So I thought, having just finished my first year of GCSEs with a group I took on after their Yr10 teacher left, what strategies are people using to get the best out of their groups? For example, how are people making sure Yr11s understand and can do exactly what the questions ask, esp when so many of the questions are so vague!
The other thing I'd like people to share is how they prep Yr11 for the exam whilst still keeping lessons interactive and fun for pupils. Is there a way of doing this?
So I will start by sharing a few things that I have tried, and then also the ideas Chris Garrett shared with me in a PM (hope you don't mind, Chris).
So the strategies I have tried to use this year:
1) Past paper questions with kidspeak markschemes adapted from the official markscheme. Getting the kids to answer them for homework, and then peer assess the following lesson.
2) Past paper questions with kidspeak markschemes as above but with a model 2nd from top level answer. Kids highlight and annotate what makes it that level, and then add improvements to make it a top level answer.
3) Timed past paper questions with kidspeak markscheme.
4) "Blocking off" the main words in the question and discussing what the question asks them to do.
5) Individual target setting for pupils after they have done past paper questions for homework.
One aspect I really struggle with is preparing Yrs 10-11 for the source based questions because what is asked from them is often so obscure and I have found in the past things in the markscheme which the question gives no indication of actually asking them to do (OCR Crime and Punishment). How do we prepare kids for these types of question? One thing I am thinking of providing them with next year is examples of previous successful mock papers and getting them to annotate and mark them.
But again, this all seems so tedious, and I am worried it will take away the pupils' enjoyment of the course. Year 10 have said to me they understand why it's a must and appreciate what I'm trying to do for them, but they find it so boring. How do others overcome this?
With all this in mind, PMed Chris Garrett to ask advice as his results were very good. Am going to paste his suggestions here. Hope you don't mind, Chris.
1) Belief. I am constantly telling the group they can do well, set targets for them as individuals and as a group. I constantly tell them that History is the hardest subject they do but that they can still do well. THeir history grade because it is so hard is worth more than ay other subject.
2) Complete a revision test every week on topic they have done. MOST weeks they will do an exam question as well. Marking for this must be done using markschemes from the papers, either by me of by them/peers.
3) Offer revision sessions starting before Easter in Yr11 for those struggling (expecially the D/C borderlines). Contact parent about the need for this and tell them days, times etc.
4) Teach and tell them thay are learning 'exam technique' right from the start of Year 10. Also teach them (offer ideas) how to revise
5) VITAL - get good courseworks out of them in Year 10 - you have plenty of time to chase them up and improve as necessary.
Hope they help. You could also start a topic on the forum.
So what other suggestions do people have, how do we make sure that the pupils hovering at the C/D borderline get their C, and how do we make sure that all our Yr11s, regardless of ability get the very best they can?