INTRODUCING LEARNING INTENTIONS AND SUCCESS CRITERIA

Lessons at the College will commence with Learning Intentions and Success Criteria. A Learning Intention is a statement that describes what students need to know, understand and be able to do as a result of the learning and teaching experiences. This will enable students to not only focus on lesson tasks but also on what they will be learning. Success Criteria are statements which describe to the students what success looks like. Following are the benefits of using Learning Intentions and Success Criteria:

• Allows students opportunities to take greater responsibility for their learning and achieve greater independence
• Students and teachers have a common and shared understanding of what is to be learned and what successful achievement looks like
• Students become more successful and engaged when they are clear about what success is
• Provides the basis for feedback and assists students and teachers in tracking and assessing progress.

LEARNING FROM RETURNED TESTS

Students will be receiving their test papers back after engaging in the recent examination block. When tests are returned, this creates an excellent opportunity for learning to occur.

When your test is handed back to you:

• Check your marks carefully
• Look at the things you got right and did well
• Now look at the questions you got wrong and see if you understand what you did incorrectly and how to do it properly
• Ask your teacher about anything you didn’t understand or can’t work out.

The evening you arrive home:

• File your test away with your notes from this topic or in a folder where you keep past tests.
• Ask yourself the following questions:
  • What sections do I need to improve in and why?
  • What had I forgotten that I needed to review more in-depth?
  • Are there particular types of questions (eg multiple choice) that I need to improve on?
  • Are there sections of the course I need to review and re-learn?
  • Are there questions I still need to ask for help on as I don’t know what I’ve done wrong?
  • What worked well in my preparation for this subject?
  • What changes should I make when preparing for this subject?
  • Was the way I studied effective?
  • Did I do enough preparation for this test?
  • What examination techniques do I need to improve?
  • What strategy did I use in the way I approached the examination? Was it effective? What changes do I need to make to the techniques I use in examinations?
• If you didn’t do as well as you might have liked, what was the reason for this:
  • I didn’t do enough study
  • I had missed some of the work and didn’t catch up
  • I didn’t study effectively
  • My exam technique was not very good
  • I spent too long on some questions and not enough on others
  • I studied the wrong things
  • I should have done more actual practice not just reading it
  • I ran out of time in my study time

One week after your test is handed back to you:

If you did a particular section poorly, redo it and ask your teacher to have a look and see if you have improved.

• Rewrite and resubmit essay questions you did poorly in.
• Update all your study notes and summaries with things you need to remember for next time based on what you learnt from the exam.
• Write a list of what you need to remember for next time.
• Check you really understand the things you got wrong.
• Make a list of the topic areas you are weak on or will need to review again. Many of the subsequent topics you study will build upon these so it is important that you build a solid foundation of knowledge.
• Talk with your teacher about what you could do to improve.

EREA EASTERN REGION LEADERS OF LEARNING TEEM MEETING

Last Friday, Edmund Rice College hosted the EREA Easter Region Leaders of Learning Meeting. Leaders of Learning from EREA schools from Sydney, Gosford and Canberra visited the College. The leaders participated in sessions focusing on the ERA for Change “She’s Someone” Campaign, the ERFA Best Foot Forward campaign, the development of the EREA Learning Statement and planning for the EREA National Learning and Wellbeing Conference to be held next term.

A highlight of the day was the presentation provided by our College Head of English, Ms Francesca Gazzola, on the English faculty’s implementation of the “Bump It Up Wall” strategy, a strategy targeting improvement in writing.

LITERACY VIDEOS

The College is currently in the process of creating a series of short videos to support literacy improvement outcomes. Teachers and students will spend time creating videos using iPads and the College Lightboard. Once created, the videos will be used during lessons and will be made available to the College community. The College would like to thanks Mrs Masters for supporting this project through the development of literacy scripts.

PROBLEM OF THE FORTNIGHT

Turn ARMY to NAVY with eight letter changes.

SOLUTION TO THE LAST PROBLEM:

The three people have $9, $16 and $13.

WORDS OF THE FORTNIGHT:

Following is a link to spelling lists and rules contained in 2021 newsletters. Click on the link and ask your son(s) to spell these words and use them in a context.  https://bit.ly/3tTMKQk

Mr Sozio

Director of Learning and Teaching