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GCSEs What can parents do? Mr T Fraine – Associate Senior Leader Mrs F Rogers and Mrs D Jotham – Pastoral Managers.

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Presentation on theme: "GCSEs What can parents do? Mr T Fraine – Associate Senior Leader Mrs F Rogers and Mrs D Jotham – Pastoral Managers."— Presentation transcript:

1 GCSEs What can parents do? Mr T Fraine – Associate Senior Leader Mrs F Rogers and Mrs D Jotham – Pastoral Managers

2 The most common frustrations for parents He always leaves everything to the last minute – one moment he has all the time in the world – the next it’s all stress and stropping because it has to be in tomorrow and he hasn’t got the stuff he needs to do it ….. There’s a million websites to help but how do you know which are any good? I can’t stand the arguments and stress when I tell him exams are important and try to make him work – it always ends up with him saying it’s his life and slamming the door ’ Surely she shouldn’t be going out again when she’s got exams coming up?

3 Priorities  Understanding the long-term importance of doing the best they can  Learning to shelve short-term fun at times in the interest of long-term benefits

4 Unfortunately! The teenage perspective interest and effort in education and the long-term benefits these can bring often come rather a long way down the priority list Sometimes friendships, the ‘right clothes’, social life, romantic concerns and hobbies can come first Sometimes friendships, the ‘right clothes’, social life, romantic concerns and hobbies can come first In addition, children will differ in their levels of maturity, their ability to take responsibility for their learning, organisational skills and level of motivation

5   Parents’ active engagement with their children’s learning is the most important long-term influence on academic success and behaviour, research published by the Specialist Schools and Academies Trust shows   Parental support is eight times more important in determining success than social class   ‘The findings also show that, contrary to many views, students not only welcome their parents being actively involved in their learning but that it helped them raise their achievement’ Prof Alma Harris, Warwick Univ. EPRA HowYou Can Help How You Can Help

6 It Doesn’t Always Seem That Way!

7   Nearly a third of parents feel excluded by their children   Only 16 per cent of children proactively talk about their school day   This is a time of extra anxiety as it is a time of transition so you see their irritability not their fears

8   Want your child to do better in school? Take a close look at diet. Certain "brain foods" may help boost a child's brain growth -- plus improve brain function, memory, and concentration   The brain is a very hungry organ -- the first of the body's organs to absorb nutrients from the food we eat   If we don’t have breakfast, by am we have the reaction times of a 70 year old Interesting Brain Facts

9   OMEGA 3 – GET IT INTO THEIR DIET NOW! Omega can improve brain function at the very simplest level, by improving blood flow   WATER – “Children who have a drink of water before sitting tests fare up to a third better”   POTASSIUM - Bananas are high in potassium, which helps the brain transmit messages   Get them to eat a banana 1 hour before the exam Food for Thought

10 Foods that are rich in Omega-3 Fatty Acids Oily fishes such as Salmon, Sardines, Mackerel, Herring, Trout, Halibut, Tuna and Pilchards Walnuts, Pumpkin Seeds, Flaxseeds Green Leafy Vegetables Soy and Tofu Some eggs are enhanced with omega-3s

11   Figs   Bananas   Apricots   Baked Potato   Walnuts   Raisins   Strawberries   Veggie Burgers Foods Rich in Potassium

12 That ‘R’ Word… REVISION “10 hours of independent study / revision in one subject can make a difference of up to one grade to attainment” All resources on the JCC website

13 Revision Basics   Everyone gets nervous as they prepare for exams but revision doesn't have to be a drag, so long as they do it in a way that works for them   Research has shown that bite size revision over a long period of time is more effective than cramming

14 Revision Basics   Support them to ‘make a plan’ – –draw up a realistic timetable – –Switch between subjects to avoid becoming bored of a single topic – –The most effective way to revise is to concentrate on understanding rather than memorizing

15 Revision Basics   Support them to ‘know their stuff’ – –It's much easier to remember stuff once they understand it so if they're struggling, they need to look for fresh sources of info other than class notes – –Encourage them to revise with a friend and see if they can figure it out together (not just distract each other!) – –Ask teachers for help – attend revision classes

16 Revision Basics   Support them to stay focused’ – –Provide a quiet place at home where they won't be distracted by the family, TV or Twitter – –Ensure they take short breaks every hour or so to give themselves a rest – –Ensure they drink water and eat healthy snacks to keep their brain ticking over – –Give a reward after every revision session. Nothing extravagant - just a little treat to help them get back to their books

17 Revision Basics   The night before – –Avoid cramming the night before. Support them to complete their revision plan early, relax for the rest of the evening, read over notes and try to get an early night

18 Exam Stress   Exams – –A little bit of stress can be a good thing as it motivates them to knuckle down and work hard. But exams can make stress levels get out of hand, which can stop them from performing their best – –So it's important to address it and get it back under control

19 Exam Stress   Stress Symptoms – –Difficulty getting to sleep or difficulty waking up in the morning – –Constant tiredness / Forgetfulness – –Unexplained aches and pains / Poor appetite – –Loss of interest in activities – –Increased anxiety and irritability / Increased heart rate – –Migraines/headaches – –Blurred vision / Dizziness   A combination of the above for more than 4 weeks means that stress levels could be high

20 Exam Stress   How to manage exam stress – –A break or a chat with someone who knows the pressure they're under will get things into perspective – –Get them to avoid comparing their abilities with their friends. Those "Oh my God I've only read Macbeth 17 times" conversations are such a wind up – –Everyone approaches revision in different ways, making a realistic timetable, sticking to it and revising using the method that works best for them are the key factors

21 Exam Stress   Ensure they eat correctly – a proper breakfast and fresh fruits and water   Ensure they sleep well – at least eight hours   Exercise. Nothing de-stresses the mind faster than physical activity, so build it into their timetable   Get them to steer clear of any exam ‘post- mortem’

22  Some information contained in this presentation has been taken from the BBC website Revision Exam Stress

23 Don’t forget  Form Tutor  Subject Teacher  Learning Adviser  Heads of House  Pastoral Manager Will be on hand to offer support to both student and parent/carer

24 Easter School

25 Workshops  Using Past Papers – Mrs A Knapp(6 th form dining area)  Online Learning – Mr M Boast and Mr Dainty (A14)  Revision Strategies – Dr Smith and Mrs Guzzetta (6th form upper area)


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