Best way to prep for grammar school entry in Year 3

Spendless

Davesnave said:

welshbabe88 said:

We did 11+ back in the 60s and I never noticed any special tutoring or pressure in school - we just did the test like a normal day - half got through, 4 and half didn't.

  As another 60s eleven plus candidate, my experience was different from yours.

For a start, there was the new bike often promised to those who succeeded, though in my case I knew it would be second-hand and awarded regardless of the result.

In the Year 6 top stream, all we did was engage with various elements of Maths and  English, plus frequent re-working of old 'intelligence' papers. There was also the 'treat' of art on Friday afternoons, which could be withdrawn for poor behaviour.This lasted until we sat the main exam, although there was an earlier one, which weeded out the no-hopers.

I distinctly remember being pleased when the big test was out of the way, so we'd have subjects like geography, history and 'nature' again. Best of all was knowing I'd no longer need to visit my tutor; a very tweedy lady, Miss Braddick, who lived in a dingy Victorian house.She was my maths crammer. I wasn't scared of the Head, who used to shout and hit me almost every day, but I was terrified of her and the evil fractions and percentages she'd have ready-prepared in my notebook. She also had a small beard, which I tried hard not to stare at

I don't think we dwelled on the exam once it was done. On the morning the results arrived, other children rushed out of the school gate to tell me I'd passed, and for a moment or two I didn't understand what they were talking about.

I didn't expect to pass, so the enormity of what had happened didn't sink in immediately. Besides, I was deeply concerned that the bike was not just second-hand, but very sub-standard, without straight handlebars. Had my parents also imagined the sec-mod on the hill was my future destination?

That's interesting re the bike. Was that common? My 75yo mum has told me the same thing, she was promised a bike if she passed her 11+. She didn't and didn't get the bike. She still finds it hurtful to this day. 

pinkshoes

My mum taught at a grammar school for 25 years and she felt so sorry for those who were coached to get in. They were always struggling at the bottom of the class (not dumb, just not as academic as the others) and would have done so much better at a none grammar school.

Just do nothing. If they get in, it's because their brain suits academia. But if they thrive in other areas, just let them do what they're good at. Kids are amazing and adapt.

onwards&upwards

The thing that puzzles me about grammar schools is that kids aren't either good at everything or bad at everything, are they? 

What about a child who's fantastic at maths but struggles with English?  They go to the secondary modern/comp and their potential in maths is just ignored?  Or a child who has a real gift for foreign languages but hates science?  

Its an insane system, divisive, distressing to kids and parents, and on top of that its not even especially efficient or effective, I have no idea why so many people are so attached to a fundamentally bad idea. 

Davesnave

Spendless said:

Davesnave said:

welshbabe88 said:

We did 11+ back in the 60s and I never noticed any special tutoring or pressure in school - we just did the test like a normal day - half got through, 4 and half didn't.

  As another 60s eleven plus candidate, my experience was different from yours.

For a start, there was the new bike often promised to those who succeeded, though in my case I knew it would be second-hand and awarded regardless of the result.

In the Year 6 top stream, all we did was engage with various elements of Maths and  English, plus frequent re-working of old 'intelligence' papers. There was also the 'treat' of art on Friday afternoons, which could be withdrawn for poor behaviour.This lasted until we sat the main exam, although there was an earlier one, which weeded out the no-hopers.

I distinctly remember being pleased when the big test was out of the way, so we'd have subjects like geography, history and 'nature' again. Best of all was knowing I'd no longer need to visit my tutor; a very tweedy lady, Miss Braddick, who lived in a dingy Victorian house.She was my maths crammer. I wasn't scared of the Head, who used to shout and hit me almost every day, but I was terrified of her and the evil fractions and percentages she'd have ready-prepared in my notebook. She also had a small beard, which I tried hard not to stare at

I don't think we dwelled on the exam once it was done. On the morning the results arrived, other children rushed out of the school gate to tell me I'd passed, and for a moment or two I didn't understand what they were talking about.

I didn't expect to pass, so the enormity of what had happened didn't sink in immediately. Besides, I was deeply concerned that the bike was not just second-hand, but very sub-standard, without straight handlebars. Had my parents also imagined the sec-mod on the hill was my future destination?

That's interesting re the bike. Was that common? My 75yo mum has told me the same thing, she was promised a bike if she passed her 11+. She didn't and didn't get the bike. She still finds it hurtful to this day. 

Yes, it was common that a good reward was offered for what was perceived as due diligence, though I imagine those eliminated early were spared the double embarrassment of 'failing' and receiving no gift.

With reference to the post above mentioning children who struggled to pass, I appeared to be one of those, as my time at grammar school was without any major successes. I dropped-out of education at 18, believing I was rather unintelligent, but on  entering higher education at age 20,  I discovered this was not the case. It was school that was dull! Despite what one hears about the 'good old days' there was a huge amount of unquestioning, rote learning

fred246

Grammar schools discriminate. If you see a statue of a grammar school headmaster topple it.

welshbabe88

Davesnave said:

welshbabe88 said:

We did 11+ back in the 60s and I never noticed any special tutoring or pressure in school - we just did the test like a normal day - half got through, 4 and half didn't.

  As another 60s eleven plus candidate, my experience was different from yours.

For a start, there was the new bike often promised to those who succeeded, though in my case I knew it would be second-hand and awarded regardless of the result.

In the Year 6 top stream, all we did was engage with various elements of Maths and  English, plus frequent re-working of old 'intelligence' papers. There was also the 'treat' of art on Friday afternoons, which could be withdrawn for poor behaviour.This lasted until we sat the main exam, although there was an earlier one, which weeded out the no-hopers.

I distinctly remember being pleased when the big test was out of the way, so we'd have subjects like geography, history and 'nature' again. Best of all was knowing I'd no longer need to visit my tutor; a very tweedy lady, Miss Braddick, who lived in a dingy Victorian house.She was my maths crammer. I wasn't scared of the Head, who used to shout and hit me almost every day, but I was terrified of her and the evil fractions and percentages she'd have ready-prepared in my notebook. She also had a small beard, which I tried hard not to stare at

I don't think we dwelled on the exam once it was done. On the morning the results arrived, other children rushed out of the school gate to tell me I'd passed, and for a moment or two I didn't understand what they were talking about.

I didn't expect to pass, so the enormity of what had happened didn't sink in immediately. Besides, I was deeply concerned that the bike was not just second-hand, but very sub-standard, without straight handlebars. Had my parents also imagined the sec-mod on the hill was my future destination?

Oh good you got the bike - I cannot recall any incentives offered or any discussion beforehand.  Though I did get a Sheaffer fountain pen which I still have.

welshbabe88

Davesnave said:

With reference to the post above mentioning children who struggled to pass, I appeared to be one of those, as my time at grammar school was without any major successes. I dropped-out of education at 18, believing I was rather unintelligent, but on  entering higher education at age 20,  I discovered this was not the case. It was school that was dull! Despite what one hears about the 'good old days' there was a huge amount of unquestioning, rote learning

Likewise I found some of the teachers uninspiring - not like some who had memorable ones.  I think expectations have a lot to do with things.  We lived in the wilds - no car - no expectations of ever going to uni - no way of getting anywhere really - while other parents had their kids futures marked out and planned.

Davesnave

My teachers were uninspiring, but memorable, mainly for the wrong reasons! Some of them had been rapidly trained to meet the demands of baby  boom after WW2 and weren't very suited to the profession. A good proportion retired after our merger with the girls' grammar next door, as they had no strategies to cope with errant young ladies. The school certainly improved  from that point onwards.

Like you, I was 12 miles away from school in a small country town. The early years were extremely stressful, due to a somewhat chaotic home life and zero pastoral care. By the end of my first week I had two detentions,which meant missing my bus and possibly the next one too. I'd arrive home shattered, but grateful for the opportunities I was being granted. The school motto was "Not for us, but for others" and I could certainly believe that!

fred246

Spendless said:

Davesnave said:

welshbabe88 said:

We did 11+ back in the 60s and I never noticed any special tutoring or pressure in school - we just did the test like a normal day - half got through, 4 and half didn't.

  As another 60s eleven plus candidate, my experience was different from yours.

For a start, there was the new bike often promised to those who succeeded, though in my case I knew it would be second-hand and awarded regardless of the result.

In the Year 6 top stream, all we did was engage with various elements of Maths and  English, plus frequent re-working of old 'intelligence' papers. There was also the 'treat' of art on Friday afternoons, which could be withdrawn for poor behaviour.This lasted until we sat the main exam, although there was an earlier one, which weeded out the no-hopers.

I distinctly remember being pleased when the big test was out of the way, so we'd have subjects like geography, history and 'nature' again. Best of all was knowing I'd no longer need to visit my tutor; a very tweedy lady, Miss Braddick, who lived in a dingy Victorian house.She was my maths crammer. I wasn't scared of the Head, who used to shout and hit me almost every day, but I was terrified of her and the evil fractions and percentages she'd have ready-prepared in my notebook. She also had a small beard, which I tried hard not to stare at

I don't think we dwelled on the exam once it was done. On the morning the results arrived, other children rushed out of the school gate to tell me I'd passed, and for a moment or two I didn't understand what they were talking about.

I didn't expect to pass, so the enormity of what had happened didn't sink in immediately. Besides, I was deeply concerned that the bike was not just second-hand, but very sub-standard, without straight handlebars. Had my parents also imagined the sec-mod on the hill was my future destination?

She still finds it hurtful to this day. 

That's the sad bit. Feeling a failure for the rest of your life after an exam at age 11. It doesn't make sense why you can't educate everyone in the same building. You have different classes with different abilities so movement is possible. The league tables just made everything worse. I imagined that people paying privately would want a more complicated analysis of the league tables. They just want to send their children to the school with the best exam results even though they are highly selective schools who should have the best exam results because they are selective.

pollypenny

onwards&upwards said:

The thing that puzzles me about grammar schools is that kids aren't either good at everything or bad at everything, are they? 

What about a child who's fantastic at maths but struggles with English?  They go to the secondary modern/comp and their potential in maths is just ignored?  Or a child who has a real gift for foreign languages but hates science?  

Its an insane system, divisive, distressing to kids and parents, and on top of that its not even especially efficient or effective, I have no idea why so many people are so attached to a fundamentally bad idea. 

Absolutely.  The Rhondda Valley had a two-tier grammar school system, with four local grammar schools and two single sex schools which took the top few. I was at that girls' grammar, so clearly good all rounder on the day. 

Unfortunately, I missed six weeks of the second term in form 1, firstly with pleurisy, then so sooner was I back, than my sister and I got scarlet fever. I never ever caught up in maths and really would have benefited from being in a set 2 in a comprehensive, rather than A stream in a highly selective school.