4th December
7th Dec- 11th December
SPRING TERM 2015
Study Skills – Speed Reading
11th Jan-15th January
Study Skills: Reading Challenging Texts? 18th Jan – 22nd January
Study Skills – Emotions and Learning
25th Jan – 29th January
Self-Assessment Review
1st Feb- 5th February
Revision Study Skills:
8th Feb – 12th February
SPRING TERM 2015
Student Self-Assessment/Tutor
Study Skills – Reading Strategies
Revision Action Plan
Exam Preparation: Time Management
22nd Feb -26th February
29th Feb- 4th March
7th March – 11th March
14th March – 18th March
SUMMER TERM 2015
Self-Assessment review
Self-Assessment Review
11th April – 15th April
3rd May -6th May
SUMMER TERM 2015
Personal Statement
Over to YOU! Personal Statement
Study Skills
20th June – 24th June
27th June – 8th July
11th -15th July
1
Welcome
During your time in the Sixth Form at Skipton Girls’ High School, we want to see you taking part in a range of
activities in school and in the community to enable you to further develop key transferable skills that you will come
across in your academic studies. These skills will be logged in your Skills Passport; you will be tracked and supported
by your personal tutor and these skills will then support your application to Higher Education and employment.
Positive Attitude
A positive attitude is the key foundation to skills development. That type of attitude involved a readiness to take
part, openness to new activities and ideas, and a desire to achieve results. It underpins and links together the other
key capabilities such as self-management, team working, problem solving, communication and application of
numeracy and ICT.
Through the Sixth Form Skills Passport, Skipton Girls’ High School will encourage you to plan and pursue an active
programme of personal development in skills that will help you succeed in life. It is based on a combination of skills
raising activities, your programmes of study, volunteering, work experience, part time work and involvement in the
school community. The skills related experiences will, hopefully, prepare you to become more confident, capable,
and attractive applicants on the one hand and, most importantly, active, caring, thoughtful and responsible citizens
on the other.
The Skipton Girls’ High School Sixth Form Experience
Skipton Girls’ High School Sixth Form offers its students a distinctive learning experience. The school based
environment and its friendly, caring and supportive approach to the student body provides a student experience
which is second to none. It is also an institution rooted in the local community and which has, over the years,
established valuable links with a range of local organisations, businesses and other partners. The Sixth Form has
established its Skills Passport in order that you, students, can compete successfully in the current market, that you
stand out from the crowd and that you are given a head start when there are more and more students competing
for career openings and university places.
Personal Information
Email
Home Tel
No
Mobile
Home
Address
COURSES
(AS Levels)
2
The Skills Passport
Skill
Opportunities for Development
COMMUNICATION
Communicate effectively for different
purposes and in different contexts
Develop a range of reading skills – for
understanding, further questioning,
note taking and recall.
Develop a range of writing skills to be
able to inform, persuade, discuss,
explain.
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•
•
•
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A Level Subjects –
o Reading and making notes
o Essay writing
o Class discussion
o Presentations
Individual Investigation
Being a Subject Mentor/Ambassador
Community Participation
Work Experience
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Induction Activities
Young Enterprise
Working with Others (Level 3)
Community Participation
Work Experience
Sports Teams
Part time work
Playing in a band/ choir/ orchestra
Volunteering & Fundraising
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•
•
Academic Enrichment activities
Target Setting
Achieve additional qualifications as a
result of your own initiative
Further IT training & certification
Health & Safety/ 1st Aid training
Attending additional HE sessions
within school and on Open Days
TEAMWORK
Work collaboratively and in
interdisciplinary teams
Act as a constructive team member,
contributing practically to the success
of the team
LEARNING & PERSONAL
DEVELOPMENT
Manage yourself and your time
effectively
Have an interest in lifelong learning
Identify your personal strengths and
weaknesses and set and achieve
specific goals
3
•
•
•
Tracking Notes/
Evidence of
Achievement
Create a capacity for self reflection, self
discovery and personal development
Respect others and their perspectives,
values and knowledge
ACTIVE CITIZENSHIP
Appreciate a range of ethical and moral
issues
Appreciate social and cultural diversity
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•
•
•
•
Appreciate the importance of the
environmental, social and political
contexts of your studies
Young Enterprise
Work Experience
Involvement with the Fair Trade
school team
Peer Mentoring
Volunteering/Community
Participation
Appreciate the concepts of leadership
and enterprise in all aspects of life
CREATIVE PROBLEM SOLVING
Think creatively and systematically to
solve problems
Apply skills and knowledge (theory and
practice) to problem solving
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•
•
•
Problem Solving
A Level studies
HE Application Programme
Work Experience
Analyse, evaluate and resolve complex
problems
The Sixth Form Partnership Agreement
At SGHS we place a high value not only on academic success but also your education and development in a wider sense. We
value such qualities as fairness, equality, respect, responsibility and honesty. This is a two way process; the school is committed
to giving you support and guidance but in return we expect commitment, responsibility and effort from our students. When you
accept a place in the Sixth Form you agree to the terms below which are all focused on your all round development and making
the Sixth Form an effective place to learn. Expectations outlined in the Partnership Agreement include:
o
o
o
o
o
o
o
o
o
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Good attendance (96%) and punctuality at lessons, gatherings and registration
Adherence to the Sixth Form Regulations as set out in the Partnership Agreement
Good organisation and completion of work set and appropriate use of private study time
Involvement in the wider life of the school including Community Participation
Respect for the school environment and acting as a responsible role model to others
Adherence to the Sixth Form Dress Code
Attend tutor time
At least four hours’ work outside lessons per subject per week including background reading and extended study
An appropriate balance between school work, part-time employment and socialising
Important Dates for Year 12
Year 12 Induction Day
Event
Date and Time
9th September 2015
Mentor Training (PM only) – Year 12.
18th September 2015
Outlook Expeditions – Morocco (tutor time talk)
24th September 2015
Student Finance presentation for Sixth Form– (tutor time
talk)
1st October 2015
Mental Health Awareness talk delivered by Mind (tutor
time talk)
National Citizen Service programme – Year 12 (tutor time
talk)
8th October 2015
15th October 2015
Driver Awareness (PM only) Year 12-
12th November 2015
Sixth Form Open Evening
18th November 2015
Year 12 Reports
Trial Exams
4th December 2015
11th-18th December 2015
Prevent – Radicalisation and extremism (tutor time talk)
14th January 2016
Trial Exams Results Day
20th January 2016
Year 12 Reports
29th January 2016
Year 12 Parents Evening
9th February 2016
Cancer Awareness talk for the Sixth Form delivered by
the Teenage Cancer Trust (tutor time talk)
10th March 2016
Year 12 Study Skills talk (Danielle Brown MBE) (tutor time
talk)
14th April 2016
Year 12 Reports
29th April 2016
External AS Exams start
16th May 2016
HE Week Year 12
13th to 17th June 2016
Oxbridge visit for year 12
22nd to 23rd June 2016
5
AUTUMN TERM 2015
TERM 1 OF 6: 09.09.15 - 23.10.15
WRITING AN ACTION PLAN
The first activity is to reflect on your previous
year.
The space on page 8 is intended for a summary of
key actions for the term.
Please refer to the template on Page 9.
This might include: finding work experience, reading
and taking notes on particular key texts not on your
course, establishing and contributing towards Sixth
Form societies, completing significant pieces of work
and research (for example coursework and personal
statements).
This is also the time to be certain that you are
fully equipped for the year ahead, that your
work is carefully organised, that reading lists are
prepared and that examination papers, mark
schemes and examiner reports are collated for
each of your subjects.
Self Refection Questions
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•
•
•
•
•
Do you know your target grades?
Is your wardrobe suitable to meet the Sixth
Form Dress Code?
Is your folder sectioned with a course guide
and specification?
Are you involved in enough enrichment
activities?
Do you have reading lists/past examination
materials/ mark schemes/ examiners’
reports for all of your subjects?
Do you understand the timeline for your
courses? When are the pressure points?
When are the coursework deadlines?
Do you have access to the core texts for
each of your subjects?
Year 12 UCAS focus: Research potential
courses and universities.
6
To create actions which will be most useful to you,
digest the following advice:
•
•
•
•
•
•
Choose between five and seven specific things to
work on, so that you have a manageable focus.
Specific: ensure you have a crisp and detailed
understanding of what it is exactly you want to
achieve.
Measurable: your goal should be something it is
possible to judge success in, in order for you to
aim for it.
Ambitious: this goal should stretch your abilities
and not be something you are going to achieve
in any case.
Realistic: whilst your goal should be a challenge,
it must be within reach and possible.
Time bound: for each goal you give yourself, you
ought to have a deadline by which it is going to
be completed.
Year 12 Induction-
(14th – 18th September)
The purpose of the INDUCTION PROGRAMME is to help you:



Identify your strengths and areas for improvement from GCSE
Ensure that you have made the right choices in the Sixth Form
Advise you where you can get help if you are experiencing problems
Start thinking about action plans and where you want to be at the end of Year 12 and the end of Year 13.
You will complete it in tutor time during the first half of the Autumn Term.
Looking Back …
Review your GCSE performance. Complete the table below with a short commentary on your result. What did you
achieve? Were there any surprises? What could you learn from? Were there any disappointments? Did you feel you
deserved your grade?
GCSE Subjects
7
Result
Comment
What did you enjoy about studying for your GCSEs?
What did you find difficult studying for GCSEs?
What is your overall record of meeting deadlines at GCSE? How organised were you?
What have you learned from studying GCSEs to help you improve your performance in the
Sixth Form?
8
MOTIVATION: HAVE A GOAL
(21st – 25th September)
INTRODUCTION
Have you ever caught yourself reading a book and got to the bottom of a page only to fi nd you cannot remember
what you have just read? Studying can be like this: you can ‘look’ as if you are studying but you are not taking
anything in. It is hard to motivate yourself to concentrate. It’s even harder to learn information so that you retain it
for examinations. Achieving high grades requires lots of hours spent learning: this means missing out on watching
TV, playing computer games and socialising, whether on social media or face to face. So why would you make a
decision to miss out on other past-times and work instead? Because you have a goal – the grades matter to you
Learning Task
Choose ONE of the four scenarios below that best matches your intentions when you leave the sixth form. You can
complete more than one task if you are unsure of your aims. The tasks might help you identify a goal.
CHOOSE THE SCENARIO THAT IS THE ‘BEST FIT’ FOR YOU:
Scenario 1. “I WOULD LIKE TO GO TO UNIVERSITY AND I KNOW WHAT COURSE I WOULD LIKE TO STUDY.”
Scenario 2. “I WOULD LIKE TO GO TO UNIVERSITY BUT I DON’T KNOW WHAT COURSE TO STUDY.”
Scenario 3. “I AM INTERESTED IN AN APPRENTICESHIP.”
Scenario 4. “I DO NOT WANT TO GO TO UNIVERSITY OR TAKE UP AN APPRENCTICESHIP.”
SCENARIO #1 “I WOULD LIKE TO GO TO UNIVERSITY AND I KNOW WHAT COURSE I WOULD
LIKE TO STUDY”
If you have a goal, make sure you know what specific grades are required. If your goal is university, choose at least 5
universities to find out the required grades. Use the official web site for applying to university,
http://search.ucas.com/, to record the grades required for your chosen course(s). A course search for the current
year is good enough to get an idea. The grades might be slightly different for the year you wish to apply but those
details won’t be ready until June.
University
1.
2.
3.
4.
5.
Course
GCSE
A Level Grades
Skills/qualities/work
experience
SCENARIO #2 “I WOULD LIKE TO GO TO UNIVERSITY BUT I DON’T KNOW WHAT COURSE TO
STUDY”
Not many students commencing sixth form study know exactly what course they would like to study at university.
However, it is important to have an idea of the grades required for courses at university in the general area in which
you might be interested.
Step 1 Use a web site http://sacu-student.com/ (‘SACU’ is ‘UCAS’ spelt backwards) and use the Spartan Test to
explore what courses might interest you. It’s free and very helpful for gauging your interests and suggesting related
degree courses. You will need to register first. To register, click on the login link on the website, click on Students
and then click on Register/Reset. Register your details and then access the Spartan Test.
Step 2 Use the web site http://search.ucas.com/ to research the course requirements, though SACU will offer these
too. Note that UCAS is the official site for applying to university.
Step 3 Complete the table below for a range of courses in the general areas that interest you.
University
1.
2.
3.
4.
5.
Course
GCSEs required
A Level Grades
Skills/qualities/work
experience
SCENARIO #3 “I AM INTERESTED IN AN APPRENTICESHIP”
Sometimes it can be hard to motivate yourself to study if you don’t intend to go to university. So it is worth checking
out the sort of grades expected for high-level apprenticeships and careers that recruit students who have completed
sixth form.
Step 1 Register on the government web site that advertises apprenticeships for your area: For England
www.apprenticeships.org.uk
Step 2 Research five apprenticeships that might interest you. As a quick guide you will most likely be interested in
Level 3 Apprenticeships (those at AS/A Level standard). More about apprenticeships - Level 4 (slightly higher than A
level but not degree level), Level 5 (at Foundation degree level / HND) or Level 6 (at degree level). You will find a
clear guide on www.icould.com and www.notgoingtouni.com : these are both useful sources of information.
Apprenticeship
options
1.
2.
3.
4.
5.
11
Course
GCSEs required
A Level grades
Skills/qualities/work
experience
SCENARIO #4 “I DO NOT WANT TO GO TO UNIVERSITY OR TAKE UP AN APPRENTICESHIP”
If you have an idea of a career then having a goal is a little easier. If you don’t wish to study further at university and
don’t wish to take up an apprenticeship, then finding a career goal is somewhat harder. Try the following tips as a
way forward and do not get frustrated if the journey doesn’t seem to produce immediate ideas.
Step 1 At least research apprenticeships as this might provide ideas about areas in which you might search for a
career. Sometimes such research informs you of what you DON’T like and this still helps to narrow down the scope
of your research to help you locate what you DO like. Follow the guidance in the previous section about
apprenticeships.
Step 2 Use www.icould.com to explore career options. On-line career services might help as well as
www.totaljobs.com as such sites offer jobs for graduates (for people with degrees) and school leavers as well as
apprenticeships. Try not to restrict your choice by selecting a salary – do not expect to be paid a great deal when you
first start a job! Look more at the salary options after you gather experience.
Step 3 Look up gap year opportunities to check out if these appeal. Web sites that might be helpful include:
www.gapyear365.com and www.gapyear.com.
Research 5 options.
Options
1.
2.
3.
4.
5.
12
GCSEs required
A Level Grades
Skills/qualities/work
experience
TIME MANAGEMENT:
(28th Sept - 2nd October)
CREATE A STUDY SCHEDULE – EXERCISE
You need a strategy to clock up at least 22 hours of self-study outside lessons each week from the start of your
course.
PICK YOUR GRADE!
THE SEVEN KEY INGREDIENTS FOR ACADEMIC SUCCESS:
A = 22 hours a week
A dollop of intelligence (it only has to be ‘enough’); 22 hours of
purposeful study with no distractions; Constant attention to detail;
Testing using challenging tasks; Seeking support when needed; Drive and
determination; Lots of practice.
B = 18 hours a week
C= 16 hours a week
D = 10 hours a week
E = 8 hours a week
U = 0 hours a week
CREATE A STUDY SCHEDULE: LEARNING TASK
Identify the times when you will undertake independent study using the schedule below.
SCHOOL
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
SUNDAY
TOTAL
13
AM
AFTERNOON
EVENING
TOTAL
QUESTIONS:
1. Is your schedule realistic i.e. is it sustainable?
2. Are too many hours coming from working late in the evening? This is likely to have a knock-on effect in
terms of your attendance or ability to learn in early morning lessons.
3. Have you built any exercise into your schedule? You ought to maintain / improve your physical fitness
alongside studying.
4. Does your working environment allow you to study effectively? e.g. a quiet study area or a room full of
distractions, such as your friends in the study room.
5. Is your schedule balanced? Does it allow you to complete work regularly throughout the week, rather than
requiring huge ‘dollops’ of study at the weekend?
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Growth Vs Fixed Mindsets
(5th Oct – 16th October)
LEARNING TASK - WHAT IS YOUR MINDSET?
WHAT YOU NEED TO DO Read the following statements and tick the ONE statement in EACH section that best
reflects your view about ability.
SECTION A - INTELLIGENCE
1.
2.
3.
4.
Intelligence is something you are born with – you either have as lot of it or you don’t.
You can learn new things but you can’t change your intelligence.
Intelligence is something you can largely change with effort.
Intelligence is totally shaped by effort and learning.
SECTION B - PERSONALITY
1. Some people have personalities that are sociable and others are shy – these are qualities that you either
have or you don’t.
2. Everyone is born with a personality such as being sociable or shy and life experience can change your
personality a little.
3. Personality can be shaped a lot by experience – if you want to be more sociable you need to work at it.
4. Personality is something people shape for themselves – you can change your personality to be sociable or
shy.
SECTION C - ORGANISATION
1. People are either highly organised or not – there is not a lot you can do about it.
2. People tend to be naturally highly organised – but people can learn to be a little more organised.
3. Organisation can be developed through sustained effort – however some people are better at it than
others.
4. Organisation is something that is completely within someone’s control and it is an ability that can be
developed through effort.
SECTION D - EXAMINATION RESULTS
1. Some people seem to be naturally good at taking examinations – they have always been good taking tests.
2. Some people seem naturally good exam takers but it is possible to improve exam performance slightly
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with effort – but within a limit.
3. Performing well in tests and exams is a technique that can be improved significantly with effort but there
is a limit to what can be achieved.
4. Examination performance is a skill that can be developed entirely through a lot of effort – there is no
ceiling to what it possible.
SECTION E - SPORTING ABILITY
1. Sports stars need a natural talent to be successful in their chosen area.
2. Sports stars have natural talent for their chosen sport but it also takes hard work.
3. Sports stars are people who were not always the best, but they were relatively good, and they persevered
at their sport to become successful.
4. Hard work, drive, and determination (not natural talent) are the key ingredients of sporting success.
SECTION F - LEADERSHIP
1. Leaders are charismatic – leadership aptitude is a part of your personality that you either do or don’t
have.
2. Leadership is a skill that, in the main, people have, but aspects of good leadership can be learned.
3. People develop leadership skills through experience, but some people have a basic aptitude to be
effective leaders.
4. People develop into good leaders through experience – failing, failing again and, eventually, through
perseverance, succeeding.
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YOUR MINDSET – ‘FIXED’ OR ‘GROWTH’?
WHAT YOU NEED TO DO
Add up your score from the statements you ticked. The number of the statement you ticked is your score for each
section. Add up your answers/scores for all five sections.
Total Score = ________
Look at the table below and, using your total score, tick the type of mindset indicated. POINTS TYPE OF MINDSET WH
POINTS
TYPE OF MINDSET
WHAT DOES THIS MEAN?
6
VERY STRONG
Your score means that you are strong in the view that ability is natural – there is
little that experience and hard work can do to develop talent and skill
‘Fixed Mindset’
7-12
WEAK
‘Fixed Mindset’
13-18
WEAK
‘Growth Mindset’
19-24
VERY STRONG
‘Growth Mindset’
Your score means that in many areas you believe ability is natural – there is little
that experience and hard work can do to develop talent and skill. However,
there are some areas where you feel talent is natural and others where you
think hard work can develop talent. The closer the score to 7, the stronger your
view that talent is natural and experience has little effect. The closer the score to
12, the more you believe that in some areas, hard work can affect talent.
You believe, the closer your score is to 18 than 12, that talent can be developed
through hard work. However, you also think natural talent plays a key role in
some areas.
You believe that talent can be developed through hard work in nearly all areas of
life. You might also think natural talent also plays a key role in some areas – but
the closer your score to 24, the more you believe all talent can be developed
through hard work.
DOES
DISCUSSION EXERCISE
INTRODUCTION
Carol Dweck, Professor of Psychology at the prestigious Stanford University in California, has researched the
mindset of successful and less successful people – in sport, business relationships and school.
Dweck identified two mindsets about human qualities – intelligence, sporting ability, leadership and even social
skills.
Fixed mindsets tend to believe we are born with ability and effort makes relatively little impact: “You are either
intelligent or not.”
The growth mindset leans more to the view that our experiences and effort shape our abilities: “Practice doesn’t
always make perfect but it makes researching intelligence.
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THIS MEAN
INSTRUCTIONS
1 Team up with the other year 12s in your form e.g. 3-5 students.
2 On the following five pages you will find five sources, choose one each. Individually summarise the key points in
your own words and be ready to explain the source to the rest of your group, when it’s your turn. Do not just read
out the information on the card – the challenge is to be able to summarise it clearly.
3 Starting with Source 1 explain what you have read about growth and fixed mindsets and then pose the questions
provided on the source card to the rest of your group. Feel free to create new questions.
4 Repeat the process for all five sources.
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GROWTH MINDSET -SOURCE 1: ESTIMATING YOUR OWN ABILITIES
Your Task
1. Individually, read the source.
2. When it is your turn, in your own words, summarise the source for your colleagues (start with the big picture
i.e. the source title, and try not to get detailed too quickly; speak slowly and pause for a fraction of a second
before you say something important: it will be easier for others to understand). You could always throw in a
question half way through like, “What do you think will happen next? What do you think the researchers
found at the end of the study?” Questions like these help engage the listener.
3. Read out the key questions and discuss the answers.
RESEARCH: ESTIMATING YOUR OWN ABILITIES
Which type of mindset – growth or fixed - would you expect to provide the most accurate insight into our own
abilities? Studies show that people are generally poor at estimating their own abilities. However, Carol Dweck
found that fixed mindsets made up the bulk of those over-estimating and that growth mindset people were more
accurate. Why? Those with growth mindsets are open to accurate feedback to improve, so they tend to be more
self-aware. Fixed mindset people treat feedback as either good news or bad news about their abilities (e.g. good
or bad at essay writing) or personal traits (e.g. good at public speaking or not). Inevitably, good news is magnified,
as it reinforces our view that we have natural talent, and bad news (e.g. a low essay mark) is explained away (the
teacher didn’t mark it properly, I didn’t even try hard at that essay, anyway) – leading a fixed mindset person to
have a distorted, ego-boosting, view of themselves.
KEY QUESTIONS
1. How well do you know your own strengths and weaknesses? Think of one personal area to develop and one
strength. You don’t have to share these but try and identify them for yourself
AREA TO DEVELOP
STRENGTHS
2. How open are you to actively seeking feedback that focuses on weaknesses? Have you found yourself
ignoring / explaining away negative feedback in school?
3. What is your approach to internal tests such as mock, trial or practice tests – and how do you treat the
feedback from them?
4. Which type of mindset do you think is most helpful for achievement in your studies?
5. What behaviour would you expect from a growth mindset student in terms of obtaining feedback to help
them learn? (hints – tests, marked work, homework, tackling questions (hard/easy), asking questions, getting
help etc).
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GROWTH MINDSET -SOURCE 2: MINDSETS AND YOUR APPROACH TO TASKS
Your Task
1. Individually, read the source.
2. When it is your turn, in your own words, summarise the source for your colleagues (start with the big picture
i.e. the source title, and try not to get detailed too quickly; speak slowly and pause for a fraction of a second
before you say something important: it will be easier for others to understand). You could always throw in a
question half way through like, “What do you think will happen next? What do you think the researchers
found at the end of the study?” Questions like these help engage the listener.
3. Read out the key questions and discuss the answers.
RESEARCH 1: 4-YEAR OLDS
Carol Dweck offered four-year olds a choice: they could have a second go at completing an easy jigsaw or tackle a
harder one. Dweck compared the children who chose each task and summed up their comments (see table
below).
EASY TASK (FIXED MINDSET)
HARDER TASK (GROWTH MINDSET)
I don’t do mistakes...
Why would anyone want to keep doing the same easy
task?
I want to make sure I succeed
I’m dying to figure it out.
Summary: Smart people should always succeed –
therefore, avoid tasks where failure is possible
Summary: Success was about stretching themselves –
becoming smarter.
RESEARCH 2: UNIVERSITY-AGED STUDENTS
Carol Dweck tried out a study on university-aged students. At the University of Hong Kong classes were in English
so mastering the language was key to academic success. Not every student had perfect command of English and
so Dweck pre-selected ‘freshman’ (new) students with low levels of fluency in English and asked them a crucial
question, “If the faculty offered a course for students who need to improve their English skills, would you take it?”
They also showed them statements about intelligence being relatively fixed or able to change and asked the
students how much they agreed with the statements – the answers were used to gauge fixed and growth
mindsets. Dweck found that students with a growth mindset were the ones who signed up for the English course,
with few exceptions. It seemed that the fixed mindset students were reluctant to expose their deficiency in
English. They took a short-term approach, as their lack of fluency in English would be exposed later in their
written assessed work. Fixed mindset students make themselves into non-learners.
KEY QUESTIONS
1. What do the above two studies show about mindset and approaches to learning?
2. What type of support do you think should be offered to sixth form students in their first 6 weeks to help
them make progress?
3. Do you think students who needed support would admit they needed it, and would attend the support? How
would you persuade them to attend?
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GROWTH MINDSET -SOURCE 3: BRAINWAVE ANALYSIS OF FIXED AND GROWTH
MINDSETS
Your Task
1. Individually, read the source.
2. When it is your turn, in your own words, summarise the source for your colleagues (start with the big picture
i.e. the source title, and try not to get detailed too quickly; speak slowly and pause for a fraction of a second
before you saying something important: it will be easier for others to understand). You could always throw
in a question half way through like, “What do you think will happen next? What do you think the researchers
found at the end of the study?” Questions like these help engage the listener.
3. Read out the key questions and discuss the answers.
RESEARCH: BRAINWAVE ANALYSIS OF FIXED AND GROWTH MINDSETS
Carol Dweck, Professor of Psychology, Stanford University, performed a brainwave study on those with fi xed and
growth mindsets: she was interested to observe differences in brainwave activity between mindsets - what
information would each type of person pay attention to when given feedback after answering hard questions.
FIXED MINDSETS
GROWTH MINDSETS
Brain most active when being told if their answers
were right or wrong i.e. Feedback about their ability.
Brain active when presented with information that
could help stretch their knowledge.
When presented with information that could help
them learn they were least interested.
If you were forced to choose, what type of information from teachers would you prefer:
(a) written feedback on an essay/coursework with no mark or grade? OR
(b) a mark or grade with no feedback about how to improve?
Justify your reasons. How do you think your answer reflects a fIxed or growth mindset?
21
GROWTH MINDSET -SOURCE 4: EXPECTATIONS
Your Task
1. Individually, read the source.
2. When it is your turn, in your own words, summarise the source for your colleagues (start with the big picture
i.e. the source title, and try not to get detailed too quickly; speak slowly and pause for a fraction of a second
before you saying something important: it will be easier for others to understand). You could always throw
in a question half way through like, “What do you think will happen next? What do you think the researchers
found at the end of the study?” Questions like these help engage the listener.
3. Read out the key questions and discuss the answers.
RESEARCH 1: “AM I GOOD ENOUGH?”
How do students cope with confusion when they’re learning brand new material? Researchers Dweck and Licht
divided students into two groups: both groups received new material to learn, but half were also given some
confusing material near the beginning. Who coped better with the confusing material? High IQ students or
average IQ students? The higher their IQ, the worse students seemed to cope. Actually, there was another
difference – high IQ boys coped better with confusion than high IQ girls. Licht carried out further research into
gender differences in coping with challenging tasks – girls lost confidence more quickly than boys. Dweck
concludes that adopting a growth mindset is key to maintaining confidence – challenge is good, challenge is risky,
challenge exposes weakness but, in the end, challenge promotes deeper learning.
RESEARCH 2: “BE KIND TO ME, PLEASE!”
Research shows that teachers who adopt a fixed mindset about ability (eg. you are either good at maths, art,
writing or not) and try to comfort low performing students through, for example, not demanding the same level of
homework, actually make the situation worse. Researchers Rattan, Good and Dweck in the Journal of
Experimental Psychology (2012) found that students reported lower levels of motivation when teachers used
‘comfort-orientated feedback’ (i.e. kind words that let students off the hook and didn’t demand high standards).
The teachers believed they were trying to be kind to the student. The student picked up on low expectations.
1. Can you recall situations where the information you were reading or the task were very challenging or
confusing? How did you react?
2. Faced with a choice between the two types of feedback, which would you choose? Justify your answer and
think through the implications of whichever one is chosen (e.g. impact on self-esteem, impact on learning,
impact on the way you feel about the teacher).
(a) Do you like teachers having high expectations and therefore being demanding, giving detailed feedback
and being ‘picky’ about what needs to improve? OR
(b) Do you prefer teachers who adjust their expectations downwards and offer feedback that tries to make
you feel good (well done for this and that) and therefore gives a lot of praise for what you have done?
22
GROWTH MINDSET -SOURCE 5: SELF-CONFIDENCE
Your Task
1. Individually, read the source.
2. When it is your turn, in your own words, summarise the source for your colleagues (start with the big picture
i.e. the source title, and try not to get detailed too quickly; speak slowly and pause for a fraction of a second
before you saying something important: it will be easier for others to understand). You could always throw
in a question half way through like, “What do you think will happen next? What do you think the researchers
found at the end of the study?” Questions like these help engage the listener.
3. Read out the key questions and discuss the answers.
RESEARCH: CONFIDENCE
Joseph Martocchio conducted a study of adults who were taking a short computer course as part of their company
training. Half the adults were placed in a fixed mindset group – their computing teacher told them that success in
terms of learning to use the computer was down to how much ability they possessed.
The other half were part of the growth mindset group – they were told that computer ability was about how much
they practised. All the people were assessed in terms of confidence at the beginning of the course and again at the
end. The average confidence level was the same for both groups at the beginning.
But as the course progressed and the tasks became more challenging, the fixed mindset group suffered a drop in
confidence, whereas confidence in the growth mindset group improved throughout the course; this was despite
adults in the growth mindset group making mistakes and struggling through some challenging tasks. Richard
Robins and Jennifer Pals tracked students throughout their years at the University of California and found that
those with a growth mindset grew in confidence and mastered the demands of the course. Those with fixed
mindsets seemed to lose confidence over time, especially as the tasks became more challenging.
1 How much impact do you think being self-confident has on academic ability?
2 In which subjects do you feel least-self confident / most self-confident in your ability?
3a How would adopting a growth mindset help in the subjects in which you feel least confident?
3b Could holding a view that you are ‘good at that subject’ be a problem? Why?
23
Self-Assessment Review –
1st ½ Autumn Term Year 12:
(19th – 23rd October)
DATE ________________________________________
The purpose of this is to focus on where you are now and what you will need to work on to achieve your potential in
the sixth form. You should complete the below questions.
Review your course choices in the Sixth Form.
Subject
Target Grade
Which subjects
have you chosen?
Comment
How have you settled into the course? What are you enjoying?
What are you finding difficult? Is there anything you need to
change (subject/ method of working etc)?
Overall, what are your feelings about starting the Sixth Form? Did you have any initial
concerns? Have they been addressed? Are you worried about anything now? What are you
enjoying?
What is your favourite subject?
24
Do you have any concerns about any of your subjects?
What are you best at?
Are you in paid employment at the moment? How many hours per week? When (after
school/ weekends/ holiday)? Do you enjoy it?
What interests do you have outside school?
Do you participate in any regular hobbies? What are these?
What motivates you?
How would your best friend describe you?
Would you agree with that description?
Where do you consider your strengths might lie? (Personal and work)
25
What areas might need more work? (Personal and work)
Do you prefer to work as part of a team or on your own?
What course are you thinking of pursuing at university?
Where do you see yourself in five years’ time?
Where do you see yourself in ten years’ time?
Checklist
Have you read the Sixth Form Partnership agreement and returned it signed to Student Services? Do you
know where to go for help?
Does the school have up to date contact details and course information?
We share a common goal – we want you all to be happy and achieve your potential. Everyone is an individual and
everyone will have different needs, concerns and triumphs. Please let the Pastoral Team know if you think the
Induction Programme could be improved in any way. Your feedback and experience is invaluable.
26
AUTUMN TERM 2015
TERM 2 OF 6
AND LOOKING AHEAD
2.11.15 - 18.12.15
Think about university……..where, what, when
etc.
Take some time to reflect on the previous half
term:
Purchasing revision guides, accessing past
papers.
Have you…..
•
•
•
•
•
•
•
•
•
Built effective relationships with teachers
Completed all your independent study on
time
Carried out your own personal work not
set by teachers in which you consolidate
your knowledge and practice your skills?
How might you do this better next term?
When and where are you working and
how is it effective? Could you be doing
things differently and better?
Have you compared your current grades
with your target grades? Have you
compared these against a typical offer for
a place on your desired university course?
Have you had academic discussions with
your teachers and sought guidance on how
to attain your target grades?
Have you reviewed your Action Plan from
the previous half term and devised a new
one, based on your current grades?
Are you involving yourself in the wider life
of the Sixth Form, e.g. through societies or
school activities?
27
Questions
• Have you designed a revision timetable for the
trial examinations, created revision tools,
embedded study routines?
• Have you discussed your revision strategies with
your teachers and tutor?
• Have you archived the notes you have used to
prepare for your examinations so that they are
easily accessible if needed in the future?
• Year 12: ensure that knowledge acquired to date
has been consolidated.
Study Skills –
2nd Nov - 6th November
HOW CAN YOU TAKE EVEN BETTER NOTES?
Read the following
•
Note-taking is NOT about copying the words somebody else has written on to a page you are
writing.
•
Note-taking is about reducing the material, so it can be understood and recalled more easily.
•
Some students find it very difficult to reduce material to a series of key points e.g. bullet points.
•
Bullet points are more easily recalled than entire paragraphs.
•
Creating bullet points is an intellectual skill as the KEY POINT has to be identified, which is not
always very easy. If the key point cannot be identified then it is unlikely the paragraph will be
recalled, as it hasn’t been clearly understood.
Top Tips for identifying bullet points using Goldilocks and the Three Bears as an example!
1. Understand the BIG PICTURE about the story/ explanation/ theory
A girl called Goldilocks enters the house of a family of three bears without permission.
2. Underline or highlight the key points as you read – leave out detail, capture the key
points only.
For example, Goldilocks enters the house, tests out three chairs for size, tastes three bowls of porridge,
tries out three beds for comfort, falls asleep. The details about porridge being too hot and chairs breaking
is an extra detail which you would remember from the key point.
3. Follow a logical order to aid your understanding.
Place the following in order of sequence that they appear in the story by writing a number next to each point in the
order it comes. So, to get you started, place a ‘1’ next to ‘Goldilocks enters the house’.
Goldilocks runs out of the house 
Goldilocks falls asleep on a bed 
Goldilocks is woken up by the three bears - daddy, mummy and baby bear 
Goldilocks tests out three chairs for size 
Goldilocks tastes three bowls of porridge 
Goldilocks enters the house 
Goldilocks tries out the three beds for comfort 
28
4. Avoid highlighting too much
The idea is not to create a page of notes luminous yellow so it can be read in the dark! Avoid underlining/highlighting
words that simply connect ideas e.g. and, of, which, as, that, if, of, off, then, what. None of these words is crucial to
understanding a key point.
Task 1:
Try drawing a line through all the words in the following sentence that add no value to the key point.
Goldilocks entered the house cautiously, calling out, ‘is anybody there?’ and then she stepped inside the hallway
looking around the house with wide open eyes.
Task 2: Taking notes about the case of Genie
(a) Read the following account of a true situation that occurred in California in the 1970s.
(b) As you read, underline or highlight the key points.
(c) Write out the big picture in the space provided as soon as you finish reading the passage.
(d) Write out the bullet points that identify the key aspects of the story. Remember the four points about
making notes - Understand the big picture, Highlight key points, Be logical, Be selective
In April 1998 news broke of a 73 year old Austrian father, Josef Fritzl, who, when police arrested him, confessed to
having imprisoned his daughter in a cellar for 24 years and fathered her seven children. The case has been described
as one of the worst in Austria’s criminal history. This is not the only case of its kind. A Californian girl was locked away
by her father from the age of two until she was thirteen years old. The girl’s father claimed he thought the girl had
brain damage and this was the reason for locking her away. The mother was nearly blind and was restricted to
moving around in a wheelchair. The girl stayed in the room with the curtains closed and the door shut. Her food was
given to her in the room and she had access to an infant’s potty throughout her entire time in the room. For some
reason, her father barked at her instead of talking to her and beat her is she even made a noise. In 1970, the mother
escaped and called the police who rescued the girl. Psychologists at a nearby university looked after her while
studying her progress. They called her Genie, as she appeared to emerge into the world, as in the story Aladdin.
Genie was described as, ‘un-socialised, primitive, hardly human.’ She underwent several tests and it was concluded
she was not suffering brain damage. Eventually she learned to dress like other children, but she was silent most of
the time and her language never progressed beyond that of a three year old. Some people argue that there is a
critical period when children must learn speech and if a child misses this time slot, it is very difficult to develop
‘normal’ speech. If children are neglected, as Genie certainly was, during this critical period, they might never learn
all the patterns of behaviour usually expected of children and adults.
The BIG picture is……
The bullet key points in order are:
29
Task 3 Learning about creating Spider Diagrams from bullet points
Now we are going to learn how to use bullet points to design a spider diagram that adds more detail to each of your
key points. Below is a shopping list. The spider diagram has been started for you using the TYPES of food as MAIN
bullet points such as dairy, bakery, fruit, vegetables, canned food. For each type of food add EXAMPLES or MINOR
points. EXAMPLES for bakery would be bread. MINOR point for fruit would be APPLES followed by an EXAMPLE such
as Granny Smiths.
Complete the spider diagram that has been started for you
Brown bread
Carrots
Bakery
Cheese
Milk
Dairy
Tinned food
Butter
Apples
Fruit and Vegetables
White rolls
White cabbage
Red cabbage
Granny Smith apples
Pink Lady apples
Tin of Tuna fish
Tin of Baked beans
Tinned
food
Brown
Bread
Vegetables
Shopping
List
Bakery
Croissants
Fruit
30
Task 4 Applying the skill of creating Spider Diagrams – No Help!
Have a go at representing the story of Genie using your Big Picture as the centre of the diagram and then use the key
points to design a spider diagram – make sure your diagram uses the following structure
Big Picture
31
Main Idea
Key Details
Example
Study Skills –
9th Nov - 13th November
NOTE TAKING: THE CORNELL SYSTEM
Follow the instructions and take notes in the numbered order 1-4. This system is often referred to as the Cornell
System.
If you would like to know more about the Cornell System including a video explaining it visit the study skills web site
set up especially for post-16 students called SIXTH FORM STUDY ROOM at
https://sites.google.com/site/sixthformstudyroom/
1 WHAT IS THE TEXT ABOUT? i.e 'THE BIG PICTURE"
Then read the source and make notes in section 2
2 NOTES
3 KEY WORDS
Record – use this section for your notes written in short
sentences with no unnecessary words; record relevant
key facts, dates, names, concepts, evidence.
Write only Key words from your notes section.
Eg. Three pigs each in own house, one wolf after the
pigs, wolf blows down sticks & straw houses but not
brick house.
Then cover up section 2 NOTES and use only your key
words to help you recall the information.
Then write a summary by using Section 4.
Avoid ‘which’, ‘there’, ‘of’, ‘is’, ‘whether’ etc – words that
convey no content.
Questions – any interesting questions relating to the
topic, write them in your notes section e.g. ‘What
evidence is there that shows people prefer the colour
green to red?’.
Key words – as you make your notes record the key
words in column 3.
Recite – when your notes are complete, cover up your
notes and only look at the key words to check how much
detail from your notes you recall.
Review – ideally, try the recite process again in a week
and again a month later to embed it in your memory.
4 SUMMARY
Write a brief summary in 100 words.
If you can summarise the key points in your own words then you have probably understood it.
32
CORNELL NOTE-TAKING SYSTEM
1 WHAT IS THE TEXT ABOUT? i.e 'THE BIG PICTURE"
2 NOTES
4 SUMMARY
33
3 KEY WORDS
NOTE-TAKING STRATEGIES:
APPLYING THE CORNELL SYSTEM OF NOTE-TAKING
1. Read through the following article.
2. Underline key words and phrases or, better still, write notes in the margin as you go e.g. “I dis/agree”, “So
does this mean that…”, “Is this enough evidence?”
3. Use the article to practise the Cornell System of note-taking.
PURPOSEFUL PRACTICE – practising with greater attention to detail and improving skill levels through tackling
more challenging tasks.
Etched into the frosted glass wall of the executive meeting room at Chelsea’s training ground in Surrey is the
quote, ‘Hard work beats talent when talent doesn’t work hard enough.’ Even in centres of sporting excellence,
the talented are expected to commit themselves to extremely hard work. Indeed, hard work develops talent.
But what does hard work actually mean? Daniel Coyle’s ‘The Talent Code’ discusses the role of myelin, a
coating round each nerve cell that causes messages to travel faster by insulating the nerve. Coyle claims that
people who train with more attention to detail, build up more myelin. Myelin seems key to learning. Indeed
the reason why older people find it harder to learn new information is that myelin does not build up as quickly
as we get older.
Two researchers from George Mason University, USA, Zimmerman and Kitsantas researched whether one can
accurately predict a person’s ability by looking at how they practise. They studied three groups of volleyball
players – expert, club and novice – and asked them one question about how they practised a serve in
volleyball. The answers the players gave about how they practised were enough to tell the researchers who
was in each group. Thus attention to detail in the way we practise is key to our success: it takes effort, and a
lot of it, to reach the top.
Music psychologists, Gary McPherson and James Renwick, in their study of children learning to play a musical
instrument, filmed a child we shall call Clarissa, who, in just six minutes of clarinet practice, made exceptional
progress. The two Australian researchers found that she was highly error-focused and was constantly trying to
correct herself when she hit the wrong note. She practised in a way that was similar to a professional concert
performer: with exceptional attention to detail. So what made children like Clarissa different, and can students
apply this principle to help them learn as effectively?
KEY RESEARCH
With a colleague, McPherson tracked 157 randomly selected children aged 7-8 years old from a few weeks
before choosing their musical instruments through to high school graduation. Through the use of interviews,
tests and filmed sessions of them learning their chosen instrument, McPherson found that after 9 months
there was a spread of progress: but what was the cause? IQ and musical 'ears' were not found to correlate.
34
Neither was the amount of time practising - which was a surprise. What appeared to link with progress was
the answer given by the child to a question about for how long they expected to play the instrument. The
options were:
• Through this year only = short-term
• Through primary school = medium-term
• Through secondary school = long-term
Those with a long-term goal were found to make most progress, no matter how long they practised each week.
They practised in a way that was focused on detail: paying attention to errors and attempting to correct them.
In fact, even with the same amount of time practising, the children with a long-term goal out-performed the
children with short-term goal by 400% according to a standardised musical performance scale called the
Watkins Farnhum scale for band instruments (ie it was measured in a fairly robust manner so we can be
confident of the findings). Motivation to learn appears key to learning most effectively.
SO WHAT DOES THIS MEAN FOR YOU?
Simply putting in the hours is not enough: students need a long-term goal which inspires them and drives them on. It
is not just how many hours a student needs to spend studying but what is done in those hours. High calibre people
study with greater attention to detail. Students who need to retake an exam often claim, for the first exam, to have
studied no more than just the main headlines – not a great deal of detail: “My understanding was sound but I
couldn’t recall the detail needed for a grade A.” Research also shows that engaging in more difficult tasks also helps
one to make progress e.g. playing more difficult pieces when practising a musical instrument, tackling harder exam
questions, seeking out exam papers from different exam boards to see if there are more challenging or unfamiliar
questions to try.
35
Study Skills –
16th Nov - 20th November
WHAT PREVENTS YOU FROM STUDYING?
Your task
Write down the factors that stop you from studying or revising.
Write down the factors you CAN control, e.g. watching T.V., as well as factors you find DIFFICULT to control, e.g. looking after a
family member.
Factors you can control
Factors which are difficult to control
What next?
• Identify the top two factors that you CAN control and then rank in order the top two you find DIFFICULT to control- most
difficult = 1, next most difficult = 2.
• You need to manage those aspects that are within your control to prevent them from stopping you from studying – these
should be relatively easy as they are within your control.
• Think about each barrier and what you are going to do about it e.g. many students find internet communication such as online chat rooms can consume a great deal of time. Will you allow your grades to suffer because you spent too much time
chatting on-line?
• You need to think carefully about how to work around those aspects you find difficult to control. Do not use the aspects you
cannot control as excuses not to study by turning them into barriers – see the problems as ‘challenges’ to be overcome, not
barriers that stop you from studying. You need to work around the problems. This might include seeking support. Think of four
things you intend to change to reduce the barriers to learning you identified.
36
THINKING ABOUT WHEN TO STUDY
•
•
When planning time to study, many students think of identifying lengthy
blocks of study time e.g. 7pm-10pm in the evening.
Study time does not have to be organised in such a way that it dominates
every evening.
STEP 1: FINDING EXTRA TIME TO STUDY
Your task
1.
2.
Select any typical weekday, Monday-Friday.
Identify how you could find more time to study whilst still leaving time to do many of the things you enjoy – think of 30
minute minimum blocks of time.
There is an example below showing a possibility of 4 hours study during the day, completing your studies by the early evening free to watch television, surf the net, play sport etc.
Example Schedule – finding blocks of time to study throughout the week
Early morning
Lunch time
Free period
After school
Early
evening
How much could
you study early in
the morning?
How much could
you study at
lunchtime?
How much
could you study
during a free
period – if you
have them
How much
could you
study immediately after
school?
How much
could you
study early
evening?
Your response
Your response
Your response
Your response
Your response
Total
Your total
NOTE
You do not have to study for four hours by early evening.
Any self-study during the day, instead of late evening, can be seen as a bonus – limiting the pressure on you to study late into
the night.
Working late can cause sleeping problems and fatigue the next day and can result in lateness to lessons / lectures. This can
cause people to get behind and can become de-motivating.
37
STEP 2: DESIGNING YOUR INDEPENDENT STUDY SCHEDULE
HOW MUCH INDEPENDENT STUDY SHOULD YOU ALLOCATE PER WEEK PER SUBJECT?
To help, try answering the following question:
A full time Advanced Level course should involve: Tick appropriate answer
4 independent study hours per week
•
8 independent study hours per week
•
12 independent study hours per week
•
16+ independent study hours per week
Answer – depends
how successful at
your studies you
wish to be. The
Government
recommends
between 1.5-2.5
hours per DAY for
Year 10 and 11
students. Over five
school days that
works out at 7.5–
12.5 hours
independent study
per week. Post-16
students are likely
to need more hours
of independent
study than 14-16
year-olds to achieve
high grades.
•
Six small tips to designing your independent study schedule
•
Not all students are the same – some need to study more than others. Not all students are aiming for the same grades
– some aim higher than others. However, those students who aim highest also tend to work hardest.
•
At post-16 level, aim for to 12-16 hours independent study per week – you are competing nationally with others who
are studying for this amount of time. Some students will study beyond 16 hours week.
•
Think about the periods in the day and evening when you CANNOT study e.g. lessons, domestic commitments, sport,
clubs, part-time job.
•
Think about the periods in the day and evening when you CAN study – remember the time you identify is not only the
work that is set by your teachers, it includes time to read over your notes, practise questions, reading, researching and
learning.
•
Schedule positive relaxation time e.g. reading, watching TV, computer, music, sport, socialising, drawing, writing, clubs,
dancing, walking, playing games.
38
YOUR TASK - DESIGNING YOUR INDEPENDENT STUDY SCHEDULE
Using the grid below, design a realistic study schedule that uses time more creatively to allow you to both study and relax and take part in life around you.
8.00-8.30
Example
(before lessons start)
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Total number of independent study hours per week:
39
Study Period
4.00-5.30pm
7.30-9.00pm
Total = 4.5
(after school)
(at home)
hours
FILE CHECK – Student Self-Assessment Check
Autumn Term Year 12:
23rd -27th November
CHECKLIST ITEMS
TICK IF ‘YES’
STUDENT STAFF
COMMENT
ORGANISATION
Is your work in a secure folder (e.g. ring binder)
Has the student printed off their subject
specifications and included them the front of the file?
Is the work starting to be organised into sections
which relate to the specification?
NOTES
Are the notes readable? Is there a space between
points?
Is there a reasonable balance of notes to handouts?
Is there evidence of additional work?
Are there headings and subheadings?
Is colour used to highlight key points?
Are there diagrams? Are they clear and informative?
Are extended answers /exercises included?
TARGETS
40
Met?
COMMENT
Study Skills –
30th Nov - 4th December
STUDY SKILLS: HOW ORGANISED ARE YOU?
Rate your level of self-organisation
1. I routinely bring the required equipment to lessons e.g. laptop, pen
Strength
4
Need to get better
3
2
1
2. I routinely bring previous lesson notes to the next lesson
Strength
4
Need to get better
3
2
1
3. I always try to catch up missed work
Strength
4
Need to get better
3
2
1
4. When required I always bring practical equipment to lesson e.g. calculator, laptop
Strength
4
Need to get better
3
2
1
5. I always organise my class hand-outs and notes
Strength
4
Need to get better
3
2
1
6. I would say that I plan my independent study time well
Strength
4
Need to get better
3
2
1
7. I routinely record deadlines e.g. in my diary/journal
Strength
4
Need to get better
3
2
1
8. When required, I always bring the required text books to lesson
Strength
4
41
Need to get better
3
2
1
SELF-ORGANISATION SCORE SHEET
Add up your overall score
SCORE
LEVEL OF ORGANISATION
32+
Maximum possible – highly self-organised. Extremely well done.
28-31
Still very organised but some area(s) need slight improvement.
20-27
Organised but need to be concerned about some areas
12-19
In the worry zone. Try to make more areas as good as some of the high scores where you
obviously showed strengths.
0-11
Serious cause for concern. Try finding a student who is highly organised and compare your files –
can you see how much more prepared you could be?
Look at your results and prioritise three areas to improve to help you become more organised
Priorities
1.
2.
3.
42
Self-Assessment Review 2nd ½ Autumn Term Year 12:
7th – 11th December
DATE ________________________________________
The purpose of this review is to evaluate your progress according to your first Interim Report and revisit (and adjust
if necessary) your Action Plans.
October Interim Report- please add the results of your interim report below
Target
Grade
Attainment On track
Grade
RAG
Attitude to
learning
TEST RESULT
st
(1 Milestone Mark, if
applicable)
Subject 1
Subject 2
Subject 3
Subject 4
What is going well?
What do you need to
improve?
Are your personal details on page 2 still accurate?
43
Next Steps/ Action Points
By When?
Skipton Girls’ High School,
Gargrave Road, Skipton,
North Yorkshire BD23 1QL
Tel: 01756 707600
Fax: 01756 701068
Email: [email protected]
Website: www.sghs.org.uk
Tweet: @skiptongirls