1. Information for Parents 12 th June

2. Test for parents v boys 1Which is the odd one out? [a]Sphere[b]Rhomboid [c]Sector [d]Octahedron 2I walk 6 miles north, then 11 miles east, then 7 miles west, then 6 miles south. I am now back where I started. Where am I? [a]On the equator.[b]At Greenwich. [c]At the north pole.[d]At the south pole.

3. Test for parents v boys 3. What is the final number in this series: 31 31 31 31 30 ? [a]29[b]30 [c]31[d]32 4. What is the final number in this sequence: 6 7 9 8 6 8 ? [a] 6[b] 7 [c] 8 [d] 9

4. Why Boys? “…it is clear from national data that there is legitimate concern over the achievement levels of some boys throughout their schooling. Rather more boys than girls fail to achieve level 4 in English national tests at the end of key stage 2; rather more boys than girls fail to achieve the 5A*-C benchmark grades in GCSE examinations taken at 16+. These patterns of academic achievement are evident in most schools in England.” DoE/OFSTED

5. What research tells us… "Boys who seem uninterested in literacy in the classroom may be enthusiastic readers and writers in different contexts” “Literacy practices that appeal to some boys are not always valued in the context of institutionalized school literacy” See “Males v Females” statements

6. But challenge the stereotype of “failing” boys Boys are NOT failing! This targeted group are NOT failing! Do we measure too much? Do we measure in narrow ways? Female Teachers at Primary? Girls’ successes in Literacy Subjects?

7. Why your child? Data and LOPs KS2 to KS4 progression/KS3 v KS4 English FFT Targets A-A* focus for some Critical C/D border for some

8. Why Intervention? Recent research in schools suggest that strategies could be grouped into four different areas:  Pedagogic: classroom-based approaches centred on teaching and learning  Individual: essentially a focus on target-setting and mentoring  Organisational: ways of organising learning at the whole school level  Socio-cultural: approaches which attempt to create an environment for learning

9. The purpose of this intervention A key message for us: “Schools that actively manage pupils’ learning and development through promoting an ethos that values them as individuals tend to have successful programmes and areas of effective practice”

10. What the course includes Challenge Using sustained Literacy skills in a range of contexts Applying these skills to new contexts Focus on how we learn and how we can learn more effectively Self assessment Team work, collaboration Target setting, thinking about future goals Prizes Not MORE English FUN!

11. Timetable One or two lessons per week during this Half Term NOT extra, after school Using my gain time Avoiding Core Subjects Working with Mr Softley (Performance Coordinator) Sessions to run on rotation so we do not hit same lesson more than twice Tues P1 or P2 Wed P1 Fri P2 or P5

12. What will be the impact? ?????????????? We’ll ask the boys to complete an evaluation at the end Parents please tell us your impressions too