FIDELMA DYNAN HEAD OF CAREERS ST'LOUIS GRAMMAR SCHOOL BALLYMENA

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FIDELMA DYNANHEAD OF CAREERSST.LOUIS GRAMMAR
SCHOOLBALLYMENA
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Teaching Sixth Form Students
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Focus of Talk

• Sixth Form Setting School Context
• Teaching Strategies
• Examinations Structure/Coursework
• What affects/impedes progress
• Independent Learning
• Wider Curriculum/Personal Development
• What Happens Next?

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Sixth Form Setting

• Urban/Rural Catchment Area
• Mixed socio-economic backgrounds
• Sixth Form Young Adults in controlled
  environment. School attempts to help them to
  define their role and fulfil their potential.

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Study Skills Programme

• Delivered in September (both A/S and A2) by Year
  Tutor
• Students reminded of need for
• Time management/Organisation of notes/Regular
  revision/Importance of meeting deadlines
• This message is reinforced at a Parents
  Information Evening in September for each Year
  Group

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Teaching Strategies
Coursework (Teaching/ Assessment)
Study Skills Research Methods School Resources
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School Resources

• Supervised Study where pupils can work/study in
  silence
• School Library-can conduct independent
  research/work collaboratively
• I.T. suites. Both here and in the facilities
  above, pupils have access to computers for
  research purposes and/or presentation of
  homework/coursework.

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Teaching of Coursework

• Coursework is worth at least 20 in most subjects
  i.e. (equivalent to 1 module). This must impact
  in a positive way upon the final grade.
• Different strategies and levels of support are
  adopted by staff when assisting pupils to satisfy
  coursework requirements.

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Independent Learning ?

• Most teachers feel that this is less true now
  than in previous years. Coursework burden places
  heavy demands on pupils in terms of Time and
  workload which teachers have to recognise.
• University entrance requirements demand top
  grades. This in turn places pressure on pupils to
  achieve.

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Independent Learning

• The reality at this stage is that learning is
  structured and focused. All pupils are encouraged
  to think and work independently-but there remains
  a strong element of guidance.
• Only the very best students will go beyond the
  course requirements and acquire a more
  comprehensive knowledge of topics.

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Supported Learning

• Pupils /staff feel that they belong to a
  community. We are mutually dependent. For this
  reason, staff will support learning, recognising
  pupils difficulties with study demands.
• Pupils in turn are motivated by a sense of
  belonging. Accept the restrictions, strive to
  meet the targets set for them know that they can
  tap into a support network.

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Personal Development

• Extra-Curricular activities help to promote their
  independence and increase their motivation.
• Teamwork Skills, Presentation Skills and
  Communication Skills are enhanced through these
  activities. Pupils learn the importance of
  commitment and application.

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Teaching Methods

• Essay titles unpacked. Taught to select and
  highlight key words.
• Targets are set.
• Taught to focus learning when reading
  texts/material
• Taught to structure essays/incorporate references
• Issued with syllabus requirements. Marking
  criteria highlighted to raise pupil awareness of
  standards required

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Teaching Coursework

• Pupils given samples of good coursework to
  enhance understanding of required standard and
  learn how to structure assignments.
• Class time devoted to supervision or correction
  of coursework attempts. This facilitates
  monitoring of progress.
• Some departments produce a booklet containing
  guidelines on how to structure and present
  coursework projects

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Research/Accessing Sources

• For supplementary research material, pupils are
  taken to school library/external sources and
  teachers suggest how pupils might use material to
  best advantage.
• Taught how to incorporate material into project
  to support title/hypothesis
• Teachers ensure at all times that pupils remain
  on message. All pupils submit at least 2
  drafts. Some enter their coursework project in
  January and re-submit in June to secure an
  improved grade

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Assessment Techniques

• Standardisation of marking is assured through
  internal departmental cross- moderation.
• Many staff have acquired experience as coursework
  moderators with Examination Boards and offer
  their expertise within their departments.

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Obstacles to Progress

• Part-time work
• Poor time management
• Failure to meet deadlines
• Disorganisation

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How is this addressed?

• Tutor support-Year Head assists with revision
  timetable. Advises on time-management.
• Parents alerted at an early stage when pupils are
  perceived to be slipping or falling behind
  their peers.

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What Are We Sending To You?

• Articulate, capable, motivated pupils who have
  been taught to focus on the task
• Can organise notes competently/manage time
  effectively
• Have acquired study skills/research
  skills/communication skills
• Will listen to advice/take direction/prepared to
  learn

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Transition Issues!

• Have been accustomed to teachers issuing
  examination specification and marking criteria.
  Need this guidance to continue at university.
• To date, their learning has been structured and
  supported, with heavily supervised study and
  parental involvement.
• What happens when all of this is suddenly
  removed?

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FEEDBACK!

• Majority very happy and well-settled!
• Some problems
• Not sure how to use library.
• Afraid to speak out in tutor groups-no hiding
  place!!
• Anxious about apparent lack of support but
  qualify this by praising Induction Programme!

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THANK YOU FOR LISTENING!