Studentship

What does good studentship mean at Collyer’s?

Students are assessed termly on their progress. This will include performance grades as well as studentship grades for each of their subjects. Each student will receive a Current and Estimated grade to show academic achievement.

Performance Grades: A Level (A*-E), BTEC (D*- P), GCSE (9-1), T Level (Yr1: A*-E & Yr2: D*-P)

• Target (expected grade based on prior achievement)
• Current (grade the student is currently working at)
• Estimated (an estimate of the grade a student should be able to achieve at the end of the course)

Studentship Grades: Outstanding (1), Good (2), Requires Improvement (3), Serious Cause for Concern (4)

Effort (commitment to study) For level 3 study, as a general guide we follow a 50/50 model of matching the amount of time students spend in class, with an equal amount of time outside of class. Students should therefore be spending 4-6 hours on independent study for each subject. Work should include:

• Teacher directed study – planned study, prep/flipped learning, homework tasks, coursework
• Student directed study – consolidating learning, revision, research or reading, skills practice, past papers

Systems (organisation of study). This is a measure of how organised a student is with their learning

• Time Management – punctuality, completing planned study/flipped learning, prioritisation, meeting deadlines
• Organisation – bringing relevant equipment, books, organisation of notes/files, planning independent study/revision

Practice (study behaviours). This is a measure of how effective their independent study practice is. Students often find study methods that were successful at school are not quite up to the task of Level 3 study. Good practice would be to ensure that higher level thinking takes place and that methods used are active rather than passive.

• In class – full participation in lessons e.g. engaged listening, asking questions, contributing to discussion
• Independent Study – practising skills as well as consolidating knowledge, utilising effective study and revision methods, use of subject Teams, SharePoint and other study resources
• Taking responsibility for learning – embracing challenge, using feedback constructively, seeking help, engaging with support, identifying and avoiding distractions, addressing barriers to learning

Independent learning 
Independent Learning means being active with learning. Staff will set tasks which must be completed, but these act as a minimum expectation of student work. Completing tasks only set by staff is a passive way of learning (doing what someone else has asked), an active approach is one that involves assessing own learning and creating tasks that will consolidate learning, therefore being specific to each student’s individual needs.
Focusing on how you learn specific to how your brain works is often called ‘metacognition’ and has been researched to suggest that it can advance learning by 7 months compared to those that learn information in a passive way.

What effective independent learning looks like: 

• Students create specific strategies for planning, monitoring, and evaluating their learning.
• Students consolidate learning by being creative (making mind maps, mnemonics, cue cards etc etc…)
• Students assess their learning by using past paper questions for A-Levels or practicing assessment skills for vocational/creative subjects.

5 Levels of Cognitive Learning 

• Level 5 Deep processing: Synthesising your own understanding – teach someone else, create your own questions and answers, making links between topics
• Level 4 Comprehensive testing: Completing and marking exam questions in timed conditions, without notes
• Level 3 Applying and evaluating: Summarising content, considering strengths and weaknesses of a topic/theory, applying learning to new situations/scenarios
• Level 2 Checking and reviewing: Testing yourself on the content, quick knowledge checks, quizzes, recall of knowledge from memory, creating revision resources
• Level 1 Knowledge: Ensuring that you know key content and terminology

Music or silence? 

We are often asked by parents whether their young person should be listening to music when they study. Many students prefer studying with music and it can sometimes be beneficial, especially if it helps to drown out ambient noise that cannot be avoided or if it helps to reduce anxiety. However, research shows that music, especially when it includes lyrics, can significantly reduce concentration. For more information, access the following article which includes 6 top tips on music and studying

Support available 

The adjustment to sixth form can be challenging and it can take time for students to develop the skills necessary for success at level 3. At Collyer’s there is plenty of support available for students who are struggling with the step up.

In the first instance, a student may approach their subject teacher or tutor for advice.  Initial conversations may focus on how the student is using their time.  Have they got a timetable/schedule for when and where they will complete their independent study?  Do they avoid distractions while studying e.g. by putting their phones on ‘Do not disturb’ and finding a quiet space to work? Discussions around using more active methods of learning and focusing on the “Practice” as much as the “Effort” can also be useful.  With a little guidance, most students will find a routine and a set of study methods that work well for them.

Where a student requires further guidance, they may be referred to our Study Support team. More information on the support available for students can be found on the Study Support Parent Portal.

Action plan target setting will often be used to help students identify areas to work on and they may be directed to support. If improvement is not forthcoming then there may be escalation through the intervention process outlined here.