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However, no child will be accepted into Poole Grammar School unless they have met the academic standard and their entry into the school will not prejudice the efficient provision of education or use of resources.
In-year applicants will need to take an age appropriate GL Assessment English test and a GL Assessment mathematics test. The entry requirement is that the school will take students who are in the top 16% of ability for their age cohort.
In-year applications should be made via BCP Council. Further information can be found on the BCP Council website. When Poole Grammar School receives notification of an application from BCP Council the parent/carer of the applicant will be informed in writing, within 15 school days, of the next available date on which the student can take the entrance tests.
And the advantage you get when writing year-month-day instead of day-month-year or month-day-year is, day is dependent on the month and month is dependent on the year so it is easier to program automata that can print date in format year-month-day.
It was August of 2005. I stared at my lesson plan book in frustration, having made a complete mess of my notes about teaching grammar. I was excited to begin my first year of teaching high school English, but I was so confused about how to structure the semester. Sure, I was given a curriculum map, and everyone at my place of employment promised to help me whenever I needed it. But I was ashamed. How could I be so confused about how to sequence grammar instruction?
To provide a little context, my ninth graders come in with very little grammar proficiency, so in some schools, this same approach could probably be taken with middle school students. Likewise, it could be utilized for older students with a review of the basic elements and more focused instruction on the advanced skills.
Students have to understand nouns, verbs, and modifiers to be able to identify the subject and verb of a sentence as well as to divide a sentence in two: complete subject and complete predicate. I cover direct objects, indirect objects, and subject complements next because infinitives and gerunds can function as some of these elements.
Infinitives, participles, and gerunds are all members of the verbals family, so I group them together. Personally, I find participles easier than gerunds because they are always adjectives, so I introduce those next. Because they are able to function as different types of nouns, gerunds usually prove to be the trickiest for my students, so we study those last.
During the phrases unit, I really feel like we are starting to make progress as writers because I am able to help students understand how to punctuate phrases, how to use them as introductory elements, and how to use phrases strategically in their writing to increase sentence fluency.
Once my students have a firm handle on subordinating conjunctions and subordinate clauses, we move on to relative pronouns and relative clauses. If students can point out dependent clauses with ease, they are ready to move onto identifying sentence types.
I find that it confuses students to attempt to teach all four conjunctions in their own unit. They have to be well-versed in other grammatical elements in order to understand them. So, I teach coordinating conjunctions with parts of speech, subordinating conjunctions with dependent clauses, and conjunctive adverbs with sentence types and errors. I like teaching correlative conjunctions with parallelism because of the nature of that type of conjunction. Since they work in tandem, students need to understand that they link equal elements.
I like to talk grammar with other teachers. One of my good friends, Lauralee from Language Arts Classroom, has taught standardized test prep classes for years. So, I asked her how to sequence grammar instruction second semester. I wanted to know her approach.
I then cover the basics of the English test: punctuation, agreement, transitions, spelling, organization, focus, and other conventions. I then stress that we have already prepped for this test! Writing and applying feedback is the best practice for the English portion.
This totally makes sense! I thought I finally had a handle on teaching grammar this year, but after reading this I realize that it still needs some tweaking. I sure wish I would have found this early. Thanks for sharing!!
Hi, I'm Melissa. I'm passionate about teaching and learning. As an instructional coach, I'm always asking questions, trying new things, and reflecting. This is the space where I share my learning with others. Learn more.
Jan., Feb., Aug., Sept., Oct., Nov., and Dec. are appropriate abbreviations for months. Days of the week may also be abbreviated (Sun., Mon., Tues., Wed., Thurs., Fri., Sat., Sun.). Use no punctuation if listing only the month and the year, but set the year off with commas if listing the day of the month as well. The year should be offset with commas when it is preceded by month and day.
This table shows the basic structure of an APA Style reference to a published work, adapted for missing information, along with the corresponding in-text citations. Refer to the reference examples and Chapters 9 and 10 of the Publication Manual for specific details for the type of work being cited.
The date in the reference list entry for a work with a publication date may be a year only, and month and year, or a specific date (e.g., a month, day, and year); however, in the in-text citation, provide the year only.
Italic formatting within the title or source varies by reference and is not shown in the table. In general, the title is italicized for a work that stands alone (e.g., book, report, webpage on a website), and some part of the source is italicized for a work that is part of a greater whole (e.g., journal article, newspaper article).
Dd did an exam today. Disappointing in process, she has extra time and the way it was set up was very confusing and it was a mixed group. So during extra time the pupils and the teachers were all talking. Hmmm. So easy to get right, why do schools mess this stuff up? Now just interviews to go!
@allaboutmychildren
Thanks for the info on KGS 10+. Hope your DD is successful this year! Did she say if the 11+ exam was similar to the 10+ exam last year? Not having high hopes of an offer this time but will try again for 11+.
@mmhophey She doesn't remember much but I remember she found some questions types very hard last year. They had the similar questions and she was ok with them this year. I think she was ready with the proper preparation done in year 5 and also summer holiday.
I believe top tier children can get places with 10+ otherwise we should see this as a practice exam. Thanks for your wishes!
My DD went to Surbiton interview last week. I don't recall her saying it was the headmistress. In the booking system they had 10+ different interviewers I think so you could get anyone on the day. She did get pressed to answer which 3 schools she wanted to go to most and she felt obliged to include Surbiton in the list!
I find quite 'interesting' when schools ask the DC (10-11, in a pressurised environment) about which others schools they have applied to or, even worse (imho) which schools they prefer. If they want that information, it would be more appropriate the ask the parents (e.g. GDST schools ask which other schools you are applying to). In any case, whichever information they may gather would be, even if accurate, only partially telling for their calculations of offers vs places.
You've got a point there! Didn't think it was particularly helpful, and in any case, we have provided info to all schools about the exams DD will be sitting, I'm pretty sure it was part of Surbiton's application too.
It was indeed on Tuesday 10th Jan... we got our email at 7.30 pm.
Last year they interviewed a lot (more than 1/2 of applicants). The HM stated that they come from a tradition of interviewing every DC, and although that is no longer possible, they are keen to see as many DC as possible.
You can visit our latest Online Open Day for 2025 entry here and we look forward to welcoming you to our in-person Open Evening on Thursday, June 20, 2024, from 5.30pm to 8pm. This is an opportunity for prospective students who are currently in Year 5 at primary school and their families to tour the school, meet staff, speak to current students and find out more about Ripon Grammar School. Tours of the school can be arranged on alternative dates for those who live overseas or a long distance away and individual tours of the boarding houses can also be arranged. Please contact our school reception if required, by email at ad...@ripongrammar.com
Students wishing to join the school in Year 7 are required to sit the entrance test in early September, during Year 6 at primary school. The tests comprise two papers (verbal and non-verbal reasoning). A fixed percentage of the school's catchment area are offered a place in addition to those reserved for boarding. Boarders must attain the same standard of entry as day students. Any unallocated places are then offered to those students who live out of catchment and who have attained the required standard. Strict over-subscription criteria apply. All offers are made by North Yorkshire County Council.
Families with a child already attending another school, in Year 7-11, may apply for In-Year testing for admission to Ripon Grammar School. Entrance tests are set at an appropriate age-related standard in mathematics, English and science. If a student is deemed suitable, and a place is available, an offer will be made by NYC.
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