Parent Learning GroupYear 10 Term 4 2019

What’s On Today

•Dates for Planning•Curriculum Choice and Timetables 2020•Growth Mindset and Mindfulness as Seniors•Learning Conference and the Accelerated HSC Course

•Focus for Term 4 2019- On Track Program•What Makes Successful Senior Students•The Curve of Forgetting•Applications to support your children

• Week 7 : Catch up negotiated for End of year examinations• Week 7-10: Normal Lessons – some negotiated work experience• Week 10 : - 13th December Yr 10 Assembly (presentations reports issued –

families welcome)- 17th December Whole School Presentation 10:30 am (invitations)- 18th December Last Day of School for Students• Week 1 2020 : Wednesday 29th January – Yrs 7,11,12 return• Week 2 : Wednesday 5th February School Swimming Carnival

Key Dates

Subject Selections and Timetable 2020• Based on student choice and preference order we were able to establish

the classes to run in 2020.• Our staffing for the school indicated we are able to run a set number of

classes in Year 11 2020 (say 96)• First aim is to place all 96 classes “on-line” meaning students study

between 8:47 and 3:10 each day (offline classes would mean early start and late finish for students and staff) SUCCESSFUL

• 7 lines established with Extension Maths and Extension English on line 7• All students allocated and studying between 12 and 14 units (2 HSC units

and 10/12 Year 11 units)• Some students completing Distance Ed applications to allow them to

complete the curriculum pattern they desire

What a Senior timetable looks like 12 Units of study

13 Units of studyMX1 Wed Morning

• Our expectations are students arrive once and leave once each day

• If “study period” they will be marked on roll in the ILC for private study

• Students and parents will sign a “senior agreement” during week 1 or 2 2020

Can you identify fixed or growth?

‘Growth Mindset’

- a belief that intelligence is malleableand effort is the key to mastery.

- these students view learning and personal improvement as more important than outperforming others or ‘looking smart’.

- they see mistakes as an opportunity to improve.

- students embrace challenges, viewing them as energising and motivating.

‘Fixed Mindset’

- a belief that intelligence is innate and static

- they see mistakes and challenges as a threat to their self-worth

- they see effort as a sign of low ability that can potentially make them look ‘dumb’ if they perform poorly.

- there is little room for growth.

Enjoy school and do better, participate in class, have aspirations and earn

from their mistakes

Can be paralysed by fear of failure and making mistakes, derailed

Research says

Essential Philosophy of Growth Mindset

In the same way a gardener cannot force a seed or plant to grow, neither can a teacher simply make a student become more motivated, develop a growth mindset, or perform better at school. A gardener creates optimal conditions to help the seed and plant grow, so we as teachers create the conditions and climate to cultivate personal and academic growth for students to flourish.

If the academic environment is carefully monitored, maintained and continuously tended to, meaningful growth can occur and students have the potential to thrive at school and beyond. For our staff, concepts such as ‘growth mindset’ and ‘mindfulness’ are integral to understanding and promoting students’ growth in the classroom.

TERM 4 2019

• Course work continues with focus on skills underlying Prelim/HSC study

• Continuation with HSC accelerated course –first assessment

• The On Track Program – Optional, Preparation for success 2020 and on!

• Writing for purpose and deep analysis• Some students accessing work experience

options

The Set Up!

A dedicated study space with:Comfortable chairWhiteboard and or pin boardPost it notesFolders or trays for each subjectPlenty of plastic sleevesColour paperWaterVentilationLight

Maintain it! –Organising Counts

Explain it! – Share your system

Use it! – Associate this space with work.

SWITCH ON!!Review it! –Reorganise!

An Organisational System GET ONE!!!!!

Diary

Post-It NotesScrap of Paper

Electronic Organiser

Tablet Phone, PC

Weekly Planner

Term by term or Whole School Planner is a MUST!!!

Class Notes -Find1 key point per paragraph

Highlight –Don’t colour

in!then Transfer

Make a $2 page summary – 10c per word

3 important things – 3

questions to ask

S – skim paragraphU – underline key wordsM –bullet main ideas

Find Key words

Link into phrases

Add context

* Skim* Read

*Personalise (mindmap)

Check your information matches the verb in the syllabus

Summarising : Long and Short of It!

Sample Summaries - Biology

• Double Helix – what is it – diagram and key• Nucleotide – labelled• Base Pairing• Watson and Crick – When, Who? How?• Diagram of replication, un-zipping, steps, two new identical

strands

• WHY DOES IT HAPPEN?

2.1 – Model the processes involved in cell replication, including but not limited to:2.1b – DNA replication using the Watson and Crick DNA model, including nucleotide composition, pairing and bonding

Workbook – Heredity pages 4-7

Class Notes -Find1 key point per paragraph

Highlight –Don’t colour

in!then Transfer

Make a $2 page summary – 10c per word

3 important things – 3

questions to ask

S – skim paragraphU – underline key wordsM –bullet main ideas

Find Key words

Link into phrases

Add context

* Skim* Read

*Personalise (mindmap)

Check your information matches the verb in the syllabus

Summarising : Long and Short of It!

Sample Summaries - Biology

• Double Helix – what is it – diagram and key• Nucleotide – labelled• Base Pairing• Watson and Crick – When, Who? How?• Diagram of replication, un-zipping, steps, two new identical

strands

• WHY DOES IT HAPPEN?

2.1 – Model the processes involved in cell replication, including but not limited to:2.1b – DNA replication using the Watson and Crick DNA model, including nucleotide composition, pairing and bonding

Workbook – Heredity pages 4-7

Stopping Mark Leakage !

• Read the question (twice) and link to marks possible [10 second plan]• Underline key words, verb or phrases, eg: give examples• Know the subject specific “meta-language”• Think now about what “cost you” in the past• Attempt every question [what if they were paying you $100 per mark!]• Re-read your answer as you finish, pick up little misses• Show full working• Check signs (+/-), titles, labels and units• Get to the conclusion or summation in extended responses• ADD evidence to support your points

• Practice Papers – under time pressure

• Mark them – Really! ;• List Sections you could not do -

ASK• Pay attention to question – Solve

not just factorise• Careful with data transfer• Look at worked examples and

Chapter Reviews• Manage time to access maximum

marks

• Know your definitions – word lists• Careful with graphs – know the

MHS rules• Chemical Equations – know word

and balanced formula (valence)• Chemical formulas, Names and

Structures for compounds• List formulas for calculations and

an example question units!• Practise calculations • Careful with data transfer• Have a plan of attack for the paper

• Learn your Poems and Quotes –really learn them (memorise)

• Flashcards – quote or evidence (front) Technique or effect (back)

• Take time looking at stimulus –read carefully; re-read examine while relating to question

• Read/Underline/Highlight• Relate to question again• Extended Response – Make a

stand! Want to say something!• Engage with the question, don’t

ramble• Back your opinion with evidence

• Use revision booklets as a guide – treat these questions as exam questions

• Directive term (verb) – do I need an example (s), Evaluate - Judge

• Relate mark value with length of response – include evidence

• Use “case studies” from classwork• Check skills identified in notification• Try practise skills exercises• Know definitions –• Key terms (flashcard)• Analyse factors impacting• Relate causes and Effects

At our Learning Conference –

Accelerated HSC Course

• An opportunity to “bank” the first two units of the HSC in 2020 for application to the ATAR in 2021

• Concentrate on getting the habits right! We examined what worked and didn’t work in the Prelim (Yr 11) Course

• Time to Get Organised – set up a system, trial it and modify as needed.

• Set up stationary, work routines, summaries, task analysis and feedback take-outs on strengths and weaknesses.

Emphasised it was time to build our support networks,

surround yourself with Positive people!!

Assessment ProgramTasks scheduled in each subject (sign off)

Booklets for students outline expectations

Notifications – at least two weeks written

Scheduling – use your planner PRIORITISE

Variations –changes with written notice

Flowchart – be aware of your role

Illness/Misadventure – the process

N- Award warning letters

Full Assessment Calendar

• Will be issued term 1 next year and include :-Your HSC Accelerated Tasks and Assessment Periods AndYour Preliminary Assessment Tasks

Generally 1 task in term 4 this year

Visual Arts Term 1 Week 4

Biology Term 4 Week 9

Legal StudiesTerm 4 Week 10

Business StudiesTerm 4 Week 9

Design & Technology

Term 4 Week 9

Assessment Program• Each subject has roughly 3-5 tasks across the year• Differ in weighting (includes Mid Course & Trials)• Schedules issued for each subject (best guess)

HSC Course Subject: MathematicsComponents Weighting Task 1 Task 2 Task 3 Task 4

Class Test, 50 minutes

Mid Course Examination

2 hours

Class test, 50 minutes Trial HSC Examination

3 hours

May include up to 20% Preliminary Course material over the whole year, later tasks will include less. Questions that lead in to questions on topics from the HSC course do not count in the 20% limit.

Outcomes

P1, P2, P4, P5.

H1, H2, H5, H9.

Outcomes

P1, P2, P4, P6, P7, P8H1, H2, H3, H5, H6, H7, H8, H9

Outcomes

H1, H3, H4, H5, H6, H7, H8, H9

Outcomes

H1, H2, H3, H4, H5, H6, H7, H8, H9

Term 4, Week 7 Term 1, Week 8-10 Term 2, Week 7/8 Term 3, Week 4-62014 2015 2015 2015

Areas of Assessment

Concepts, skills and techniques 50% 5% 15% 10% 20%

Reasoning and communication 50% 5% 15% 10% 20%

Total 100% 10% 30% 20% 40%Report Outcomes Use methods in quadratic polynomial and

parabola and real functions to solve problems.Solve plane geometry, logs and exponentials and coordinate geometry problems.apply rules of differentiation to functions and solve related problems.apply techniques of integration to solve related problems including and areas and volumes.

Solve problems in algebra and geometrical application of differentiationSolve problems relating to series and quadratics. Solve problem in geometry, trigonometry and coordinate geometry.Solve problem in calculus and its

applications.When Reported Used in HSC

AssessmentMid Course Report Used in HSC Assessment Trial Report

Issue Date October 2014 All students /100 All students /100

NotificationsDate of Issue – 2 weeks notice

Weighting % of total

Mapping to syllabus

Detailed description – teacher will clarify. (Students

deconstruct this)

How will they be assessed- Read in conjunction with

marking criteria

Administrative guidelines and rules for all tasks

Marking Criteria/GuidelinesSpecific Criteria staff are

looking for in responses, often mapped to performance bands

– look at verbs and language as discriminators

Forms the basis of feedback along with comment and

specific annotations on task.

Retain these for use and to inform further on future tasks

Your HSC – Own It!THE BOTTOM LINE

is moderated by BOS

+

School Based Assessment Mark/100

Moderated School Assessment Mark/100

Moderated School Assessment Mark/50

Your HSC Exam Mark/50

Your HSC Mark/100

School Based vs. Moderated Assessment Marks

• Our marks are a product of assessment marks and relative weightings.

• NESA considers our actual HSC exam performance relative to other schools and moderates the school based assessments we submit.

• Overwhelmingly, we have seen a positive moderation of our school based assessments over the years

• THE BETTER WE ALL DO, THE BETTER WE ALL DO

Biology

Rank is All Important

• All tasks contribute to overall rank (check)• Relative weighting will impact on task contribution.• Progressive ranks allow you to keep in touch• Final assessment mark is produced for all subjects from

components• Reveals an overall rank and relative gaps between

students• Assessment mark is submitted to NESA by school

Successful Senior Students!!Start with a plan – daily/weeklyWrite it down!!

Choose appropriate

seats

Visit Officeworks: post-its, coloured

folders, etc

Organise and Locate Resources

Find a teacher mentor!

Record and plan your assessment

timetable

Get a structure or routine for “free periods”

Summaries as you go! – “curve

of forgetting”

Stop, reflect, reset goals THEN

DO!!!!

Communicate –two way

ASK and TELL

1 TERM AT a TIME - Nail the First Assessment task

Are realistic –GROWTH OVER

2 Years

Examines loss of recall of

information with time

Addressed in part by re-visiting information

over regular period

The Curve of ForgettingDay 1 – 100%

Day 2- 20-50%

Day 7 – <10%

Day 30 – 2%

MOST EFFECTIVELY WE NEED TO :-

MAKE CONNECTIONS,

ADD RELEVANCE,

MEANING

Text Book

Class notes

Summaries

Mind Maps

Supporting Your Senior StudentDisability ProvisionsAllow students with a

temporary or permanent disability to fully

demonstrate their learning.

Contact DP – make application through NESA

Illness MisadventureAddresses situations which

emerge which impair students showing their

learning

Green Form available Must be submitted within 2

days of return to school

Assessment Booklet / NESA Rules

Issued to all students studying HSC courses and

signed off.

Outlines rules and responsibilities

Ms Abbo is a GemEncourage your students to work with Ms Abbo across

senior years.

Scholarships, Uni and UAC details. Careers newsletters monthly and formal lessons

Yr 10 and 12

Learning RelationshipsEncourage your child to work with their teachers to unlock

their learning strengths.

Make contact via email if concerned, have specific

questions for Parent teacher evenings. Have them there!