Year 11 - 2024/2025: Half way, half baked, half term!

[QueenMabby]

Continuation of the year 11 support thread. Go!

I just think they are all so different.

My parents didn’t really get involved at all but could see I wanted to do well and I put a lot of pressure on myself so they did not want to add to that.

DS2 will be different to DS1. Even for his mocks this year I am more involved - he said yesterday he didn’t know what to revise for maths so we had to spend some time finding revision sources and getting him on track.

ex teacher here of MFL who also sat GCSES many moons ago and got top grades ( and then spectacularly floundered at A-Level in Y12) . Its been really interesting to see from a parental perspective first time round . I think the MFL at GCSE is the same as it always was - put the commitment as a student in from the start in yr7 plus a great teacher with continuity ( Ha! ) I think students can achieve , that's probably true . However 20 years ago I would have time in my curriculum for example for my year 8's to spend a couple of lessons writing & performing a script for a fashion show after learning adjectival agreement for clothes & colours . Was great fun and the students from an average state comp would all join in - the odd year some more outgoing boys would dress up pantomime dame style , studious and not so studious girls often would spend hours in the lunch hour in my classroom practising - it would not happen now - no time ( too much curriculum to cover and testing ) and many students could not cope with either the group work preparation or the behavioural expectations in such little structure . Many students would opt out and could not bear to perform in front of their peers- it would be massively out of their comfort zone . Sad really. A stint doing long term supply a couple of years ago I had a year 8 group who couldn't cope with a team game as they had little to zero skills in turn taking or team taking or losing graciously. I had to abandon the game or set massive ground rules from the start. It is so different now in the British education system .DS has so many gaps in his state education because of covid and teachers leaving ( irony). I have done my best to plug them with my "insider" knowledge . He has tried hard, he goes to a good leafy suburb school. He has been bombarded , overwhelmed with resources , taught to "revise" but ultimately he's only still grasping a this point what it really takes to get a 6+. For someone who struggles to put his cereal bowl in a sink and pick up clothes off the bedroom floor ( yes he's lazy , lovely but lazy)- organising himself with just the sheer amount of paper books and folders has been quite a learning curve . These GCSES are super content heavy - if I wasn't involved I'm sure he would be hovering around a four level. So many kids are tutored at GCSE now . Unheard of really 20 years ago unless you were super weak and your parents very rich. It cant all be covered in school I believe. If he goes on sixth form I've warned him already - it will be a different ball game - no spoon feeding.

I was a lot more hands on with my son a few years ago but he wasn’t as keen to revise as my daughter is. He wanted to do well but wasn’t the best at organising and planning so he needed more input from us at that age. He didn’t exactly enjoy it, but accepted it, and when he got his results he thanked us for putting the time in. He really got himself together for his A levels and we hardly helped at all. Now he’s at uni and is so independent, organised and completely on top of things. He laughs now when he looks back at how much he’s changed.

My daughter has always been very organised so although we do have some input into revision, it’s nowhere near as much. We just make ourselves available when needed, provide the food, make sure there is downtime, sleep etc.

Back when I did my GCSEs, almost 30 years ago, my parents didn’t get involved at all. They wouldn’t even have known which books I was studying for English or what period for History I was doing. I never felt supported, neither did my partner, and although we both did well academically, we wanted to do things very differently with our children. We have a totally different relationship with them in every way than what our parents had with us, which I’m thankful for. I think supporting however they need, whether it’s sitting with them to revise, testing them, or just providing a nudge in the right direction, checking in and making food etc, as long as they feel you’re interested and there for them, then whatever happens in exams, they’ll do fine. I’d have done anything to have just felt like my parents were interested and had my back. People talk about parents being too involved now but I don’t buy into that. Kids will all need different support as my own children have shown by needling very different things from us, but they do all need something and they do better as people all round with parents who are involved ime.

@QueenMabby thats almost the same history combo as DC, except WW1 is subbed for Russia.

I loved history but definitely cover this breadth of topics; it’s really interesting and I’m glad she has the opportunity

I wish I didn't have to fight the lure of YouTube everyday!

If there wasn't bright lovely pixels to play with and distracting continuous never-ending content then I am sure my supervising wouldn't be necessary.

But there is so it is.

I think it depends on the state school. My experience of our grammar schools is that they have been pretty on the ball, from the get go in Year 7. There has not been much slacking at all and yes, the odd teacher recruitment issue but as they communicate very well, the parents are generally kept in the loop and involved. And actually still communicate with each other as well. Imagine WhatsApp in Year 11 is still a thing!
This is all on a real shoestring of a budget. It seems the teachers pull together DESPITE the efforts from Government to obstruct our children’s futures.
Us parents having to be too involved is not productive for the economy or the kids themselves, in terms of learning independence skills, in the long run. It is a sad state of affairs that we have to. In an ideal world, there would be resources for kids with ADHD, interventions on study skills from Year 7 onwards and actual real support.

@Araminta1003 I think grammars, while hamstrung by budget, are dealing with a vastly different parent body. I am in awe of how DD1's (and formerly DD2's) comp managed to deal with the hugely disparate needs of an entire cohort - but most of the money and time did have to go on the needs of those struggling at the bottom.

When it comes to helping the children I did so much more with DD1 because Covid and the weird decision that they should do triple science in the top set in the same amount of time as combined for everyone else meant huge, huge holes.

Also no music teacher for much of it. DD1 had a science tutor, and help with maths from her grandma, and I did absolutely loads on RE and Latin lit. Without it she wouldn't have covered the whole course. Her year did not do well, and the school has upped its game since and put in extra periods for Year 11 only at school. DD1 did get a good spread across the board - all 7-9 - but definitely would not if she hadn't had parental input.

DD2 does not have tutors - which given we pay a contribution towards her education at music school is just as well! She has actually cost us less than her state schooled sister though because of this.

I normally don't get to help her at all as she's away at school - so this week is my only chance. It's a bit of a bonding opportunity too.

And no, my parents did nothing with me and my sister (state comp) - we both did well and went on to Oxbridge. Mum and Dad were surprised to be honest.

They had a tutor for my brother who really floundered, even with the help. But the content was so much less then.

I think you mentioned your DD is at a super selective? I know people with DC at Olave’s and Newstead. World away from the local inner comps, which are also good but catering for much more disadvantaged pupils. If DC was at one of those I expect my involvement would be minimal! I know they’re not a bed of roses though, have heard v mixed experience.

Olave’s for example has around 2% FSM- our local schools have 50%. It’s another world. Pros and cons both ways in terms of pupil experience. Also as you said before super detectives are diff to standard grammars..

I wouldn’t be keen on parent WhatsApp’s in year 11. DS really wanted independence at secondary and although I know some of the parents we are not in regular contact. The DC make their own plans etc

Super selectives not super defectives 🤣🤣

We’re getting towards the end of this thread now so here’s the next one for when this one is full!

https://www.mumsnet.com/talk/secondary/5344251-year-11-20242025-its-all-downhill-from-here?utm_campaign=thread&utm_medium=app_share

Detectives to selectives to defectives…..great typos. 😂

@ExamStuff I completely agree with your comment here:

People talk about parents being too involved now but I don’t buy into that. Kids will all need different support as my own children have shown by needling very different things from us, but they do all need something and they do better as people all round with parents who are involved ime.

My Y6 DS will probably not need half the support DS1 needs. It is just how they are - and we as parents are here to support them whatever their needs.

No, not really, I didn’t really enjoy school to be honest. DD seems like an all rounder to me with particular strengths in Business Studies (which was never an option for me) and German (which I did and was “ok” at!). I am quite pleased that she is planning to do a psychology A level because I have a degree in that so might actually know/remember some of the content!

I was going to correct it, but then I thought it would prob be wrong again 😂

My parents were almost totally hands-off at this stage, I recall some nagging to check that I was studying but that was about it.

I have tried to be hands-off, back before Easter had the earnest conversations with DC that we believed they are sensible and mature enough, etc - unfortunately after smiling and nodding and saying they were totally on board, they immediately demonstrated the teenage art of doing sweet F.A. all day while arguing the grass is blue and sky is green. So I've had to turn into a nagging dementor of studious misery, every morning it takes until nearly lunch-time to get them started on revision. But in terms of details, I'm still pretty much hands-off, only have a general idea of what they're doing in each subject.

@Hollyhedge Maybe if your son was previously a high flier, he probably knows the content (inside out) and is dispirited because he's going over the same ground, so essentially it becomes really tedious to revise it over and over again.

Lots of faffing going on here this morning - that 10am start has fallen by the wayside 😂

Your “ doom monger” comment made me chuckle!

Good luck at the Dentist/ and Hair cut ( DS can be gutted if “it goes wrong!) . Nando’s sounds like a good motivational treat .. hope revision goes well in between 😸

Yes I agree the parents in the London superselectives are a determined bunch! However, the current year 11 cohorts - there is plenty of emotional based school avoidance (so not everyone attends fully either), some Covid trauma too, definitely a fair amount of ASD and ADHD and also things like dyslexia. So some of the parents do need to handhold a fair bit as well. I really just feel the State needs to be funding our kids futures better than this. We have all paid our taxes and I really feel like it’s a bad return on investment currently that we are getting. I don’t feel like we should have to be putting this much in on top of work.

Unfortunately his latest mock results suggest for some subject areas he is weak on content. Some he did well, but by his own admission he hasn't pushed himself this year to get the grades his teachers talked about in earlier years. It is what it is now. Just hoping he pulls through with A level requirements and then a bit of a fresh start

@ditismooi it was really interesting reading your POV as a teacher and how things have changed.

Morning all! Not sure about how today is going to go.. didn’t start well when I heard a noise at 2.20am… DS was playing with his friend online “ screen was on full so couldn’t see the time, SORRY!!”…….🤔… (??🤷‍♀️!).

Still, he was up by 8am, but was still in the new half-term hatefull “ Nope, I’m not being told I need to revise… I will do it when I want to do it…….” frame of mind… but! He has just emerged, going for a shower and saying then, he is going to do “1hr15 minutes sessions of “ each science” today, 14-15 minutes reading, 35 minutes working”…, ( yeh, me neither!!)… but! after the Revision Embargo Half Term has caused, the fact he even mentioned it himself is a blessing! It’s a veritable wait and see 😈!

It’s been interesting to read of DC’s and your revisions, today!( Shudder at the memory!).. I just don’t remember there being so many……..?!

Back shortly, just having to sort the crash out, Insurers-
…” time?! Location?! Witnesses?! Fault??” 🙄. Joyous! Emphatically NOT what was needed this week…😈

Massively , massively things have changed - I had a six year career break into a 16 year career because of caring responsibilities & tried to go back during covid and after . Loved it, learnt lots of new teaching methodologies and skills but ultimately I'm in the fortunate position of not needing the money so I opt for a much easier life now doing a bit of admin wfh for the family business. I couldn't believe how much things had changed ( I returned to an old school & I trained in the late 90's in some real areas of deprivation back up north). The most positive changes I've seen though is safeguarding. That's having a big impact. A LOT used to be ignored or not followed up ime) Right back to cheerleading DS - super fannying going on here too - trying a brisk and breezy Mary Poppins approach with bribery today...

Funny how those friends end up getting 7+ in everything with apparently no work at all!

Some kids can - they work all year and have good memories or affinity to set of subject and good teachers doing a lot of revision in school. Some of them do then come a cropper at A-levels.

We're in Wales so no Gove reforms but DH and I took about 9 GCSE - kids have all ended up with 12-13 - it's a much bigger work load. They are better at being targeted than I would have been - some subjects do have to take a back seat but the schools not been great - even college struggled with teaching staff.

Plus here at least it's harder to retake GCSE all but maths and english than it was 20 years ago and everyone now wants the maths and English grade 4/C that was't such a barrier it is now - which I don't think DGP take on board.

Safeguarding is a great thing. However, there are some negatives too, like the complete lack of foreign language exchanges in many schools now. In many ways a real shame. Learning a foreign language should not just be some elitist endeavour. The combo of safeguarding plus lack of funds makes it very tricky to organise.
DD may continue with a language at A level and I found a link organised by the German Government for an exchange programme. Missed this at Year 10 but would like to share this here, just in case it interests anyone https://ukgermanconnection.org/yp/get-involved/german-pupil-courses/