We also value being adventurous with many GCSE students completing their Duke of Edinburgh Award during Year 11, while others see success on the sports pitch. These extra-curricular achievements and commitments not only provide an all-round education, but they also help to minimise GCSE exam stress and promote good mental health. At Berkhamsted Boys the curriculum provides a broad and balanced education. This will enable students to have choose their pathway through A Level studies, further education and future careers.
Students are taught how to be resilient — to prepare for exams mentally as well as academically. Our staff are always on hand to discuss any worries or concerns the boys may have.
Senior Schools. Berkhamsted Boys move up to Berkhamsted Sixth where we offer our students a choice of 27 core A Level courses subject to meeting progression criteria — academic and behavioural. The majority of Berkhamsted Sixth students to study three subjects at A Level and we support them to achieve the highest possible grades in their chosen subjects. In some instances, some students may take four A Levels or more. The majority of our students earned a place at their first choice of university, taking up places at the top institutions in the UK including Oxford, Cambridge and the Russell Group universities.
Being able to demonstrate soft skills such as problem-solving, time management, conflict resolution, leadership and the ability to work under pressure equates to great potential to succeed and progress in their chosen career path. This also provides the boys with resilience and self-motivation.
A warm and friendly environment where students can access information and support to develop their knowledge. Berkhamsted School libraries are warm and welcoming environments where culture and learning thrive. The libraries are enjoyable spaces for our students which offer information, support and knowledge. Library-led sessions at Berkhamsted Boys are established within the Key Stage Three curriculum and help the boys to develop their research skills which are fundamental for lifelong learning.
There is a strong connection between reading skills and academic success. It is important that students see reading as a pleasurable activity, so we have a large collection of books that allows them to read about any subject or genre they are passionate about. As well as providing mental stimulation, expanding vocabulary and improving concentration and focus, reading also reduces stress and anxiety.
Throughout the year the library collaborates with academic departments to organise activities and celebrate events. At Berkhamsted Boys our Learning Support department aims to develop a positive learning environment for every pupil, supporting the boys to achieve to the best of their ability across the curriculum. Our Learning Support department helps students with their planning and organisation, enabling the boys to become motivated and independent learners.
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Senior Girls. Boys logo Created with Sketch. Senior Boys. Skip to content. About Us. That noted, a two-week unit of instruction can address somewhere between two and three goals without taxing the resources of individual teachers and the capacities of students p. Specifying goals require students to make and defend predictions about what might happen or what will necessarily happen in a given situation.
Specifying goals are deductive in nature in that they require students to reason from a rule or a principle to make and defend predictions pp. The process of creating multiple goals organized in a scale begins by identifying a target goal for a unit of instruction. These goals must usually be gleaned from state standards documents, district standards documents, or district lists of essential learner outcomes.
This represents the target for all students in the class. The next step is to determine the level of complexity of the target learning goal using the New Taxonomy framework. The teacher would next construct a goal at a lower level, and then at a higher level, which can then be organized into a scale pp. To translate general statements like those often found in state and district documents and essential learner outcomes, a teacher must articulate the more specific declarative or procedural knowledge implied in the general statement p. Durlak and Weissberg's study is noteworthy because it demonstrates that noncognitive goals can be a viable instructional focus.
It is also noteworthy because it supports the linkage between noncognitive goals and achievement outcomes. Their meta-analysis found that effective after-school programs produced a positive impact on participating students' academic achievement with an effect size of. In their meta-analysis of organizational studies, Locke and Latham found effect sizes that ranged from. They argued that specific goals provide more concrete guidance for achievement that more general goals lack.
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A lack of concrete guidance creates ambiguity that students in school and laborers in the workforce simply have trouble translating into specific expected behaviors. Specific goals provide a clear direction for behavior and a clear indication of desired performance, and as such they serve as motivators p. From the research reported, one can conclude that two important characteristics of learning goals are goal specificity and goal difficulty.
Goal specificity refers to the degree to which goals are defined in terms of clear and distinct outcomes. Goal difficulty refers to the degree to which goals provide a challenge to students p. Analysis goals require students to go beyond what was actually taught in class and make inferences that create new awareness. There are five types of analysis goals a teacher might design: matching goals, classifying goals, analyzing errors goals, generalizing goals, and specifying goals p.
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Tips From Dr. When designing a learning goal, one should first identify the type of knowledge the learning goal addresses. The format of a learning goal relies on the type of knowledge the learning goal addresses. Some learning goals address both declarative knowledge and procedural knowledge.