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School Badge ~ colour ~ medium QEHS251 v1

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5 Tips for supporting your child with their studies

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5 Tips for supporting your child with their studies

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1. Identify an area where your child can work undisturbed. If possible, try and avoid creating that space in their bedroom where it may be easier to get taken off task.
2. Be interested in the work they are doing.
3. Help your child identify what they want to do after their GCSEs - this will give all the work they need to do a purpose.
4. Praise the effort they are putting into their studies.
5. You don't need to know anything about a particular subject to help your child - asking them to tell you what they know about a topic they just revised or covered will help them think through the material and will increase their chances of remembering it.

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Our staff are experts in supporting students to achieve their very best. They will be able to guide your child as to how to revise and prepare themselves for the GCSE exams.

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How the 'new' GCSE grades relate to the 'old' GCSEs

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How the 'new' GCSE grades relate to the 'old' GCSEs

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Click on the link below to find out more about the 'new' GCSEs

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Click on the link below to find out more about the 'new' GCSEs

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Applies to England

1. Introduction

New GCSEs in English language, English literature and maths will be taught in schools in England from September 2015, with the first results issued in August 2017.

Further subjects will see new GCSEs introduced over the following two years.

2. What new GCSEs will look like

The main features of the new GCSEs are:

1. A new grading scale of 9 to 1 will be used, with 9 being the top grade. This will allow greater differentiation between students and will help distinguish the new GCSEs from previous versions.

2. Assessment will be mainly by exam, with other types of assessment used only where they are needed to test essential skills.

3. There will be new, more demanding content, which has been developed by government and the exam boards.

4. Courses will be designed for two years of study - they will no longer be divided into different modules and students will take all their exams in one period at the end of their course.

5. Exams can only be split into 'foundation tier' and 'higher tier' if one exam paper does not give all students the opportunity to show their knowledge and abilities.

6. Resit opportunities will only be available each November in English language and maths.

New GCSE to be taught from:

First results will be issued in:

Subjects

September 2015

Summer 2017

English language
English literature
mathematics

September 2016

Summer 2018

ancient languages (classical Greek, Latin)
art and design
biology
chemistry
citizenship studies
combined science (double award)
computer science
dance
drama
food preparation and nutrition
geography
history
modern foreign languages (French, German, Spanish)
music
physics
physical education
religious studies

September 2017

Summer 2019

ancient history
astronomy
business
classical civilisation
design and technology
economics
electronics
engineering
film studies
geology
media studies
modern foreign languages (Arabic, Bengali, Chinese, Italian, Japanese, modern Greek, modern Hebrew, Panjabi, Polish, Russian, Urdu)
psychology
sociology
statistics

September 2018

Summer 2020

ancient languages (biblical Hebrew)
modern foreign languages (Gujarati, Persian, Portuguese, Turkish)

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Often the biggest blocker to success is a lack of belief in one's abilities. Understanding Mindsets.

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Often the biggest blocker to success is a lack of belief in one's abilities. Understanding Mindsets.

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Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore, they put in extra time and effort and that leads to higher achievement.

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Should you require any further information or guidance you could contact any of the following:

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Should you require any further information or guidance you could contact any of the following:

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1. Your child's subject teacher
2. The Head of Department for the subject you are enquiring about
3. Your child's Head of Year
4. The Exams Officer
5. The appropriate exam board

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Please use this to help you find the member of staff you wish to talk to. To contact them via email please contact the School Office on office@qehs.lincs.sch.uk, indicating who you wish to talk to and the matter you wish to discuss.

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Click here for the full Staff List.

Governors
Why do we have Governors?
The Government has stated that 'the governing body has general responsibility for the conduct of the school with a view to promoting high standards of educational achievement' (quote from the 2002 Education Act).

In summary, the three main roles of any governing body are:

to take a largely strategic role in the running of the school.

to act as a critical friend to the school.

to ensure accountability of the governing body to parents and the Headteacher to the governing body.

This means that a governing body:

acts as a friend/support/help to the school and particularly the Headteacher.

acts as a representative for parents, staff and members of the community.

takes a long term view of developments in school.

challenges the Headteacher and school Leadership Team by asking questions.

QEHS Governing Body

Click here for details of Governors' Committee Membership 2020-2021.

The governing body at QEHS has a number of full Governors who are supported by Student Governors and the school's Leadership Team. A full breakdown is shown below:
School Governance Document 2019-20 Governor Attendance 2019-20 Governor Attendance 2018-19 - Term 6
How to contact the Governors

If you would like to give Governors feedback about the strategic running of the school, please contact the School Office on office@qehs.lincs.sch.uk

Please note: Governors do not involve themselves in day-to-day issues as these are dealt with by the Headteacher and/or Leadership Team.

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Click here for the full Staff List. Why do we have Governors? The Government has stated that 'the governing body has general responsibility for the conduct of the school with a view to promoting high standards of educational achievement' (quote from the 2002 Education Act).

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This is useful when contacting the exam boards or when purchasing revision guides

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AQA www.aqa.org.uk
OCR www.ocr.org.uk
EDEXCEL https://www.edexcel.com

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What QEHS Library can do for you at GCSE?

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What QEHS Library can do for you at GCSE?

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Supportive friendly staff.

Wide selection of Young Adult + fiction titles for relaxation.

Long term loan of GCSE textbooks.

Short term loan of revision guides for English set texts.

Selection of reference books.

Online access to Reading Cloud and book reservation service.

Online access to English & Media Centre e-magazine.

Access to quarterly DofE magazine.

Quiet area before and after school and at lunch time.

Computers and printing facilities.

Discounted revision guides, workbooks and flash cards available to buy on ParentMail.

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* Help your child decide which side of the chances graph they want to be on;  it is a genuine choice and then help them to identify what they need to do in order to achieve the grade they want.

* Help your child think about how they can create a study program which works for them.
* Help your child create a study space ready for GCSE
* Work together in the house to support your child's aspirations.

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Q. How much work should my child be doing?
A. This is a really difficult one to answer, but what we would advise is your child needs to spread their time across each of their subjects, they should also build in 'down time', such as extra curricular activities/clubs and having time off. The best students are those who spend time consolidating their learning and addressing anything they don't understand as they progress through the course rather than leaving it all to the last minute
Q. How long before an exam should my child start revising?
About a month before the exams, your child should start with structured revision, which builds in intensity until just before the exams.
Q. I think my child has learning difficulties, who can I talk to?
A. You can talk to your child's Head of Year and or the SENDCO
Q. Where does my child get support from?
A. Use the intervention menu to help identify what support works. Often students struggle because they don't try things out for themselves, but instead immediately rely on others to provide support, use the intervention menu [located on the How QEHS prepares your child for their exams tab] in a sequential fashion - working through the steps until they find something that makes a difference.

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A short message about this guide from the Headteacher, Mr. Eastham

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A short message about this guide from the Headteacher, Mr. Eastham

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Why was the GCSE grading system changed?

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Why was the GCSE grading system changed?

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The new GCSE grading system was introduced to differentiate between the very highest performing children. Along with the change in marking, some of the questions have changed too and are now a little more challenging. The aim is to find the very brightest pupils. In 2019 only 4.7% of students nationally managed to score the much sought-after Grade 9.

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Purchasing revision guides can be  really tricky as there are so many available. To make things easier,  our Library staff have made the correct guides for our school available through ParentMail.

The CGP books and cards are very good value because as a school we can buy them for 50% of the normal cost so are able to pass this saving onto you, we just add a small admin charge to cover the ParentMail fees.

A ParentMail letter will be sent to parents in the relevant year groups when the books first go on sale. After you place your order, all we really need is a simple email  sent to library@qehs.lincs.sch.uk saying that an order has been placed and the name of your child. The books will then be delivered to your child's form.

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Information regarding Science revision guides.
These are all available through ParentMail. Once you have placed your order, please email: library@qehs.lincs.sch.uk indicating that you have placed an order, please include your child's name. The guides will then be delivered to your child's form.

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The use of Chance Graphs to help your child see what grade is possible.

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The use of Chance Graphs to help your child see what grade is possible.

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Explaining Chances Graphs

Chances graphs are a powerful way of communicating a student’s current performance grade and the range of grades which are projected for that student at GCSE.

A typical chances graph is shown below. The graph is bespoke to each student and for each subject.  It is a bar graph that shows the final GCSE grades of students who were of similar ability. The student’s current grade is shown with a coloured bar. Chances graphs show the grade that the majority of the students of similar ability achieved, but they also show that higher grades (and lower!) are very much within every student’s reach.

Please remember, all grades are possible and the final GCSE grade is very much down to the individual student to achieve. The chances graphs simply show the grades that students of similar ability have achieved in the past.

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Three things you can do to help your child 'believe' they can do well.

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Three things you can do to help your child 'believe' they can do well.

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1. Recognise your own mindset: Be mindful of your own thinking and of the messages you send with your words and actions.
2. Praise the process: Praising your child for being smart suggests that innate talent is the reason for success, while focusing on the process of learning helps them see how their effort leads to success.
3. Model learning from failure: When parents talk positively about making mistakes, children start to think of mistakes as a natural part of the learning process.

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Intervention Menu -working out what works for your child.

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Intervention Menu -working out what works for your child.

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This menu is sequential. Ideally, you do all of the things in the purple column, and that works and you make good progress. However, sometimes studying is not that simple and you need to do something different; the columns guide you through different techniques to try until you find what works best for you.

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Useful websites for helping with the consolidation of learning and revision

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Useful websites for helping with the consolidation of learning and revision

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www.bbc.co.uk/schools/gcsebitesize - lots of information and activities

www.samlearning.com - you’ll need the school log in details

www.mymaths.co.uk - you’ll need the school log in details from Maths

www.gcse.com

www.s-cool.co.uk

www.revisionaid.co.uk - an access site to other subject specific materials

www.senecalearning.com

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Please see the booklet for further advice and guidance.

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"Anxiety evolved to protect us. It's generated by our primal brain, which has the job of keeping us safe and out of danger. Our primal brain constantly scans for danger and as soon as it detects a threat, it floods us with adrenaline, creating physical symptoms such as dizziness, sweating, trembling, nausea and more. This causes the fight/flight/freeze response that people experience when suffering from acute anxiety.

"If we're in life-threatening danger we need these automatic reactions. Thankfully most of the time we don't need them, but they can easily kick in - causing anxiety, distress and negatively impacting our life."

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Anxiety: How you can help your child - with five simple coping techniques

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"Anxiety evolved to protect us. It's generated by our primal brain, which has the job of keeping us safe and out of danger. Our primal brain constantly scans for danger and as soon as it detects a threat, it floods us with adrenaline, creating physical symptoms such as dizziness, sweating, trembling, nausea and more.