Stepping Up to GCSE

Expectations Independent thinking Organisation Time management Effort Attention to detail

Changes to GCSE GCSEs available as linear qualifications only. External assessments for English literature, geography, history and religious studies will include additional marks for spelling, punctuation and the accurate use of grammar. Art A, Maths 7, Geography B

Parental Influence Parental support is 8 times more important in determining a child’s academic success than social class. The Campaign for Learning found that parental involvement in a child’s education can mean the difference between an A* and an ‘also-ran’ at GCSE. The good news is that you don’t need to be an expert in any of the subjects your child chooses to make a real difference. You also don’t need to give up your life and other responsibilities – you just need to know how best to spend the time you do have.

Agree the balance between work and social life and stick to the agreement. Again, flexibility is the key – if a special night comes up, agree that they can make up the work at a specified time All students fall behind, feel demotivated or overwhelmed, or struggle with the balance of social, work and school demands at times. When your child feels like this, berating and threatening them will have a negative effect. Talk to them about the issues, acknowledge their feelings and adopt a sensible attitude in wanting to find a solution Be flexible – use the 80/20 rule. If your child is sticking to what they are supposed to be doing 80% of the time, they will be doing alright If your child asks for your support, encourage them by helping them to see the difficulties in perspective. Teenagers often take an all or nothing ‘catastrophic’ approach to difficulties – “I’ve messed up this essay, I might as well give up.”

Surviving Your Teenager Motivation and the language that helps support it

How adult behaviour enhances or diminishes pupil engagement To think about how we use language to improve the influence we have over young people and to create positive relationships. To consider how we can get even better

INFLUENCE IS? Creating a state where people want to do what you want them to

INFLUENCE IS ENHANCED WHEN… We feel a sense of autonomy We have appropriate attention We are emotionally connected (belong) We have a sense of achievement We feel safe and secure We find meaning in what we do and are stretched “Where every pupil is known and valued”

Give people choice and control Small choices mean they don’t feel patronised e.g. “Is it Homework before or after Eastenders/skype/MIC?” “Shall I bring you a cup of tea once you’ve started”

PRESUPPOSITIONS What have you done this time? I want the truth now How many times do you need telling? You haven’t done your homework today! See you can behave when you try... Believe it or not I’m one of the few people on your side

PRESUPPOSITIONS What have you done this time? It’s always you! I want the truth now LIAR How many times do you need telling? THICKO! You haven’t done your HW today LOSER! See you can behave when you try You’re not as disturbed as I first thought Believe it or not I’m one of the few people on your side Wait till I tell your Father!

Self Esteem Self esteem is, effectively, feeling two things 1. Lovable 2. Capable Focus on the behaviour you would like to see rather than the behaviour you wouldn’t. Blame is the past and can’t be changed, responsibility for change is the future

Don’t tell them you love them...

Tell them why you love them

“Praise bounces off people with low self esteem. Feedback penetrates their shell”

“Yet…” I can’t do this ” “You mean you can’t do this yet” “You’ve done X, and Y, and Z so I know that you can now learn this”

REPAIR & REBUILD Invite feedback Ask them for better alternatives Ask them what support they need Emphasise personal responsibility State confidence and expectation

“Your skill as a parent is more dependent on positive, caring and trustworthy relationships than on any hint, tip or tool.” Professor Eric Jensen