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Having visited so many Conferences this year, JPE is championing the cause of Lifelong Learning.

Dear Editor:

I am writing in regard to the article “Outrage as Maths Exam is Dropped� from the June 13, 2008 issue in The Observer.

The demise of maths in the 11 plus program is unfortunate for children whose first language is not English, but all is not lost for these math-minded children. Slough is merely following the trend other boroughs in the area have set; Buckinghamshire, Wandsworth, Surrey and Watford have already removed their maths sections.

Most noteworthy, however, is that these schools have not seen the change to hinder any particular student who seeks admittance into grammar school.

The verbal (VR) and non verbal reasoning (NVR) 11 plus tests still have an element of maths. There are approximately four types of mathematical questions in the verbal reasoning section. The hardest verbal reasoning questions –“coded words� of which there are about three different sets – require fast counting and knowledge of the alphabet both forwards and backwards. As for the non verbal reasoning test, it still requires a fourth of the math syllabus and counting skills.

Not only are there still elements of maths in the new test, but for the purely language and reasoning sections children have adequate time – four months – to prepare. As an experienced tutoring facility, Joanna Pinewood Education Limited has found that the following books have been shown to help students who struggle in language and verbal reasoning sections.

The New First Aid in English (ISBN 0340882875), by Andrew MacIver
Rhyming Dictionary (ISBN 0439796423) by Sue Young
Scholastic Dictionary of Synonyms, Antonyms and Homonyms (ISBN 0439254159)
The Essential Spelling List (ISBN 0174244932) by Fred Schonell
Black’s Dictionary of Spelling and Rhyming Words (ISBN 0713665106)
Junior English Series by Haydn Richards (ISBN 0602205565)

If you are still concerned that your child might not be prepared, you may phone 01895 847135 or email Krzys@jpetutors.com for a free English language and verbal reasoning assessment.

Kind regards,

Krzysztof Bahrynowski
Managing Director
Joanna Pinewood Education Limited
www.jpetutors.com

- Why not use your Easter holiday to go and see a couple of the West end Shows you’ve been eager to see, Billy Elliot and the Sound of Music are great shows for the entire family to enjoy.

- The Easter Skate Eggstravaganza is taking place in Hyde Park over the Easter weekend, there will be activities from skating and egg and spoon races too the biggest Easter Bunny Stroll you’ve ever seen. We all know that when Hype Park holds an event, it does it well – definitely a must see over this holiday!

- I am delighted that the London Harness Horse Parade will be back again this year at the South of England centre, Ardingly, West Sussex. This is a wonderful day out with the chance to see many beautiful horses parading in a hope to win rosettes and awards – not the average site in the big smoke – so the short drive down is definitely worth it!

- Every child wants to hold their own ‘Mad Hatters Tea Party’! Well let them do it in style, take your kids down to the Design Museum this Easter where they can learn how to design and make their own Mad Hats.

- It’s the year of reading – well if you’ve not been down to the Roald Dahl Museum and Story Centre, this Easter is the perfect time to head down. They’re putting on a Golden Ticket Trail and with every correct answer you’ll win a chocolate reward. Not to mention chocolate egg decoration - with help from local experts, The Chocolate Source – what more could you ask for!

- On Easter Sunday, The Hard Rock Cafe on Old Park Lane are inviting none other than the Easter Bunny for breakfast – with a HUGE American style breakfast – what a great way to start the day.

- The Natural History Museum is a great free day out and this Easter is the last chance to see Dino Jaw, as well as getting an early view of their fabulous new wildlife garden.

- Hamleys, well what can I say! It’s having an Easter Eggstravaganza, there are going to be farm animals, Easter Bunny Trails and much more. A great chance for your little ones to get to see farm animals in the city.

- All Day Easter Trail at the Foundling Museum on Easter Saturday. Clues lead you around the museum, educating all involved about the history of London’s first home for abandoned children – a staggering piece of local history explained in a fun and exciting manner.

- How about just spicing up your own Easter egg hunt. Instead of your child being rewarded with eggs along the way, why not make it slightly more challenging and yes you’ve guessed it - educational! Make it a puzzle hunt, leaving riddles, math and brainteaser problems for them to solve along the way – with the ultimate prize a giant Easter egg waiting for them at the end.

- Game night! Scrabble, Cranium, even Sudoku can get kids’ minds going. You know it’s not really a true family holiday without some healthy competition anyway!

- Outdoor excursions to the likes of London Zoo or College Farm in Finchley will encourage your child to become more aware of the nature around them, hopefully making them more inquisitive and interested in all animals. You never know, they might even offer to do your gardening, just so they can spot the birds and squirrels as they work!

JPE’s students top tips and hints for revision and exams:

1. Make a plan – be proactive! Don’t delay as this just causes more stress.

2. Practise, Practise, Practise – old past papers and questions.

3. Study actively – make notes and draw mind maps – this way you are learning as you write, but be focused it is important that you understand what you are learning.

4. Work out where you previously went wrong – correct your mistakes and fill in the gaps in your knowledge.

5. Answer the question – don’t just write everything you know always relate it back to the question. This demonstrates your understanding.

6. Set goals and reward yourself after a study session – listen to your favourite CD or a bar of your favourite chocolate.

7. Take regular breaks – your concentration laspes after a couple of hours – just make sure you come back to your studies this is not an excuse to call it a day!

8. Make sure your environment is conducive to study – is it quiet and free from interruptions and distractions. If not you are kidding yourself – often the bedroom is not the best place to study.

9. Manage your time – in the study session and most importantly in the exam.

10. Be good to yourself -eat good brain food – lots of fish and make sure you get plenty of sleep!

11. Make use of flash cards and then carry them with your everywhere you go.

12. Ask parents, teachers and friends for help and support. Get them to test you or quite simply talk to them and teach them the subject - swap roles for a change.

13. Read your revision notes aloud – refining them as you go.

14. Variety is the spice of life! Mix up your day and time with different subjects and revision techniques this minimises bordeum.

15. Test yourself – put your notes away and see what you can remember – write it down. Then compare and check to see the points you missed.

16. Use visuals – highlighters, different colours and diagrams in your notes to help your memory recall.

17. Turn stress into a positive – it can keep you on your toes and make you focused as long as you keep it in perspective.

18. Don’t compare yourself or your abilities to your friends.

19. Practise against the clock. Answer a question as if you are in the exam and only have 30 minutes.

20. Make up rhythms and sayings to help you remember formula and key points – e.g. points of a compass – Never Eat Smelly Worms or the colours of the rainbow – Richard of York Gave Battle In Vain.

21. Look for fresh sources of information – the internet and local libraries – just make sure it is reliable.

22. Be focused – check the syllabus or ask a teacher but make sure are revising the key areas and topics.

23. Keep a balanced perspective – it’s an exam not the end of the world!

24. Write essay plans.

25. In the exam if you are running out of time - write bullet points or do a mind map.

26. Write key words / formula /verbs on a sticky note then stick it to your bathroom mirror. Say them in your mind as you wash your teeth every morning and evening.

27. If you don’t understand - ASK!

28. Always read the instructions and directions at the beginning of the exam.

29. Make sure you understand the directions or key indicators in the questions. For example:
Compare and Contrast - means you should show how 2 or more topics / things are the similar and different.

Justify - to justify something you should provide facts and explain the reasons in support of the topic.

Explain - you must show in a clear and concise way the facts and reasons behind the topic so that it is understandable.

Evaluate - this means you must be objective and write about both sides of an argument. That is you must present the positive and the negative characteristics of the topic.

Analyse - to analyse a topic you must break it down into parts and then show how the parts relate to each other.

30. Always, always write your own notes.

We hope this was helpful to you. If you have any questions then please contact us directly on 01895 847 135.

GOOD LUCK!!

The behaviour of children is affected by two factors: environment and genetics.

Environment is subject to change and it will affect a child immensely, unlike genetics, which is constant. Genetics can predict the physical attributes of a child, whereas how a child reacts in a certain situation is determined by previous experiences in other environments.

Learning ability is affected by both genetics and environment. Two children raised from birth under equal circumstances could still vary in their attentiveness to information and willingness to learn. Another factor that will effect a child’s learning ability is their primary and secondary modes of perceiving, these can be audio, visual or kinaesthetic. A child’s mode of perception is determined by a combination of their environment and their physical attributes. For instance, a child who is born blind will not develop visual perception; a child that has grommets and develops hearing late will develop visual and kinaesthetic perception first.

Depending on a child’s mode of perception, they will learn in different ways. A child who perceives using audio will benefit best from listening, whereas a kinaesthetic child would benefit more from practical exercises and the use of their hands. A child strong on visual perception will benefit from watching and doing at an early age. Eventually all perceptions can be developed.

Tutors need to understand a child’s response to a certain affect that requires them to act is related to their mode of perception.

In 2006 JPE had slightly more boys requiring support than girls. The bar chart below shows a few of the subjects that are popular amongst boys and girls.

The graph above shows significantly more students in years 4, 5 and 11. Students studying in these years have important exams. This shows that many students come to the tuition centre for help in revision and study preparation for their exams.

In the case of years 4 and 5, they study for the 11+ and students in year 11 take their GCSE’s. Tutoring GCSE skills to weak students in year 8 and 9 can give them the opportunity to sit higher tiers and go on to obtain better A level grades. The aim for year 1, 2 & 3 students is to prepare them for 11+ and KS2 exams. As they improve they are introduced to group tuition. In small groups children receive support in school & classroom behaviour. A child with behaviour problems might require the assistance from a second tutor in group tuition.

The above chart shows that at present, the numbers of students doing numeracy and literacy skills in years 1 to 4 increased and as did the number taking A level math, chemistry, biology and psychology.

Young children have found Language Systems Diagnostic Instruments difficult to answer so a GCSE student wrote a questionnaire which he tested on our 11+ students and compared it with an adult LSDI.

Simple questions based on an understanding of the three modes audio, visual and kinaesthetic, were put onto a two page questionnaire with a simple scoring system. Out of 16 pupils, 12 were given both tests. We are still developing and evaluating this simple test.

The LSDI show a pattern; the majority of students are of a visual primary mode, kinaesthetic secondary mode and audio tertiary mode. However the simpler test showed that the majority of primary modes were mostly visual and kinaesthetic and the secondary and tertiary modes were dominated by audio.

When the two tests are compared using bar graphs, we can easily see how they differ.

The results for the primary mode are similar, but the results for the secondary and tertiary modes show significant differences.

These scatter graphs show no definite correlation, however each graph shows a slight relationship between one mode of perception and another.

One conclusion could be that these scatter graphs show that the modes are inversely proportional to each other, as one mode increases, the other mode decreases.

Children were asked to take a test consisting of two multiplication grids. They were timed as they completed the first grid, then a second time was taken as they completed the second grid. The most important result gathered from this is the difference between the two times; whether pupils show an increase or a decrease in times.

16 students were tested, and a scatter graph showing the correlation between the first and second times was constructed.

The scatter graph shows a strong positive correlation, proving that repetitive practice of times tables on a simple grid leads to the majority of the students having improvements in their times tables.

For more information on Michael Hill’s survey, please call 01895 847 135 or email info@JPEtutors.com