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Games

A struggle we had was students not putting the time into the practical skill sides such as software and learning that software through practice.

We mostly had issues with l3Y2 as they would not take lessons seriously and showed little improvement. They struggled to take feedback and improve based on that improvement. This was due to attitudes in class.

L2 for us struggled with English skills and getting them to write in full sentences so we went through Petal to support with English skills and did section based breakdowns.

L1 had struggles with timetabling and day long sessions. This left them losing interest and enthusiasm/ motivation towards the end of the day.

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1. learners not wanting to perform in open rehearsal/performing

2. remove open rehearsals and structure activities to move away from informal matchmaking into more formal sequenced tasks

3. Oct/Dec illnesses

4. Continue to ensure resources are shared online

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1.Application exam style questions.

Some students struggled to keep up with recall revision from earlier units in the course (sticking to a revision plan/organisational skills)

2. Apply knowledge to current issues in the news / encourage wider reading as become too dependent on textbooks.

3. Mocks exam (December), lots of students struggling to manage 3 A levels and exam related anxiety

4. Organisational skills, research skills, recall earlier units

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1. Criminology controlled assessment struggles. They simply don't meet some of the trickier command words very well. Especially AC1.2 "assess"

2. This year I have already done an introductory lesson on some of the key command words and how to apply them but tasks for practice

3. Pinch points are usually around mocks and after xmas

4. For criminology specifically they need to be big on organisational skills and they are prepped for this from day one

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The weekly journals (L3 counselling) have been a struggle for some. Some are still finishing them off now and many have not understood the purpose.

Provide a modelled example and set one within induction.

Pinch point: Jan/Feb when they realise how far behind others they are they are at risk risk of withdrawing.

Improvement: checkpoint deadlines. E.g., to be completed by Jan. Proforma for feedforward they have to bring to a session in week 4. For this session to be meaningful for them they have to have had some feedback on their journals (at least one). These sessions can take place 3 or 4 times per year.

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Students become anxious after Christmas when they are given their second coursework and have sat their mock exams

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I could implement more group activities within the first few weeks to try and help students to form connections.

I could set targets for how much work each student needs to achieve on their coursework by a certain point.

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Students struggled with group work and making connections with others in the class. This limited their ability to complete tasks

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Work experience was difficult for the students to achieve as we don't really have the contacts to call apon,

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We found that the Aspire programme was a bit confusing for the learners, but now that we are having professional development coaches there will be more structure towards the sessions,

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1. What aspects of your programme did your students/apps struggle with? E.g. Exams, assignments, organisational skills​

2. What could you do differently during induction/ term 1 to support them to thrive in their studies? ​

3. What are the pinch points in the year when you lost students, or they became anxious in their studies?​

4. What could they relearn at these points?