PBfL introduction for KS5 2017 18 - St Peters 6th Form · KS5 Tutor Programme 2017-18: Becoming the...
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KS5 Tutor Programme 2017-18: Becoming the best we can be An introduction for KS5 One of the key aims of the St Peter’s 6 th Form leadership team is for us all - individually and collectively - to become ‘the best that we can be’. It is an ambitious aim, and rightly so. For some, success might be measured by final qualifications, university places, or perhaps career achievement. For others it might be in the relationships formed, the experiences had, or the wider contributions made. Perhaps the best way to summarise our intentions is with the following 3 words: VALUED, DISCIPLINED, and CULTURED. The following section elaborates on this: VALUED DISCIPLINED CULTURED COLLABORATIVE & AMBITIOUS We want everyone to feel valued as an individual, and as part of our community; and also to value others equally – staff, students and all beyond the school gates. Studying (and teaching) within 6 th Form offers rich opportunities with which we need to be ambitious for all, and to value all opportunities to learn together. PREPARED & PERSISTENT We need to be disciplined each day with our commitment to learning ensuring we are prepared, productive and persistent. Schools are busy, complex places. It is important to be disciplined as role models, demonstrating positive habits and behaviours. INQUISITIVE & IMAGINATIVE Asking questions often, reading wider, and making and sharing new connections will aid us to become more cultured, and to value arts and education as a means to enrich lives. We want all involved with 6 th Form to contribute to our culture - to help create an environment that is supportive, diverse and stimulating for all. These 3 themes will provide a foundation for our tutor time programme. Further insights below: VALUED Relating to the principles or standards that we hold – our sense of worth; of what is important. We might consider: • Our faith and our community values; our sense of place and belonging; our self/collective worth; • How we improve - add value to learning ('value added') - and the most effective ways to do so; • The value we place on knowledge – grades; levels of time invested, university costs; • What it means to be 'valued' - for your expertise and skills – and how education builds confidence. DISCIPLINED Originating from ‘disciple’: A person who learns from another, especially one who then teaches others. We might consider: • The shift from KS4 to 5 and the increased independence; the difference between school 'discipline' (DTs, letters home, negative points etc.), and what it means to become 'disciplined' – to establish good habits, routines; to be reliable with attendance, punctuality, deadlines etc. • Subject disciplines – university options and applications; specialist and transferable knowledge. CULTURED Relating to attitudes and behaviours of a group; an appreciation of arts and education; of being enlightened We might consider: • The culture we are trying to establish/pass on - what it should feel like each day; our collective aims; • What it means to be 'cultured'; the value of an expansive KS5 experience; making the most of enrichment opportunities, wider reading and awareness, developing literacy skills.
Transcript of PBfL introduction for KS5 2017 18 - St Peters 6th Form · KS5 Tutor Programme 2017-18: Becoming the...
KS5TutorProgramme2017-18:BecomingthebestwecanbeAnintroductionforKS5OneofthekeyaimsoftheStPeter’s6thFormleadershipteamisforusall-individuallyandcollectively-tobecome‘thebestthatwecanbe’.Itisanambitiousaim,andrightlyso.Forsome,successmightbemeasuredbyfinalqualifications,universityplaces,orperhapscareerachievement.Forothersitmightbeintherelationshipsformed,theexperienceshad,orthewidercontributionsmade.Perhapsthebestwaytosummariseourintentionsiswiththefollowing3words:VALUED,DISCIPLINED,andCULTURED.Thefollowingsectionelaboratesonthis:
VALUED DISCIPLINED CULTUREDCOLLABORATIVE&AMBITIOUS
Wewanteveryonetofeelvaluedasanindividual,andaspartofourcommunity;andalsotovalueothersequally–staff,studentsandallbeyondtheschoolgates.Studying(andteaching)within6thFormoffersrichopportunitieswithwhichweneedtobeambitiousforall,andtovalueallopportunitiestolearntogether.
PREPARED&PERSISTENTWeneedtobedisciplinedeachdaywithourcommitmenttolearningensuringweareprepared,productiveandpersistent.Schoolsarebusy,complexplaces.Itisimportanttobedisciplinedasrolemodels,demonstratingpositivehabitsandbehaviours.
INQUISITIVE&IMAGINATIVE
Askingquestionsoften,readingwider,andmakingandsharingnewconnectionswillaidustobecomemorecultured,andtovalueartsandeducationasameanstoenrichlives.Wewantallinvolvedwith6thFormtocontributetoourculture-tohelpcreateanenvironmentthatissupportive,diverseandstimulatingforall.
These3themeswillprovideafoundationforourtutortimeprogramme.Furtherinsightsbelow:VALUEDRelatingtotheprinciplesorstandardsthatwehold–oursenseofworth;ofwhatisimportant.Wemightconsider:
• Ourfaithandourcommunityvalues; oursenseofplaceandbelonging;ourself/collectiveworth; • Howweimprove-addvaluetolearning('valueadded')-andthemosteffectivewaystodoso; • Thevalueweplaceonknowledge–grades;levelsoftimeinvested,universitycosts; • Whatitmeanstobe'valued'-foryourexpertiseandskills–andhoweducationbuildsconfidence.
DISCIPLINEDOriginatingfrom‘disciple’:Apersonwholearnsfromanother,especiallyonewhothenteachesothers.Wemightconsider:
• TheshiftfromKS4to5andtheincreasedindependence;thedifferencebetweenschool'discipline'(DTs,lettershome,negativepointsetc.),andwhatitmeanstobecome'disciplined'–toestablishgoodhabits,routines;tobereliablewithattendance,punctuality,deadlinesetc.
• Subjectdisciplines–universityoptionsandapplications;specialistandtransferableknowledge.
CULTUREDRelatingtoattitudesandbehavioursofagroup;anappreciationofartsandeducation;ofbeingenlightenedWemightconsider:
• Theculturewearetryingtoestablish/passon-whatitshouldfeellikeeachday;ourcollectiveaims; • Whatitmeanstobe'cultured';thevalueofanexpansiveKS5experience;makingthemostofenrichment
opportunities,widerreadingandawareness,developingliteracyskills.
• Howwillyoumakesomeoneelsefeelvaluedtoday?
• Howpreparedareyouforlearningtoday?Areyoubeingdisciplinedwithyourtimeandefforts?
• Haveyoulearntsomethingnewtoday,andwhowillyousharethiswith?
• Howareyoucontributingandhelpingtoshapeour6thformculture?
KS5TutorProgramme2017-18:BecomingthebestwecanbePromptsforreflectionanddiscussion:
Suggestionsforatutorgroupactivity:Youneedtwodice(http://dice.virtuworld.net/)andacircleofenthusiasticstudents…
• Onestudentrollsthedice,addsupthetotalandsharestheiranswertotherelevantquestion,numberedbelow.(Obviouslynumber1,willbeexcluded).
• Oncetheyhavedonethis,theychooseanotherstudentand(playfully/positively)attempttoguesstheirresponsetothesamequestion.Theymightchooseastudentthattheythinkwouldhaveasimilarreplyor,alternatively,acompletelyoppositeone.
Theselectedstudenthasachancetoreply/discuss/sharetheiractualanswerbeforethentakingtheirturntorollthedice.Alternatively,studentscannotetheiranswersindividually,takinganopportunityforquietreflection.Tutorsmightretainthese,tobereturnedforfuturereflection.
PBfL:Aquickself-assessmentfor6thformstudents
PBfLSELF-ASSESSMENTLightlyshadethesegmentofthewheelthatbestrepresentsyourconfidencewiththatpositivebehaviour.‘BecomingthebestIcanbe’isyourstartingpoint.Shadeoutwards,fromthecentreofthecircle,reflectingonwhereyourconfidencegrows.Trytoidentifyspecifictargetsforimprovementbasedonyourstrengthsandweaknesses.
Itturnsoutthatasking-"whatisyourgoal?"Isn'taverygoodwayofunlockingpeople'saims...Thequestionisabstractanddaunting.Buttherearequestionsthatdowork.Thefollowingoneshavebeentestedoverandoveragainandaremorelikelytoopenupsomepositivethinking.
Tryyourbesttopracticehonest,fearlessthinking-answerwithoutfeelingstupidorembarrassed;saywhatyoureallyfeel.
1. Ifyoucouldonlytakeonesubject—whatwoulditbeandwhy?2. Whatlessonsorelementsofstudydoyoufindeasy?3. Whatdoyoudowithyoursparetime?4. Describeaninterestinglessonyouhadrecently.Whywasitinteresting?5. Whatjobsdoyouavoiddoing—andwhy?6. Whendoestimefly?Whatareyoudoing?7. Whendoestimeseemtodragorstop?Whatareyoudoing?8. Whatjobwouldyoudoforfree?9. Whodoyoulookupto?10. Whatwouldyoutryifyouknewyoucouldn'tfail?11. Whatputsasmileonyourface?12. Ifyouhadtheafternoonofftoworkathome,whichpieceofworkwould
youchoosetodo?13. Whenyouhavealotofhomeworkwhichsubjectdoyoudofirst?14. Describeahomeworktaskyouhaverecentlyleftuntilthelastminute—or
notdoneatall.Why?15. Whatdoyougetobsessedabout?16. Whenyouarewithyourfriends,whatdoyouwanttotalkabout?17. Whatstressesyouout?18. IfyouhadanhouroffAlevelworkandalaptop,whatwouldyoutypeintoasearchengine?19. Ifyouweregivenasmallamountofmoneytostartacompany,whatwoulditbe?20. Listfivewordsyouassociatewith'happiness'.
Thereareoftenthemesthatbegintoemergefromthesetenquestions—waysoflearning,preferencesandinterests.Payattentiontothemandseewhattheysayaboutyou.
DISCIPLINED:#1GetaVision
Thisisaquickself-assessmentexercisetoprovokereflection(andpotentiallydiscussion)onmindset.Theresultsarenotdefinitive.YoumightwishtoalsoreflectonyourexperiencesandapproachestoGCSE(andthesubsequentresults).Forexample:
• Doyouhaveasensethatyourbiggestsuccessescamethroughhardwork,practiceandpersistence?
• Doyouthinkthat‘natural’talentorabilityisareasonforsuccess(orfailure)?• IsitpossiblethataGCSEresultyoumightnowperceiveas‘failure’turnsouttobeyourmost
valuablelessonfor6thform?• CouldsuccessatGCSEleadyoutopresumesuccesswillhappenautomaticallyatAlevel?
A.Yourintelligenceissomethingbasicaboutyouthatyoucan’tchangeverymuch.B.Youareacertainkindofperson.Thereisnotmuchthatcanbedonechangeit.
C.Nomatterwhatkindofpersonyouare,youcanalwayschangeitsubstantiallyD.Nomatterhowmuchintelligenceyouhave,youcanalwayschangeitquiteabit
TOTAL: AHIGHTOTALMIGHTINDICATEAGROWTHMINDSET-THATYOUBELIEVEYOUCANIMPROVEYOURABILITYTHROUGHHARDWORKANDBYNOTGIVINGUPEASILY.“Thesinglegreatestfactorindeterminingaperson’ssuccessistheirmindset”ProfessorCarolDweck A useful video to support this exercise might be the TED talk by Eduardo Briceno on Growth Mindsets (developed by Carol Dweck)
DISCIPLINED:#2aGrowth&FixedMindset
• You need two dice (or a dice app / online dice e.g. http://dice.virtuworld.net/) and a circle of enthusiastic students
• One student rolls the dice, adds up the total and shares their answer to the relevant question, numbered below.
• Once they have done this, they choose another student and (playfully / positively) attempt to guess their response to the same question. They might choose a student that they think would have a similar reply or, alternatively, a completely opposite one.
• The selected student has a chance to reply / discuss / share their actual answer before then taking their turn to roll the dice. Fun times.
2. If you could only take one subject —what would it be?
3. Why? What do you do with your spare time?
4. If you were given money to start a company, what would it be?
5. What job would you do for free?
6. Who do you look up to?
7. What would you try if you knew you couldn't fail?
8. What puts a smile on your face?
9. When you have a lot of homework which subject do you do first?
10. What do you get obsessed about?
11. What stresses you out?
12. If you had free time what would you type into Google?
• The role of the tutor is to try to facilitate a student-led game. • Try not to jump in or intervene too early if the game goes quiet. • Encourage students to prompt each other for more detail – to show
interest in answers and to be curious.
DISCIPLINED:ICE BREAKER ACTIVITY 1 Dicing with Questions (Linked to #1 Get a Vision)
This activity takes inspiration from the TV show Would I lie to You? (video clip can be seen here: https://www.youtube.com/watch?v=bN_uU3wceNs ) However, students write their own truths and lies. It can be played in teams with a point system, or with the whole group questioning an individual.
• All students write 3 sentences about themselves, ideally unusual facts, experiences or insights.
• BUT… one of these must be a lie.
• They do not share these with anyone else until it is their turn to do so.
• A student reads out all three sentences whilst the other team / rest of group ask questions to determine which might be the lie.
• To provide more structure (if required) a time limit for questioning can be set, or alternatively, a limit of one or two questions per person.
• A vote system might be used to determine which sentence is the lie before the student reveals the answers.
Suggested lies: Some students might find it difficult to devise a lie. A solution to this can be having some ready-made prompts or full-blown lies that can be drawn at random. These can range from the absurd to the quite likely, and can provide a good challenge for students to elaborate and think on the spot. For example:
• I was once in an episode of… • When I was younger I was bitten by a… • My Grandma / Grandad was a famous actor / musician / villain
and… • I’ve lived in my house all my life but we only found a secret
cellar last month and in it was… • I once had an operation to remove a…. from my….(nose, eye,
stomach?!)
VALUED:ICEBREAKERACTIVITY2WouldIlietoyou?
Get to know St. Peter’s with this quick photography challenge! Use your camera phone and work in groups of four to complete the following photography tasks by heading to the specified locations to construct the relevant poses. Remember to be Photo wise!* Bonus points for artistic interpretations, exaggerated gestures and group members representing inanimate objects!
*Being Photo wise: Respect others – don’t use your camera to intimidate or make someone feel uncomfortable. Explain tasks politely; if you will be a distraction to someone then move on. Do not take photographs in places where privacy must be respected. Include all members of the group. Listen to ideas. This is a team-building task!
VALUED:ICEBREAKERACTIVITY3TeamPhotoChallenge
LOCATION6thformcommonroom
SportsHall
OutsidefirstAidRoom
Bythecaretakersoffice
Outsideexamsoffice
6thformYearleadersoffice
Library
OutsideReception
6thFormadminoffice
OutsidethePrintRoom
POSEPuttinglitterinabinAniconicsportingmomentAscenefromCasualtyADIYmaintenancesceneCelebratingresultsBeingtoldoffBeingquietandstudiousArrivingorleavinginpeaceBeinggratefulAhumanphotocopier
