Georgie Dee, Head of Year 11, 最新麻豆视频

As our GCSE students returned to school after the Easter break, Mrs Dee, Head of Year 11 gave an assembly to help students prepare and plan for the final few weeks of revision. Recognising that everyone鈥檚 holiday revision may not have gone as planned, she provided advice for those who were on track and those who needed a bit more direction.

On track?

Some students returning to school after the holidays will feel their revision went as planned. They were able to follow a revision timetable, tick off the syllabus topics and make progress in each subject. If you are on track, Mrs Dee recommends the following:

Prioritise which subjects to focus on

• Review your revision plan and prioritise accordingly.
• Focus on subjects which are earlier in the exam period.
• Prioritise subjects or topics that you have found the most difficult.
• Focus on subjects you have spent less time on so far.

Ask for support

• Ask your teachers for help with anything you are struggling with.
• Attend subject clinics at break and lunchtime where students can drop in for help with specific questions or homework.
• Revision classes are also very helpful but come prepared with questions.

Maintain a steady pace

• Maintain a steady pace of revision.
• Three subjects per evening, approximately 45 minutes each, with a short break between each one.
• During your revision period review and amend your plan accordingly; reducing your revision time on exam days (maybe to none if you have two exams on a particular day); increasing your revision time on days without exams.

Struggling? Not on track

Other students maybe struggling if their revision over the holidays hasn鈥檛 gone to plan. Recognising the reasons for this such as favouring revision in their best subjects, struggling with motivation or understanding content, Mrs Dee suggests the following course of action:

Don鈥檛 panic 鈥� there is still time. But you need a new plan.

• Don鈥檛 worry about what others are doing or what their plan looks like.
• Plan for YOU

Create a new plan

• Focus on subjects which are earlier in the exam period.
• Prioritise subjects or topics that you have found the most difficult.
• Focus on subjects you have spent less time on so far.

Ask for help

• To help you put your plan together talk to your form tutor or learning support team for help
• To help with your subject revision attend clinics or revision classes and prepare your questions ahead of time.
• In between times go and see your teacher if you have difficulties for one-to-one advice so it is not worrying you. They are there to help you.

Maintain a steady pace

• Maintain a steady pace of revision.
• Three subjects per evening, approximately 45 minutes each with a short break between each one.
• During your revision period review and amend your plan accordingly; reducing your revision time on exam days (maybe to none if you have two exams on a particular day; increasing your revision time on days without exams.

We can only help if we know

Finally, it鈥檚 completely natural to feel worried or anxious about your GCSEs but you are not alone, so please talk to one of your teachers, and they will do everything they can to help you but please don鈥檛 suffer in silence.

We would like to wish all A-level and GCSE students both at 最新麻豆视频 and further afield the very best of luck in their forthcoming exams.

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Dr Kathy Weston is the founder of and the parent of two teens. 最新麻豆视频 partners with Tooled Up Education to give parents and colleagues access to hundreds of resources on all aspects of parenting, family life and education.

Supporting children and young people through what can feel like a small academic marathon requires stamina, not just on the part of the young people facing the exams, but also on the part of their family! It requires us to think more holistically in terms of family support. How can we help them feel organised and in control of the volume of work they need to get through? How we ensure that they are revising effectively and not just sitting in their bedrooms gaming? How can we motivate them without nagging them? How we ensure they are nourishing their bodies and minds whilst they revise?

Know, you are not alone

Currently, you might feel like the only parent in the world facing the challenge of supporting a child or even multiple children through the preparation for high stakes exams, but you aren鈥檛 alone. Thousands of other parents are going through the same thing, at the same time. We know that it can feel daunting and maybe even anxiety-inducing when you consider what lies ahead for your child. We know what it feels like to want to do your best for your child, so they can give every paper their best. We know you might be losing sleep wondering how the next few weeks might pan out. We hope our tips and the resources embedded within them, help you feel empowered and confident.

Organisation is key

Before getting into the nitty-gritty with your teen about revision plans for each subject and what they feel worried or confident about, let鈥檚 get our ducks lined up. Let鈥檚 think about ensuring our teen has everything they could possibly need ahead of the revision period starting. Start with the basics. Do they know when their exams are? (some teens can鈥檛 bear to think about this, some will already have schedules printed out and highlighted on the bedroom wall). Either way, make sure all dates are in family diaries and double-checked. Try not to get too annoyed if your child isn鈥檛 sure (easier said than done!) and instead ask them to jot down things they don鈥檛 know and need to know. Consider together how they can find answers to these questions or omissions. Do they need to ask a friend, a teacher or form tutor? Have they done that? Stay calm and positive, modelling the fact that you are a team. Praise them for working through these organisational points.

Does your child have all the tools they need to revise? For example, a working calculator, mathematical equipment, squared paper, colourful post-it notes? Is their computer or laptop working optimally? Do they have a favourite pen for exams, and can they get used to using that now? Are their notes organised per subject? Do they need to go through a pile of notes on the bedroom floor and work out what goes where? Can you support them by listening as they make piles and start to feel better as they feel more organised?

Tools vary across subjects, but it is helpful to do a small audit now rather than later! It is also a good juncture once they feel a bit more organised to ask them how they feel about each subject sitting in front of them.

Discuss Expectations, Managing Stress and Finding Balance

Just at the time revision is required and exams are upon them, teenagers also have a perfectly normal drive to socialise and engage with one another. Some won鈥檛 want to miss their friend鈥檚 big party at any cost. Some of them will be dating and worry about when they will see their boy or girlfriend if school is out. Others will be working or have sport and other commitments. Yes, they have lots of their plates, and we want to map all that out, so we are avoiding arguments the night before a big exam!

Ask them: how can I help you find balance over this time? Let鈥檚 sit down and think about what you want to accomplish and how you are going to take care of yourself too over the weeks ahead.

This conversation involves mapping out realistic revision schedules (even for a week at a time) coupled with a realistic discussion about small treats and things to look forward to at the end of each week. Some teens may not care about these incentives, other rely on them. You are the judge. Planning to partake in a football match (for example) or to see a friend in town after an effective revision session at home can work brilliantly, bolster mental health and reduce anxiety. However, attending parties and sleepovers during exam season can obviously inhibit sleep, academic performance and have an unwanted knock-on effect on concentration and learning.

Talking to your teen and agreeing on potential plans of action that feel good and doable is advisable ahead of time. You will know intuitively that sport and exercise are terrific activities to pepper any revision schedule with (even a walk around the block after 30 minutes revision can enhance learning and wellbeing). You will know what works for your child in terms of 鈥榝eel good鈥� factors and the more we can amplify those in family life at this time, all the better.

Nutrition, energy drinks and allergies

How will your teen fuel themselves over the revision and exam period, so that those brilliant brains are working optimally? A good supply of nutritious revision snacks and avoidance of things like energy drinks is optimal. It won鈥檛 surprise parents to learn that these drinks are not something that will enhance your teen鈥檚 mood or performance (quite the ).

Other concerns: It is around this time of year (spring) that allergy parents can feel concerned about the impact of things like hay-fever on their child鈥檚 exam preparation and performance. You are right to consider this issue early. Get advice now from your doctor or pharmacist regarding proactive and preventative measures to ensure your child feels as good as possible for the period ahead.

Revision is underway, but is it effective?

You might see your teen sitting down to get some work done, but what are they doing? and is it working well for them? Setting small achievable revision goals per subject, per day, can work well as teen have a sense of accomplishment at the end of each day. During these days, we can support them in multiple ways. Firstly, we can try and ensure home is as quiet as possible. We can potentially adjust working patterns to ensure an adult present during key revision periods (or that grandparent or family friend can pop into see them with lunch!). During break times, we can ask them to teach us something (which can feel undemanding as a task, and yet is a powerful mechanism for helping them recall knowledge). We can offer to test them on something, notice when they are making progress and comment on their tenacity and perseverance.

Ahead of the revision period, ensure they have read available guidance that is subject-specific, that they know where to get past papers from. Do they need a login, for example, to a particular site? Ask them what works for them, and does it vary per subject?

As revision begins, some teens might start to feel overwhelmed and anxious. They might realise they don鈥檛 understand something or know less about a topic than they thought. Reassure them that revision is about just that; working out what we know, don鈥檛 know and going over it again and again until we feel like we have grip or mastery of it. They can test themselves in different contexts and with past papers until they begin to develop confidence. Praise them for having the courage to get stuck in.

Examiners are people too

The thought of examiners marking papers can be enough to give us all excessive butterflies in tummies, but it is worth reminding our offspring that examiners are just people after all (typically teachers and parents themselves) and that they absolutely want the best for them!

Sometimes it can be helpful for students to visualise an examiner as someone kind, compassionate and supportive, perhaps sitting in a deckchair over the summer happily marking our teen鈥檚 paper. Knowing we are writing for someone, who has our best interests at heart, can help reduce those pesky nerves and steady that pen in hand!

Registered GSAL parents can access the full version of this article along with other resources

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Year 7 and 8 science clubs were hosted in the education centre at Veolia. Pupils learnt about reducing waste and recycling, and the Veolia energy facility. Veolia incinerates the waste from all the black bins in Leeds, which can鈥檛 be recycled, to produce energy. Our budding scientists were amazed that this energy can power the equivalent of 22,000 homes.

Emily W thoroughly enjoyed seeing the action, “On the trip we did a number of things from organising rubbish into its correct bin, to going into the control room to see the recovery to see recycling and recovery in action! We saw the Green Wall too. I really enjoyed the trip. It was educational as well as fun, and hope we do something similar in the future.”

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Y9 pupils enjoyed their visit to the National Space Centre earlier this term. Pupils were mesmerised by the real rocket they got to see!

Charlotte H, Olivia R and Olivia C reported on the day: “The National Space Centre is an amazing facility where you can learn all about space exploration. Our personal favourite activity was the dome where we got to see the stars.”

Jay J ensured us that “We’ll all remember the National Space Centre. My group heard the story of the constellation Draco – dragon in Latin – and made it to the edge of the Milky Way! The second show we saw was based around rockets and their fuel. We saw a plastic bottle coated on the inside with ethanol fly across the room and into a wall and we had a knowledge refresher about Newton鈥檚 3^rd law. Apparently, Sir Isaac Newton worked on the theory of gravity, the laws of motion, rainbows and cat flaps! The many quizzes and polls were enjoyed by all, especially when my group decided to all vote that the moon was actually a ball of cheese.”

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The benefits of outdoor learning and natural play have been proven by educational experts over many years. Learning and playing in specialised and safe outdoor areas help children with their physical development and refining their gross and fine motor skills. As well as keeping children fit and healthy physically, outdoor learning can also be beneficial for a child鈥檚 mental development, helping them to achieve an understanding of mindfulness and a sense of responsibility for protecting the planet.

At 最新麻豆视频, outdoor learning is an important part of life and lessons, and the school is proud to offer dedicated spaces where pupils can engage with nature in an educational way. Whether it鈥檚 amongst the trees of our idyllic forest classroom or in the vast field space, even our youngest pupils, can roam, run and safely explore the world around them with their teachers.

鈥淔ostering a love of the outdoors is so important,鈥� says primary teacher and Outdoor Learning Lead, Mrs Gibbs, 鈥淚n GSAL Primary, outdoor learning is an integral part of the curriculum and teachers are encouraged to incorporate outdoor activities across all subjects and areas.鈥�

Last month, pupils from nursery to year 6 enjoyed an entire day of outdoor learning in the forest classroom and in the fields.听 Regular lessons incorporated nature and the outdoors in inspiring and immersive ways: from analysing soil samples to using natural materials like pine cones and shells to create beautiful artistic sculptures.

In a world where children are becoming increasingly reliant on technology, Mrs Gibbs believes it is important for children to go outside as often as possible. In her monthly 鈥楴ature Connections鈥� newsletter to primary teachers, Mrs Gibbs highlights ways to bring the natural world into the classroom, from creative activities to helpful resources and information on season-specific plants or animals that can be admired.

As a school, we encourage everyone to see the potential in the outdoors: if you would like to get outside with your child more full of ideas and activities for exploring the natural world in an educational and exciting way!

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Earth Week is all about learning the importance of regaining biodiversity to mitigate and adapt to climate change.

It all started back in 2017 with the BBC鈥檚 Blue Planet II. Suddenly environmental destruction was thrown into sharp focus and GSAL students were determined to do something about it.听 Following concerns about plastic pollution in the ocean, there was a groundswell of support to reduce the amount we were using (around 3060 plastic bottles every week). Students and staff started separating plastic bottles for recycling.

Then students asked if I would meet them to talk about how they could reduce the school鈥檚 impact on the planet. It turned out the school had already been working on this for some time. Our catering manager, Mr Mirfin, had been sending our waste cooking oil to be processed into fuel for the last 20 years.

The Eco-Committee grew and grew as young people became involved in something they believed in and wanted to act on. Artist James McKay ran a workshop for Eco-Committee students where they designed a low carbon future school. Some of the students鈥� designs were published in a book.

In February 2020, students attended the Leeds Youth Voice Summit where they learned about the science behind climate change alongside city councillors from the Climate Emergency Advisory Committee.

Mrs Woodroofe set up the Environmental Sustainability Group, which was making good progress, then the pandemic hit. Not put off, our Eco-Committee met online to explore ways they could connect with nature and protect their planet. Then in September they launched our Climate Caf茅 to discuss solutions to climate change.听 November 2021 was a critical time for climate negotiations as the UK hosted COP26 in Glasgow, attended by two of our students.

Following my Big Lesson on Climate and Nature students completed a questionnaire from the Eco-Schools Programme. The students decided to focus on biodiversity, waste and transport. While our fantastic transport service carries over 700 students to school each day, there was concern about parents sitting in cars with their engines running. The Eco- Committee researched the impacts of localised pollution and designed a poster and leaflet to encourage parents to turn off their engines.

On the waste front, Senior School is ceasing sales of single use drinks containers from September 2022. As for biodiversity, Eco-Committee students planted a wildflower meadow and worked extremely hard to clear nettles from the neglected pond and to sow woodland plants around it. Frogs have now returned and the tadpoles are doing very well.

Last summer I met with representatives from White Rose Forest to secure funding to plant 15 hectares of mixed native woodland over the next five years on the grassland beyond Manor House Lane. The Eco-Committee and the Scouts braved sleet in March to plant 250 saplings, re-using old tree guards from hedging to protect the new trees.

As part of our Eco-Schools accreditation journey, any action to improve biodiversity isn鈥檛 only local, but global. Therefore, we鈥檙e embarking on a project with RAIN Reforest to help the Terena indigenous people in Brazil establish 13 tree nurseries plus community gardens.

For Earth Week, students are attending assemblies and can pledge to buy a tree. Other events include a Film Festival Climate Caf茅 and a recycled art workshop.

We still have a way to go to obtain Eco-Schools Green Flag success but making significant strides towards it. Achieving this would not mean we are perfectly green, but it shows we are trying. It takes collective and determined effort from all of us 鈥� individuals, schools and businesses to protect our beautiful planet for generations to come.

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I recently observed our nursery children busily collecting and sorting natural wooden counters in our forest classroom. They were clearly having fun. More than that, though, it was clear from how the children responded to their teacher that they were learning about number, making sense of the natural world and beginning to make scientific predictions.

When children are given learning opportunities to use their natural curiosity they develop in leaps and bounds. It isn鈥檛 surprising, therefore, that studies consistently highlight the importance of quality nursery education in preparation for primary school and beyond.

Our aim for children in Rose Court Nursery at 最新麻豆视频, is to make sure each child thrives now and in the future. To do this, we have developed an enriching curriculum that is delivered by highly skilled nursery practitioners. Our purposefully designed indoor and outdoor classrooms as well as playgrounds provide a safe space where our young learners explore, work together and develop physical skills. The children also learn how to listen and follow instructions through our use of gentle rhythms and routines.

By the end of the year, it鈥檚 rewarding to see those entering reception year from our nursery are ready to hit the ground running; this gives us more evidence that stimulating early years education can be key to forming happy, confident and successful learners.

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Anyone in education knows first-hand how difficult this last year has been as online teaching became the norm, with both teachers and pupils learning new ways of working together away from the classroom.

Yet there have been unexpected benefits too. Naturally, like schools throughout the country, our first priority at 最新麻豆视频 (GSAL), was to make sure that we carried on teaching and learning in an environment where everyone continued to thrive. However, as we settled into a new routine of virtual lessons, we started to look at other ways to benefit from the technology we were using with pupils on a daily basis. One obvious area was our partnerships and outreach programme with schools throughout Leeds, West and North Yorkshire.

Rather than putting the programme on hold during lockdown, could we make it accessible to more schools and reach a wider audience?

Our work with partner schools had grown in range over time and, until the pandemic struck, we were organising a number of events a year where different age groups from local primary and secondary schools were invited to join our pupils for talks and workshops.

The programme was popular, but the downside was that we were limited by the number of visiting pupils that we could accommodate in school. Typically we hosted four to six schools 鈥� and a maximum of 24 pupils 鈥� in a classroom for events ranging from French days, to art or science workshops. When it came to author visits, held in the library or assembly hall, more could be accommodated but we were still limited to a mix of around 300 of our pupils plus visitors.

By taking the programme online however, we are now able to live stream events and workshops to any school wanting to join in. All sessions are interactive so members of the virtual audience can take part in discussions and ask questions.

Sessions are filmed and we have created a dedicated website, GSAL Presents鈥� to host the content, making it available for schools and the wider community to access at any time.

The reaction from our partner schools has been hugely positive and we have massively increased our reach from a handful of visiting children to several thousand at each event.

These have included:

• 2,000 pupils from 30 schools taking part in the science show Zap! with Marty Jopson, in conjunction with Otley Science Festival
• 2,500 pupils, in years 3 to 6, from 31 schools attending a visit from author Chris White. This also included a number of children and their parents who were self-isolating at home
• 3,000 pupils, in nursery to year 2, from 33 schools taking part in a visit with author Claire Culliford in partnership with a reading charity

But it is not just in teaching that we have seen surprising benefits to our existing partnerships and outreach programme.

Just before the start of the pandemic, we became involved with an initiative to provide school uniforms to families in need. As part of the joint enterprise with and , a plea went out to GSAL parents for unbranded uniform, particularly white shirts, polo shorts, black trousers or joggers, school shoes, grey or black tights and red or blue sweatshirts.

The initial response was amazing with pretty much every item of donated clothing being reused or recycled. However, after a year of lockdowns, as many people faced redundancy or were furloughed, the fledgling scheme took on an even greater importance.

As demand for help in the community grew, the number of donations received at the school increased. Through the generosity of parents, 1300 donations have been received to date.

These have been collected and sorted, on a voluntary basis, by two indefatigable parents who run our school second hand uniform shop. Clothing is taken to children鈥檚 centres in Leeds where it is available to vulnerable families or those struggling to make ends meet, as well as to children in care and foster care. Some donations have also gone to our projects in Malawi.

Everyone deserves a treat from time to time and another of our initiatives, this time with , saw our parents, pupils and staff step up to the plate once again to provide youngsters in care with seasonal gifts of chocolate.

After taking part in the scheme for the last four years, we were overwhelmed this year with the response as GSAL families helped us to donate more than 400 Christmas selection boxes and advent calendars as well as 300 Easter eggs.

To see our collaborations continue to grow in this difficult year, and the positive difference they are making to the lives of children, is heartening and rewarding in equal measure.

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鈥淐oronacoaster 鈥� When your emotions are on a rollercoaster due to all of the news about the coronavirus鈥� Urban Dictionary definition

Six months ago coronavirus was barely in our thoughts; it was something happening the other side of the world. We could never have predicted the highs and lows, the twists and turns, of the ride we were about to take on the coronacoaster.

What happens now?

In late March, when schools closed to most pupils and the government issued its 鈥榮tay at home鈥� instruction, we found ourselves in uncertain times, with no road map to help us find the way forward.

Uncertainty is one of the root causes of anxiety, especially for children. We like to be sure what lies ahead 鈥� even if it鈥檚 not good news. At GSAL, together with colleagues at the in Harrogate, we have been there for pupils and their families throughout the lockdown months, in person (albeit online or on the phone) and by signposting families to a wealth of online resources.

We are acutely aware that resilience is wearing thin for many families, after three months of lockdown with many children not due in school until September. The long summer holiday is an opportunity for parents to prepare children for returning to school after months away from their usual routine.

In the last week of term, we invited parents to a , consultant clinical psychologist at the Oakdale Centre. Caroline reassured parents that it鈥檚 only natural for children to feel anxious about going back to school; they are out of the habit of human connectedness and face a drastically changed social landscape.

Readiness for school

Caroline pinpointed the changes in mood and behaviour that may indicate underlying anxiety in children. Key to helping the anxious child is 鈥榥ame it to tame it鈥� 鈥� studies show that families who talk about their feelings help children develop emotional resilience. As well as acknowledging worries and offering comfort, starting to embed routine and structure during the summer months will stand you in good stead come September.

Spending months away from the outside world with limited social contact would knock the confidence of the most resilient. Now we鈥檙e preparing to reintegrate into our normal lives, we can promote children鈥檚 wellbeing by encouraging healthy habits (sleep, food and exercise) and providing them with a sense of purpose. This could be through taking on responsibilities at home or trying new things.

Fundamentally, children need to feel secure about their present and future so that they feel motivated to face the world again. Strong relationships, which have suffered during lockdown, underpin this positivity. Children of all ages may need encouragement to get out and socialise again. Acknowledge their fears about the risk of catching the virus, establish clear family rules about physical distancing so they feel safe, and help organise their social diary if they will let you!

A fresh ticket on the coronacoaster

Adjusting to life as we know it will be a marathon not a sprint. After so long away from the classroom, even with online teaching in place, we must be sure of our children鈥檚 wellbeing before we can expect them to learn effectively. That won鈥檛 happen overnight; instead we must see every day as a new day, a clean slate, a fresh ticket on the coronacoaster!

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Recent reports on the benefits of intergenerational care 鈥� the practice of bringing the young and the elderly together by introducing nurseries and care homes to one another 鈥� came as no surprise to us at Rose Court.

For 11 years now we have had a special relationship with our neighbours at the care home听听and have seen at first hand the positive impact on everyone involved when children and the older generation socialise.

The practice of intergenerational care has been growing in Japan and the US for about 20 years and is spreading throughout the world. However, according to the 2018 report by the think tank United for All Ages, Britain is one of the most age-segregated countries in the world 鈥� a gap which has widened in the last 50 years.

The report highlighted the first care home with a nursery on site, which opened in London in 2017 and recommended that 500 such shared sites be created across the country by 2022 to tackle growing social divides.

A special relationship

Although not on the same site as Headingley Hall, Rose Court鈥檚 special relationship with the nearby care home started in 2008 when a class of Year 2 children visited with music teacher Chris Turner to sing Christmas carols.

That was just the beginning of many visits and, below, Chris writes about how a strong bond of friendship has grown which benefits both young and old.

鈥淲e have been many times to sing, play recorders and ocarinas and to mingle and chat with the residents, or to play board games with them. Over the years we have taken part in a 鈥榤usic in the air鈥� project, an initiative to introduce music into care homes, and have also sung at Headingley Hall鈥檚 open days as well as National Care Homes Day. In turn, the residents have been to Rose Court to watch our shows and nativity plays on many occasions.

Shared enjoyment

鈥淭he children gain confidence from performing to an audience outside of school and they enjoy their trips to Headingley Hall but, more importantly, they learn how their music and their happy conversation can bring joy into the lives of other people, a few of whom rarely spend time with children.

鈥淭he youngsters are respectful and natural and learn from listening to the residents talk about their lives when they were children: what Christmas was like, what games they played, what songs they sang. It fascinates them to realise that they know some of the same songs (especially at Christmas) and young and old love singing together.

鈥淥ne summer some of the residents became involved in a history project which the children were working on and wrote wonderful letters to them, describing their memories of seaside holidays in their childhood.

鈥淔or their part, the residents of Headingley Hall look forward eagerly to the children鈥檚 visits and find the little ones delightful. According to activities coordinator Suzanne Frain, their faces light up when they see the children come in and time spent with the young people brightens their day.鈥�

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GSAL鈥檚 Media Society came up with this entertaining short animation to explain the importance of 鈥榲alue added鈥� and how it can help students to exceed expectations.

最新麻豆视频 (GSAL) is an excellent school with excellent staff and facilities and 鈥� most importantly 鈥� excellent students who leave with excellent outcomes.

One measure of this excellence is the sheer number of top grades: in 2018, 51% of A-level grades awarded were at A/A* and 72% of GCSE grades at 7/8/9.

We are proud that so many of our students achieve these gold standards of academic excellence. However, for me, this is not the most important marker of how well our students achieve academically: that accolade is reserved for 鈥榲alue added鈥�.

Put simply, value added is a measure of distance travelled. It is about how far students have come from their starting points, so it provides a fair analysis of how ALL students have done: including, but not exclusively, those at the very top. This is something that the state sector has understood for many years, and it is good to see an increasing emphasis on the measure in the independent sector.

Why do I like value added so much? Well, let鈥檚 take student X who achieved the A* they were always on track to achieve. Undeniably, student X has done very well and that success should be celebrated. As a school though, all we have done is ensure that student X was kept on the right track and did not underachieve: we added no value.

Compare this to student Y who, upon joining us, looked to be on track for a C/B grade but left with an A grade. While, in terms of raw results, this student may not seem to have done as well as student X, the distance travelled was greater. With the school鈥檚 support, student Y made excellent progress in relation to the starting points: in short, that A grade shows excellent value added.

So how does GSAL do in terms of value added? In 2018 the school was placed in the top 5% nationally for adding value at A-level, according to data produced by the Advanced Level Performance System (ALPS) 鈥� a national provider of value added analysis. Both our internal tracking and analysis of our examination results by external bodies confirms our excellent performance in A-level鈥� and our value added at GCSE is even better!

As teachers, we firmly believe that every child matters, and so we must use a results analysis tool which promotes this ideology. 鈥榁alue added鈥� values every student.

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As we celebrate International Women鈥檚 Day 2019 (IWD) today, it occurs to me that our schools are more than well placed to support its听#BalanceforBetter听theme this year. A global day celebrating the social, economic, cultural and political achievements of women, it also marks a call to action for accelerating gender parity.

This year鈥檚听#BalanceforBetter听theme calls on us to improve the development of a gender-balanced world. Every one of us has a part to play, all the time, everywhere. And where better to see that than in the young people, currently studying in our schools, who will be tasked with this challenge into the future.

最新麻豆视频 (GSAL) was created from the merger of two single-sex schools in the city of Leeds. In 2008, both schools came together in a way that honoured and respected the traditions of each, creating a diamond model school that celebrated the very best in boys鈥� and girls鈥� education, separately and together 鈥� balance for better, you might say. So our pupils operate in a colourful and energetic coeducational environment, with mixed lessons throughout primary school and in the sixth form, but in academic lessons from the ages of 11-16, boys and girls are taught in separate groups, side by side from each other along the same corridors.

The benefits for both genders are clear. Everyone can be themselves, knows they are of equal value; everyone is free to learn without the pressure of hormonal influences or embarrassment. Curriculum content is the same, but delivery can change to suit any class style and predilection. As we like to say, it鈥檚 the best of both worlds.

Because, of course, the rise of women is not about the fall of men. The world expects balance. We notice its absence and celebrate its presence. Everyone can play a role in forging gender parity: at GSAL we celebrate equally strong examination results and national co-curricular achievements for boys and girls.听In fact we believe that the diamond model empowers both genders, creating an environment where it鈥檚 safe for anyone to ask for help and guidance, support and encouragement.

My own mum, an amazing female role model to me, worked all hours and made enormous sacrifices to send me to the best school she could, in the hope that I would have the confidence to overcome any barrier that I encountered in life. 听The best schools should empower all students and should provide the foundation for their ambitions and aspirations to blossom.

On IWD 2019, the importance of involving young men in the听#BalanceforBetter听agenda is too good to miss at schools like GSAL: it鈥檚 about equality of opportunity and outcome for everyone, not one gender being superior to the other.

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Why change your career and start teaching? Why give up a job where you have worked so hard to progress, establish yourself, and build a reputation? Why start a completely different career and be at the 鈥榖ottom鈥� again?

I did just that three years ago when I gave up a managerial position in industry to teach secondary science – and have never looked back.

And I鈥檓 not alone. Research carried out by the Guardian newspaper and recruitment agency Hays suggests that just over half (56.4%) of teachers joined the profession after working in a different sector.

For me, having children made me think more about my career. Whilst I felt lucky to have a great team and an interesting position, it was not what I wanted to do for the rest of my working life. My role prior to retraining involved promoting apprenticeships to schools and employers and it was the time that I spent with pupils that made me consider teaching.

Of course, I was concerned about the workload that teachers face and the fact that many people are leaving the profession. Some teacher friends were keen to give me advice and explain the reality of the job. Although this made me feel nervous it was really useful because at least I knew what I was getting myself into.

Many friends and family thought I was crazy to start a PGCE with a two-year-old and being six months pregnant (well perhaps they were right!) but I had made my decision to start teaching and was keen to get going.

I was fortunate to be awarded the Institute of Physics Initial Teacher Training Scholarship for my PGCE year. The application process involved online tests plus an assessment centre including a panel interview and group activity. The scholarship provided financial support as well as a dedicated mentor to help throughout my placements.

The PGCE was possibly the most challenging part of my entire career to date. So much of the course is spent in school and learning whilst doing. There were many late nights preparing resources, lesson plans and reflecting on past lessons, but despite this significant time commitment, (especially with young children who didn鈥檛 sleep well) I enjoyed being in control of my teaching and knowing that straightaway I was making a difference.

Interestingly, a survey published this month found that almost half the public think that they have the traits to be good teachers. The poll, commissioned by the Department for Education as part of its , found that 44% said it was because they were good at explaining things, while 40% thought they could make learning fun and 39% believed they could relate to others.

The most enjoyable part for me is working with young people. I feel privileged to be able to share my enthusiasm for physics and it is incredibly rewarding to see pupils understand new physics concepts and enjoy my lessons. No amount of lesson preparation can prepare you for the questions pupils ask! However, this has really helped me to understand pupils鈥� misconceptions of physics topics which, in turn, helps me to adapt future lessons.

I do not see myself as only an NQT. My school values the experience that I bring to the role.

I would really encourage anyone who is considering changing career for teaching to do it, but expect to work hard. I spend a lot of time preparing resources and marking outside of school hours. It is exhausting but so much fun and I genuinely enjoy coming to work every day. And yes, it really is true that no two days are the same!

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It鈥檚 the second week of January so how are your new year resolutions going? As the spike in gym enrolments at this time of year testifies, doing more exercise is one of the good intentions on most of our lists, destined to fall by the wayside within a few short weeks.

Choosing activities you enjoy is vital in maintaining motivation, and as adults we have the autonomy to make the choices that suit us. But we also have a responsibility to support children in becoming physically active and developing exercise habits they will keep for life, by making it fun for them too.

reported in December 2018 that 32.9% of five to 16-year-olds do less than 30 minutes a day of sport and physical activity. Only 17.5% of the age group meet the Chief Medical Officer鈥檚 guidelines of 60 minutes a day. The report also quantifies the positive contribution of exercise to mental wellbeing, a cause for concern when activity levels show an alarming decline from year 9, having peaked in school years 5 to 8.

The data shows that activity levels are higher in school than outside it, giving schools a firm base to build on in promoting activity levels amongst their pupils.

School sport should be sport for all

When you think of school sport, the traditional sports like rugby, netball, hockey and tennis spring to mind. However, had you wandered past the courts at 最新麻豆视频 (GSAL) last summer, you might have spotted a game of tchoukball in full swing.

Tchoukball is perhaps the perfect team game 鈥� designed to minimise the risk of injury, it鈥檚 non-contact and can be played by people of all abilities, shapes and sizes. Boys and girls play together and the game was introduced at GSAL in response to our 鈥榩upil voice鈥� survey which showed that pupils wanted more fitness activities and a greater variety of clubs.

By introducing non-competitive, fun activities that are still challenging, we鈥檙e increasing take-up of sport and fitness. This could be an after school spin or circuits session, lunchtime yoga, dance or basketball, or a development swim session that increases water confidence through fun in the pool. Couch to 5K is a great alternative to cross country for aspiring runners.

Providing this varied menu of sporting fare has been a combined effort between our PE teachers and a team of graduate sport coaches. The coaches bring new ideas and enthusiasm and relate well to the children; after all, they鈥檙e not really that much older than our senior students!

As an independent school we are fortunate to have the resources to invest in our staff and sports facilities, including the recent installation of a 3G pitch. We are proud to make our sports facilities available to local teams and clubs too, helping community sport thrive in our area.

We also enjoy the freedom to try out new things, encouraging our reluctant sportspeople as well as enhancing our offer for those who need no persuasion. We feel this approach gives us the best of both worlds 鈥� while mainstream competitive sport is alive and well at GSAL, sport is not听the preserve of the elite players. The additional fitness activities benefit all students, team players or not, and more pupils get a taste for sport and want the opportunity to play for school.

So if you need some January motivation, why not follow our students鈥� example and try something new?

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I walked along the row of graves at Tyne Cot Cemetery with some trepidation.听 Armed with a piece of paper with a list of names of relatives who had fought and died on these battlefields I desperately hoped to find their last resting place.

Before setting off on the Year 9 history trip to the Battlefields in France and Belgium I spoke to my great aunt who provided the names of relatives from the West Yorkshire Regiment and Durham Light Infantry who had not returned from WW1.

Tyne Cot in Belgium is the largest British military cemetery in the world, many of those here died in the Battle of Passchendaele. Now called 鈥榯he city of the dead鈥�, in 1917 it was on the front line of one of the bloodiest battles seen in any war. Sadly, my relative wasn鈥檛 buried here, he was one of the 35,000 reported missing, just a small etched name on a white memorial marked his short life.听 We will never know how he fell or where he died.

As I searched along the rows of names, I realised why it is so important to remember 鈥榯he war to end all wars鈥�. These were people just like us – 12 buried at Tyne Cot had attended our school – they had finished their exams and had their whole lives ahead of them.听 They sacrificed their futures to fight, and ultimately die, for their country.

Many were too young to understand what they were fighting for. As they signed up next to an illuminated 鈥榬ecruiting鈥� tram in City Square, the Leeds Pals, as they became known, must have felt a tremendous sense of patriotism and camaraderie, not aware yet of the horrors that would await them or the futility of war.

During the four day trip we visited museums, battlefields and cemeteries in France and Belgium.听 Row upon row of graves marked the casualties of a brutal war where millions were killed.听 It鈥檚 not until you see the size of the battlefields and number of graves that you comprehend the sheer scale of the devastation. Now neatly lawned and tranquil, the muddy trenches and barbed wire wasteland of a century ago were hard to imagine.

It was a miserable existence for the men in the trenches, in freezing rain, during the 1916 Somme battle. At the Passchendaele Museum we walked along the duckboards and through the trenches, trying to envisage living in these squalid conditions for months on end with the numbing sound of shells overhead and muddy swamps and rats underfoot. It鈥檚 easy to understand how the fear of being gassed and constant sound of shells caused so many soldiers to become zombie-like with shell shock.

Our impressions of the visual reality of the 鈥楾ommies鈥� who fought in the war has to date been formed by grainy black and white images which seem a world away from our lives today. Now, film director Peter Jackson has released a ground-breaking documentary They Shall Not Grow Old which brings this old footage to life by adding colour and sound.听 The films are no longer distant and antiquated, they portray real people; sons, husbands, uncles and friends. For me, this more than anything, brings to life the Battlefields and its cemeteries, echoing the reality of these bloody battles.

Peter Jackson said: 鈥淚 wanted to reach through the fog of time and pull these men into the modern world, so they can regain their humanity once more 鈥� rather than be seen only as Charlie Chaplin-type figures in the vintage archive film.鈥�

Created to mark the centenary of the Armistice, it will be shown on BBC2 on Sunday 11 November at 9.30pm (also on BBC iPlayer). I鈥檇 highly recommend watching it.

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There is much in the news about the crisis in teacher recruitment and retention.

A report just out shows that recruitment targets have been missed for five successive years with the government facing a significant challenge to recruit enough teachers, particularly in subjects like听maths and sciences.

We know that low teacher numbers across the country pose real issues for schools in terms of recruiting high quality staff with the specialist knowledge and skills to bring the best out in their pupils.

And a recent report from the Education Policy Institute (EPI) warns that a lack of staff has already meant a worsening pupil-teacher ratio, rising from 15.5 pupils per teacher in 2010 to nearly 17 in 2018.

This national problem stems from a raft of different factors from suppressed pay through to the burdens of constant change and increasing workloads.

I would never seek to downplay these concerns. Nevertheless I want to focus here on the positives of what remains the most privileged of careers.

Teaching is rewarding beyond measure. I came into teaching because of my own education. Certain teachers in particular stood out as inspirational, and their names are still etched on my memory decades later: Mr Wright, Mrs Colley, Mr Elliott, Mr Stevenson. Through them I fell in love with learning itself, revelling in knowing 鈥榮tuff鈥�.

I learned also about compassion, empathy, courtesy and respect. A great teacher gives you more than knowledge of their subject, they provide a pathway through life. To have the opportunity to try to emulate such wonderful people, whilst also getting paid to teach and share my passion for music was irresistible. And over the years, when former pupils have contacted me to update me on their own exciting lives and careers, I have asked myself what other job can give you a reward which comes even close to knowing that you made a difference to the life of a young person?

So it is sad when teachers leave teaching, or when bright passionate people choose not to join the profession. I understand it, I empathise with them, but I am still sad that they have felt that the challenges have outweighed the joys of being a teacher. If I were starting out again, I would be a teacher every single time. I can think of no other profession where you have such an impact, and can feel such a buzz.

And when the marking stretches into the night or fills the weekends (as it does), you can allow your thoughts to drift to the children, now adults, for whom you made a difference, and who might have your name etched into their memory, just as I carry my childhood teachers with me.

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As we approach a new school year, I am looking forward to welcoming new starters through our doors. For many, it is an exciting phase in their young lives but for others it can be extremely daunting.

In the words of philosopher Ludwig Wittgenstein:听The limits of my language are the limits of my world. And for some children, those limits are very narrow indeed.

According to the Department of Education more than a quarter of children starting primary school are unable to communicate in full sentences. Research shows that this disadvantage at an early age follows them throughout their lives. Children with a poor vocabulary aged five are more than twice as likely to be unemployed at age 34 than children with good vocabulary.

So I was heartened to see that the education secretary Damian Hinds has stepped into the debate. He has called the situation a scandal and says that he wants to harness technology so that parents can do more to help their children鈥檚 early language development.

He has announced a summit in the autumn which will bring together businesses, charities, tech companies and media groups to encourage more parents to read and learn new words with their children. I am looking forward to hearing more about this initiative.

One of the privileges I have had as an early years鈥� teacher has been to work with children and families in a wide variety of settings and to witness the different starting points of children entering school.

My first school was located in a deprived industrial area and I taught Reception and Year 1 children. Many of my pupils started school with speech production difficulties, extremely limited vocabulary and little experience of leaving their parents.

When, as a na茂ve newly qualified teacher (NQT), I introduced a magic carpet to the classroom as a stimulus for imaginative language, I was floored to find that the only dream destination that the children could name was McDonalds.

Since then, I have worked in schools with a very different intake and have been similarly astounded by the extent of the vocabulary which I have encountered. Many of the four-year-olds I currently work with have extremely sophisticated language skills and can engage in a lengthy debate about subjects that interest them.

The gap between these children and those from my first school is striking. Schools can 鈥� and do 鈥� play a huge part in working to narrow this gap and there are many well-researched language interventions that can have a significant impact.

Teachers can teach the skills but fortunate children will have relationships with parents, grandparents or other relatives who will engage with their learning and development.

The best schools work in partnership with their families so that parents can help prepare their children for starting school.

Here are some activities which parents and children can try together to help with language development:

• Take every opportunity to talk to your children. Face to face, with eye contact, enabling them to see your expressions and body language. This teaches them the conventions of conversation 鈥� talk, listen, respond. Do this with even young babies; by responding to the noises they make, you will find that they learn to take turns in this chat!
• Put your phone down. It is so important that children learn to read tone of voice and faces and that they have your full attention.
• Extend your children鈥檚 vocabulary by introducing new words as part of these conversations. Don鈥檛 dumb down your expressive language. Use interesting and varied words. Most children will ask what new words mean – encourage this and explore words together.
• Explore sounds 鈥� use rhyme and nonsense words to teach your children the enjoyment of playing with sounds. Make up words that rhyme with your child鈥檚 name, chant them, sing them, make up songs together.

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Your first visit to the theatre is something you never forget, like when you learn to ride a bicycle without stabilisers – a mixture of excitement and trepidation, not quite sure what might happen.

As for many children, pantomime was my introduction to the theatre, and I vividly recall wearing my 鈥楽unday best鈥� to go and see Babes in the Woods. I was transported to another world, captivated by the characters and costumes and relishing the call and response of the actors.

Thus began a family tradition to see the pantomime at our local theatre in Harrogate, an annual joy which has improved with age and one that my teenage daughter looks forward to with the same excitement I did over 40 years ago. She relishes the opportunity to spend a couple of hours away from the distractions of Snapchat, WhatsApp and other 21st century paraphernalia, to immerse herself in an art form that traces its history back hundreds of years.

A survey by the Globe Theatre found over half of teenagers have never been to the theatre. Young people are missing out on a wonderful experience and the chance to discover a love of the theatre, or even, a potential career. At a time when funding of the arts is being reduced it has never been more important to enable young people to witness first-hand the wonders of the theatre and experience the thrill of appearing on stage.

We launched our partnership with five years ago, aiming to introduce as many local children as possible to the magic of theatre. While the link between an independent school and a theatre may not be an obvious partnership, we share a common goal in trying to enrich the lives and experiences of young people. As a school we are committed to providing opportunities for children and young people way beyond our school gates.

Through our partnership we have funded Harrogate Theatre to deliver after-school drama workshops in a number of state primary schools. Nine and 10-year-old pupils write their own script, manage a production and stage their grand performance at Harrogate Theatre. It鈥檚 been wonderful to see the transformation in the children. Some start the programme barely able to speak out loud as they are so self-conscious, but just six weeks later can recite their lines to an audience in a real theatre.

Inspired by this success, we extended our partnership with Harrogate Theatre to work with looked after children through the Child Friendly Leeds initiative. These children are some of the most vulnerable people in our society, with complex and challenging needs. Working with them must be sensitively managed, from the choice of venue and production to the right staff. Planning is crucial, taking a lead from the professionals and carers who dedicate their time to improving the children鈥檚 lives.

The children slowly grow in confidence – and volume – before the bravo performance of a child-created, directed and delivered show in front of a proud and very emotional audience.

Everyone is exhausted by the whole experience but delighted that children who previously struggled to speak out loud have found their voice. Often the children cannot stop talking about their first experience of performing! Surely this is an opportunity that every child should have?

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There has been much opinion and speculation in the press in advance of the publication of this year鈥檚 GCSE results on Thursday, the culmination of Michael Gove鈥檚 reforms to shore up standards in our public examination system. The problem is that navigating all of the reports is something of a minefield. As I see it, there are four pressing issues and only one solution, so let鈥檚 take a look.

1. The cult of perfectionism

There is no doubt that our children live in an airbrushed world where it would appear, thanks to Instagram, Snapchat and the like, that every other young person is either perfect, or living a perfect life. We need to teach our children that the only form of comparison that matters is ensuring that they become the best they can be. Comparisons to anyone else are unnecessary and unhelpful鈥ot least as we never know what really lies behind those 鈥榩erfect鈥� images.

2. The A**

The introduction of the new grade 9 (not even a grade, a number!) risks adding to this cult of perfectionism. Students should not seek to achieve a perfect string of 9s in the way that they collected a string of A*s in the past and should not feel a failure if they don鈥檛. The old A* is a grade 8, and in fact there are suggestions that this will be available to more students than attained the previous A*. We鈥檒l know for sure on Thursday but either way, universities and employers will value 7s, 8s and 9s in the future as evidence of excellence. The fact that the new grade 9 will only be scored by 0.2% of entrants should not alarm. To compare, the International Baccalaureate Diploma has held its highly prized 45/45 perfectly happily since its inception, with only 0.1% of students achieving this. So, as long as the new GCSEs are academically grounded, this should cause no concern for students or their parents.

3. The 鈥榩ass鈥� mark

With a tougher course, more students have been worried about getting the magic grade 4 that constitutes a pass. However, we have now seen that Ofqual have said they will lower the pass rate if necessary to smooth the transition to the new courses and the new grading. That is encouraging for pupils in 2018, but calls into question the efficacy of the new reforms longer term. If this were to continue, it will simply force A-level schools, for example, to increase the entry grade for courses accordingly to avoid setting up children for failure aged 18. We need to have honesty in the system if it is to be credible.

4. IGCSE vs GCSE

There has been much unfair talk about independent schools 鈥榳orking the system鈥� with an adherence to the International GCSE, with claims that it maintains coursework which advantages independent school pupils. No mention that not all IGCSEs do this. No mention that they were first introduced by independent schools because they were more rigorous than the previous GCSEs. No mention that, with a multi-national cohort in many independent schools, they guarantee GCSE standards without the cultural bias that could negatively impact the results of a non-UK child or a British child brought up overseas in an international British school. It saddens me that this feels very political. When Michael Gove took up his post in the DofE in 2010 he included IGCSEs as they were seen as a tougher, more rigorous qualification. However, eight years later the government鈥檚 position has changed and they are no longer prepared to recognise IGCSE, which I fear is driven by a desire to justify the GCSE reforms, and not based on any empirical evidence. In my experience teachers choose courses that best prepare their pupils for successful post-16 study and it is wrong to call the integrity of teachers and schools into question here.

So, what to do? As pupils and parents wait anxiously for this Thursday, schools, universities and employers will also be grappling with the reality of the new courses and grading system for some time to come. Therefore, all we can ask of our children is what we should always be asking of them: simply, that they do their best and then have the ability to be able to move on from the outcomes, good and bad. That鈥檚 where the role of the adults in their lives is crucial. Excellent results are excellent, but they are not the be all and end all. However, similarly, disappointing results are not the be all and end all either. Results are only the first thing; what you do with them and making the right choices is the second and, arguably, more important.

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Developing leadership skills in young people is crucial to prepare them for 21st century life beyond the school gates, starting at infant school and continuing through to the sixth form.

Unlike some school leaders, I am not afraid to say that I run a business. My business is children and I have a clear mantra 鈥� if it doesn鈥檛 benefit the children, why are we doing it?

So if children are at the centre of all we do in schools, we should try to understand the world as they might see it, to help us understand what they will need as they face the future. And to do this, we also need to involve them in our developments and initiatives.

We live in a world of uncertainty and instability, both economic and political 鈥� where Brexit, international terrorism, climate change and migration are just a few of the global challenges that the next generation will be tasked to try and solve.

Young people need to be prepared to take the baton of authority in the midst of this worldwide uncertainty. I watched with admiration and respect the reaction of the students at Marjory Stoneman Douglas High School in Parkland, Florida, to the mass shooting at their school. These teenagers, lead by the likes of Emma Gonz谩lez, are taking leadership into their own hands. They are berating politicians for their failure to act, challenging lawmakers to take action on gun control and leading a nationwide 鈥楳arch for our Lives鈥�.

If our young people are to face this world with a hope of successfully harnessing it, then we have a duty that goes beyond curricular and extra-curricular options to teach leadership skills that will be transferrable in the future, like skills of EQ as much as IQ. And, in doing so, our schools should be rooted in their communities.

Schools must inspire and embed sustainable values that will enable pupils to realise that local, regional, national and global co-operation is worth striving for.

Every child needs his or her precious pool of self-esteem to be filled at school, to guard against the ever-growing pressures around mental health and anxiety issues, and to provide them with the optimism and ambition they need to believe that they can make a positive impact in the future.

However, perhaps the most overriding element of leadership required in a school context is the ability to 鈥榳alk the talk鈥�. And for me, that means all teachers seeing themselves as leaders, not just the members of SLT, leading in every part of school life from classrooms to playing fields.

Schools are places where relationships matter and we need to listen to our students, be accessible and foster a culture of mutual respect.

Never underestimate the importance of role modelling 鈥� students want to see staff leading by example and modern schools must be underpinned by the power of positive relationships, strong pastoral support and community outreach just as much as they are focused on academic excellence and extra-curricular success.

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