Grade Transformation Blog

Grade Transformation Blog

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Posts filed under Goal setting

Feeling like there’s not enough progress?

In a recent email conversation, a mum told me how her daughter was a little disappointed with her recent English mark. BUT, as her mum, she could see just how far her daughter’s come and doesn’t want her to feel disheartened.

This is a common situation in Term 1 because those assignments and assessments that have just been completed
are being judged on the criteria for your teen’s new year group,
BUT with only having had only one term of teaching at that level!

So, here’s a practical action that can help alleviate the frustration that may arise when your teen feels like they aren’t progressing as they’d like, or are falling victim to the new criteria and demands of a higher year group.

 

 

Quick Analogy: Do you have an analogue watch or clock nearby that you can look at?

If you do, then just quickly note the time right now and then watch that minute hand.
Can you see it moving?
Nope…
(unless you have super-power eyesight!)
But, we know it is, right?!

I’m Katie Price – Grade Transformation Expert and in a moment I’ll explain what this means for your teen.
Because I wanna talk about an issue from a recent email conversation I had with a mum, who told me how her daughter was a little disappointed with her recent English mark BUT, that as a mum, she can see just how far her daughter’s come and doesn’t want her to feel disheartened.

This is a significant observation, especially at the start of a new academic year.

Term 1 assignments and assessments that have just been completed are being judged on the criteria for your teen’s new Year group, BUT with only having had one term’s worth of teaching at that level.
So it can be tough sometimes to even maintain the same grades as the previous year, let alone continue to improve on them.

 

I discussed this issue back in my blog ‘What got you here, won’t get you there’,
so if this resonates with you, then go check that out after finishing this one 🙂

 

Because what I really wanna share with you is a practical action that can help alleviate any disappointment or frustration that may arise when your teen feels like they aren’t progressing as they’d like, or are falling victim to the new criteria and demands of a higher year group. Especially, like I said, from their results in Term 1.

 

Well, here it is…

 

Think back to the work your teen was producing 3 years ago.

It would look and sound quite different to what they are producing now.
And what about comparing the questions they were tackling or how they were writing and performing two or even just one year ago?

For example :

– The complexity of the music script they are now learning for an instrument will be more intricate than this time last year.

– The quality of their artwork will be higher,

– The vocabulary and sentence structures in their writing will be more sophisticated,

– The creativity in their design or ideas will be more interesting,
and

– The difficulty of the maths questions they’re now tackling will be greater.

 

I’m pretty sure that if they did this, they’d see and think something along the lines of either:
“Gee – that felt like quite a challenge back then, it looks kinda easy now”.

Or…

“Wow – I was really proud of that when I did it, thought it was pretty darn brilliant. But hmmm… it doesn’t look or sound so great now”…

It can be a great way for them to see the hard evidence of their progress and new levels they’re operating at.

 

So collect, or photograph, or digitally save a few work samples from your teen at yearly intervals.

Then you’ll have something to pull out and remind them of how far they’ve come if they ever need a reminder or some proof.
Keep a copy of an English assignment, a photo of a piece of art, a piece of music they’ve been rehearsing or a science analysis.

It doesn’t even have to be a whole project – for example the analysis part of a science project is where students most develop their writing.

(And in the digital age this is so easy and DOESN’T require you to be hoarding folders of paper or rolled up collages! Bonus!) 😉

 

Now, if you had one… take a look back at that minute hand on your watch or on the clock…
It’s moved a tiny bit, right?

Our development and growth in our skills is the same – it’s such a gradual process that we ourselves often can’t see it.
And the way that success criteria and grading are set up to increase through the year levels – as of course they should do –  well, it can compound this lack of sense of progress.
But for almost all students, they ARE progressing and sometimes just need a good solid reminder through some hard evidence to boost their confidence and motivation.

 

So, start now. See what you and your teen could save from their Term 1 assessments and then leave me a comment or drop me an email and let me know what you file and save and why you chose those them.
Is it a subject they struggle with?
Or is it something they love and want to continue with and achieve well in, in future?

 

And if you think this idea would be useful to others, feel free to share! Forward in an email or share this blog link on social media.

And until next week, let’s make this a fantastic week.

Katie 🙂

 

 

 

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Busy? How to ‘Get more done’ AND ‘Do it better!’

When are you able to do your best work?

In the morning, in the evening?

After lunch?
(Really?!… Seriously, does *anyone* feel at their most alert or productive after lunch?!? Though I AM pretty productive in the chocolate-snacking-skills right around then!) 😉

Point is, we all have a time of day that we’re naturally more able to focus and concentrate and be most productive.

And the question is, at this busy time mid-term, are we maximizing it to really supercharge our results?

This week, I’m sharing how to do just that…

Let’s start with a quick example.
I know of one guy who actually trains people in productivity and is really particular about it and calls it his ‘Power Hour’.
And during that one hour every day is when he sits down and does some of his most important work. Not even his kids are allowed to disturb him!

And I know of another high-flyer who doesn’t schedule ANY meetings or phone calls between 8am and noon because they know that’s their best time for doing their best work.

 

And for me, I know that I’m best in the mornings. I’m pretty useless mid afternoon – and then I often get a kind of second wind in the evening after dinner. (Not always a great thing, seeing as I like to get to bed early!)

 

Anyhow, it’s really important for students to be aware of and recognise when they’re at their best too. To know their ‘power hour’.

And not just so that they can work well during that time – but so that they can optimise it. Make best use of and maximise that time to use it to their advantage.

 

So let’s get specific and dig deeper into HOW to actually do that.

 

During that peak performance time – their power hour – or whatever they want to call it – students SHOULDN’T use this to power through the work they can get done quickly and easily.

There’s a temptation to do that, because we’re feeling motivated and we wanna smash out a load of work, get plenty of ticks on the to-do list (amiright?!!?!)
But those are the tasks that should be left for less-productive times, when our brain cells are only capable of the quick and easy jobs.

Here’s what students should do instead:

Firstly, they need to schedule that optimal brain power time to tackle the tougher tasks.

That is, those that take the most concentration, or the most creative or higher level thinking. Those that really take dedication and often – let’s be honest – this can be those tasks that they really don’t want to do 😉

These difficult tasks are the ones that should get done in the power hour.

Selecting tasks should be about the level and quality of the work, not the quantity.

Let me repeat that!

Selecting tasks should be about the level and quality of the work, not the quantity.

 

Secondly, they can also consider whether there are ways to extend or increase that period of time.
For example, if they’re an early bird, can they go to bed a bit earlier and get up earlier, giving themselves an extra 30mins or even an hour of super productive time each day?

 

Then things can filter down from there…

So, next, take on and complete the ‘medium level tasks’ at the slightly less productive, but not those totally brain-dead times.
For example, this might be proof reading the thing they wrote during their power hour. Proofreading is less creative and requires less high order thinking, but still requires focus and concentration.
So definitely don’t do these tasks at the lowest focus times because the errors or edits will just get missed and need to be re-read again – not efficient at all!

Then finally, students should save the menial, low level tasks, like filing notes, or cleaning up their desk, or making a to-do list, for the times when they’re just not as motivated or focused.
Or of COURSE, use these times for relaxing and re-energising! (Also important but never actually written on a to-do list, right?!)

But actually, re-energising and relaxation are essential for making those power hours as alert and productive as possible.

So, we’ve gone full circle, back to the power hour 🙂
I love it when a system is rounded out and all the dots join together!

So, the key takeaway here is to make sure your teen knows what their most productive and focused time of day is, and THEN have them see how they can optimise that with using it to tackle the trickiest tasks that require the highest levels of cognitive work, and if possible, maximise it by altering their schedule or sleep patterns.

 

I’d love to know – when’s your teen’s power hour? What’s yare they already doing to maximise their power hour and what could they do to make it even better?

Scroll down, leave me a comment, and until next week, let’s make this a fantastic week 🙂

 

Katie

 

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Gain back time – EVERY day

Your teen sits down to start their maths homework. They go to YouTube to find a tutorial that explains simultaneous equations or whatever topic they’re working on. Then, at the end of the video, YouTube autoplays another video – and, no,  it’s not about simultaneous equations – but hey, it’s only 2 minutes long, and… (read more)

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Caveman Brain sabotages student results!

Have you ever had that thing where you’re walking down some stairs and you think there’s another step but there isn’t and you kinda get a bit of a jolt and a shock?

It’s the same reason why students sometimes mis-read a question, or mis-interpret an essay title or the focus of an inquiry project.

Let me explain what’s going on and what we can do about this ‘caveman’ (or cavewoman!) brain of ours.

(Yep, we allllll have one!)

Our brains are always trying to predict the future.
We’re programmed that way as a survival technique.
Historically we needed to pre-empt any danger in order to avoid it and to work out where our next meal was coming from.

So our brains still do the same thing today but of course instead of this instinct focusing on danger or food for survival, they do it for the things that help us survive each day as a modern-day student.
Like surviving that Maths exam.
Or getting through that English essay unscathed!

 

Our brains look for and try to create patterns or systems of recognition.

So for anything that looks similar in any way to something we’ve seen or practiced before, our brain will apply that previous experience to that new situation.
It want us to be able to quickly make sense of it.

 

But when it comes to exams and assessments, this can be detrimental if students aren’t ready and able to dissect the wording with fresh ‘non-caveman’ eyes so to speak.

 

Because if they’ve done practice questions in revision, or written an essay in class on a specific topic, then chances are, when they see a similar question in the real exam, or an essay on the same topic, even if any of these are worded differently, their brains will naturally try to make this new question or title fit the previous one.

To be able to continue a pattern or to make something NEW, more FAMILIAR.

To keep things SAFE.

 

But the danger of this of course is that students may then interpret the question incorrectly or even misread it altogether.
Or they may miss the real focus of the essay title and although they’ll write accurately about the topic, they won’t necessarily have the appropriate level of discussion or structure to their writing.

This is one reason why students sometimes have that experience of feeling like they’ve written a great response, but the result isn’t what they hoped for.

Now of course, this isn’t to say that students shouldn’t practice example or past exam questions.
That is a GREAT way to revise and prep for exams 🙂
And it certainly isn’t an excuse that’s gonna get them out of writing that English essay either!
But it IS a reason why students need to learn and practice and hone their skills in dissecting every exam question for the specific command and demand of that question AND become really skilled in things like identifying the topic and focus of any essay title or question.

So that they don’t fall into that pattern of recognition and prediction that our ‘caveman brains’ have so cleverly designed for us, but in this case, unfortunately doesn’t necessarily work so well for us.

This skill of dissecting the question, identifying command words and know exactly how to respond to them is just one of the 3 key secrets I’m revealing in my online Term 1 Parent Information Event. So if you’d like to grab the essential insider dissection skills for your teen, then be sure to >register for it for free<.
TIP! – This Term 1 Event is for one week only, and spaces at each session are limited, so be sure to register now.

 

Let me know in the comments…
Have you ever read something, and read what you THOUGHT it said or was going to say, only to realise you made a mistake?
Has your teen ever mis-read an exam question?
If this situation resonates with you or your teen, then please share this blog post with other parents and students AND go register for the Term 1 info event!

And until next week, let’s make this a fantastic ‘Term 1 Event Week’!.

Katie 🙂

 

 

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Posted in Assignments, Essays, Exams, Mindset, Results
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Starting Year 9 – What to expect and how to succeed

Moving up to the next year group can feel like a big deal and can be pretty daunting (whether students choose to show it, or not).

There might be butterflies of excitement (‘Yesssss – Year 9 always sounded so cool’).

Or butterflies of anxiety or worry (in an ‘Eek! Y9! OMG – Things are gonna start getting tough!’ kinda way).

So, here’s what your teen can expect and should be ready to look out for as they embark on Year 9 – so they’re not only feeling cool and calm about what lies ahead, but can also really make the most of the opportunities to show their best work.

Okay, so your teen’s going into Year 9!….

There are gonna be a few things that feel pretty similar to Year 8, but also a couple of significant changes in the tasks they’ll likely be set.

 

Things that won’t change too much are the level and quantity of the subject content that is being taught. So no need to worry about anything suddenly feeling super-difficult or being out of their depth in terms of knowledge and understanding of a subject if they went okay with it last year.

Of course, they may have one or two new subjects if they have electives starting this year and that’ll be really exciting. This could be the place where there might be a steeper learning curve if it’s a brand new subject, like a new language perhaps. But of course the teachers and the syllabus will take account of that and most other students will be in the same boat, so nothing to worry about. Students just need to be willing and able to ask for help if they need it, for example from teachers, parents or tutors, or know where to find additional help or resources on the internet, for example tutorials on YouTube or subject-specific websites such as ‘Litcharts’ for English literature.

The one thing your teen might notice a change in though is the types of tasks they’re set. Rather than the more standard – e.g. answer these text book Qs for homework – they may be set more extended tasks like research assignments or even, perhaps their first essay.

These will require some independent research as well as the ability to structure a comprehensive but clear response.

At this stage teachers will most likely give them a scaffold or model to help with structure, but just in case they don’t, or you’d still like a bit more help with that then, try using my tip that I blogged about previously – ‘Write the Intro Last’.

I know. It sounds a bit backwards, but everyone who’s used it has told me how well it’s worked so give it a go 🙂

Plus, that independent research I mentioned – well that can massively sap your teen’s time.

So try out these tips too:

3 Google Hacks to help you research and find information that’s actually useful

And

The Ninja referencing trick

 

So there you have it.

Not too much change in the demands of the subject content, a bit of excitement for new electives (or perhaps just having been able to drop one that they didn’t enjoy!) and some new expectations in terms of likely more extended tasks, inquiries or investigations. Maybe even the first essay!

So be sure to use those tips I mentioned to help deal with those or just have a browse for other related tips using the categories in my blog at the bottom-right of the page.

Clicking on the ‘Assignments’ tag in the column of tags to the right of this post will be a good place to start 🙂

 

I really hope that helps with any pre-Term 1 nerves or anxieties, as well as giving you some go-to tips and strategies.

Leave me a comment or drop me an email and let me know… What’s the thing your teen’s most concerned about for the next school year, or the thing they’re most looking forward to?

And look out for my Term 1 parent information event coming up very soon.

(Totally free and with a new twist for 2019! Woop woop!).

Here’s to a SUPER- happy and successful year ahead and until next week, let’s make this a fantastic week!

Katie 🙂

 

 

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Starting Y12 – The challenges & opportunities to thrive (rather than survive) this final year!

Moving up to the next year group can feel pretty daunting (whether students choose to show it, or not).

And of course, well, it’s Year 12. It’s kind of a big deal.

There might be butterflies of excitement (‘Yesssss – Year 12 – at last!’).

Or butterflies of anxiety or worry (in an ‘Eek! Y12! OMG – Wait, no, I’m not ready!’ kinda way).

So, here’s what your teen can expect and should be ready to look out for as they embark on Year 12 – so they’re not only feeling cool and calm about what lies ahead, but can also really make the most of the opportunities to show their best work.

 

 

Yikes, it’s Year 12 for your teen!

You’re probably wondering how on earth they’re in Year 12 already, right!?

The final year of high school and a particularly important one if they want to give themselves as many future opportunities as possible – including those they don’t even think they might want or need right now.

(My sister started out working with artists and corporate commissions when she left school at 18. Then she worked in the marketing department for the Birmingham Royal Ballet. Now… she’s a vet – and did her study and training for that almost 10 years after leaving high school. And I can tell you – she was very glad she’d gotten good grades first time around, even though she didn’t need them for what she THOUGHT she was going to do with her life.)

So, with maximising choice and options in mind, here’s what to look out for and be READY for in Year 12.

The types of tasks and assessments will be similar to Year 11 – including essays, inquiries, research assignments and investigations.

A lot of what’s done in Year 11 is kind of a dry-run for Year 12.

So they should be fairly familiar with these by now and be confident in tackling them.

Therefore, what’s going to really pay off is being able to optimise these opportunities to operate at the highest levels of cognitive ability, i.e. respond at the highest levels of Blooms taxonomy.

(By the way – if you’re not sure what I mean by any of that, then be sure to come to my upcoming online Term 1 Parent Info Event – I’ll be emailing out details soon) 🙂

One way is to strategically select a topic or focus for any open task.

One that provides the greatest opportunity to incorporate high level info and demonstrate high level analytical and evaluative skills. I recorded a blog video specifically on this – ‘Choosing a great topic for an open-ended task’.

 

And of course, there are those final exams. It’s essential for your teen to know and have had plenty of practice in the six elements of exam technique, as well as be very familiar with mark schemes and how they work. Plus, they need to be savvy with time management by being clear and succinct in their answers, whilst also providing the required depth and detail.

It’s a lot to consider I know, which is why I teach all of these in my 10 Week Grade Transformation Program as well as the skills and techniques of active revision and revision planning.
(When it comes to revision, there’s nothing worse than seeing a student studying hard, but revising in all the wrong ways).

 

So, to sum up, have your teen keep in mind this year:

  • How can they manipulate tasks to allow them to operate and respond at the highest levels?
  • Have they nailed the 6 elements of exam technique?

And

  • Do they know if their revision techniques are what we call ‘active’ and scientifically proven to be effective

 

I really hope that helps with any pre-Term 1 nerves or anxieties, as well as giving you some go-to tips and strategies.

Leave me a comment or drop me an email and let me know… What’s the thing your teen’s most concerned about for the next school year, or the thing they’re most looking forward to?

And look out for my Term 1 parent information event coming up very soon.

(Totally free and with a new twist for 2019! Woop woop!).

Here’s to a SUPER-happy and successful year ahead and until next week, let’s make this a fantastic week!

Katie ?

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Starting Y10 – What lies ahead and how to tackle it

Moving up to the next year group can feel like a big deal and can be pretty daunting (whether students choose to show it, or not).

There might be butterflies of excitement (‘Yesssss – Year 10 always sounded so cool’).

Or butterflies of anxiety or worry (in an ‘Eek! Y10! OMG – Things are gonna start getting tough!’ kinda way).

So, here’s what your teen can expect and should be ready to look out for as they embark on Year 10 – so they’re not only feeling cool and calm about what lies ahead, but can also really make the most of the opportunities to show their best work.

Okay, so your teen’s going into Year 10

A couple of important details to look out for; one more obvious and one much less so (and is actually what catches many students out).

First of all, things that won’t change too much for your teen…

The amount of homework and independent work they get set probably won’t feel too different from Year 9. And also the subjects they’re studying are likely pretty much the same, both in terms of the compulsory ones and their electives.

But what that means is the subject content and the standard of it is going to increase, as they’ll be building on the foundations laid in year 9 and earlier.

 

Here’s what that actually looks like:

Your teen will be set more questions or tasks that have higher level commands built in.

Command words are also known as cognitive verbs (and if you’re not sure what I mean by them, then be sure to come to my upcoming Term 1 Parent Online Info Event – I’ll be emailing out details soon!).

 

In particular they’ll see ‘analysis’ level questions a lot more this year.

These either explicitly state ‘analyse’ in the question, or have it more subtly woven in by using phrases like ‘Explain how the author achieves or shows something’ or ‘Discuss the effect of x, y, or z’.

These and many other wordings of questions, tasks or assignments all require an analytical response, so your teen needs to be able to recognise when this is being asked AND know how to write analytically with detail but also whilst avoiding the dreaded waffle.

 

And finally, if your teen hasn’t already been set any essays yet in Year 9, then they’re very likely to get their first one in Year 10.

Being clear on not only the basic structure – intro, 3 body paragraphs and conclusion, and using a PEEL or TEEL structure within each paragraph – is a given.

Being able to construct an essay that flows and builds throughout, whilst also being focused on the command, not just the topic is really going to make the difference. Not just to their grades, but also to how efficiently they are able to write the essay as opposed to struggle through it for hours upon hours.

I train students on these elements in detail (and much more!) in my Write Like an A-Grader Training,

but for a quick and free tip, also check out my blog post ‘Write the Intro last‘, where I explain the ‘backwards solution’ to essay struggles 🙂

 

So to sum up!… Not too much change in subjects and content, but rather, a notable levelling-up in terms of the standard of their writing and depth of understanding, most likely showing up as the higher level commands, such as analyse, assess and justify.

 

I really hope that helps with any pre-Term 1 nerves or anxieties, as well as giving you some go-to tips and strategies.

Leave me a comment or drop me an email and let me know… What’s the thing your teen’s most concerned about for the next school year, or the thing they’re most looking forward to?

And look out for my Term 1 parent information event coming up very soon.

(Totally free and with a new twist for 2019! Woop woop!).

Here’s to a SUPER- happy and successful year ahead and until next week, let’s make this a fantastic week!

Katie ?

 

 

 

 

 

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Try this ‘No Fail’ New Yr Resolution

You may know that I’m not a fan of New Years Resolutions.

You know… The type that are usually broken within a week – so are not only useless but also make us feel like a failure too.

Nope, not a great system in my book.

But there is a system that I like.

I shared it last year, and with New Year upon us here’s an update and review on it this year too.

 

Okay – so the idea is to have two words – one that reflects on and sums up the year just gone, and one that sets your intention or goal for next year.

 

This way, there’s not a specific moment or thing you do or don’t do that means you broken this promise or intention, but still gives you some direction, drive and focus.

 

So, my word for last year was ‘step-up’.

(And yes – I know that’s technically 2 words, but there’s no mark scheme for this task) 😉

Do I feel I achieved that?

Yes and no.

 

Ways that I did:

Well one of the goals – a big thing was working with and in schools.

And I definitely did that.

Definitely started the ball rolling on being able to help and impact more students in that way through in school student workshops and resources for schools.

However, in focusing on that, I didn’t do as well with spreading my word and reach throughout Australia as a whole.

Growing my reach through optimising my hundreds of videos on Youtube and speaking to more different media, I have to admit, has taken a back seat.

On the other hand, I have stepped up with providing even more support to my community of parents and students.

I ran a free Facebook Pop-Up group for 3 months throughout exam season, with plenty of support and additional exam-specific tips, and I’ve also introduced a ‘Next Level’ coaching opportunity for graduates of the 10WGT.

So, still a couple of things to take forward and work on and also some proud achievements too.

 

So, what’s my goal for next year?

Or I should say my word for next year.

Brave.

 

Because the plans I have for 2019 involve now not only working with students in schools through workshops, but also with schools at a higher level, through teachers and leadership too.

And to be totally honest, that is gonna take some bravery, to tackle this issue of integrating exam preparation, developing exam technique, actively teaching study strategies, essay strategy and more into an already crammed curriculum and bulging lesson plans.

 

But it’s a goal I’m setting myself so that these skills, tools and techniques aren’t limited to just the students who undertake the 10WGT, or whose school I’m delivering a workshop to.

I want to get as many students as possible happy, smart and successful in their study so that they confidently tackle the tasks and assessments they’re given and achieve the grades they’re truly capable of.

 

So, I’d love to know, what are your two words?

Can you use this as a conversation starter with your teen and have them consider theirs too?

Drop me a comment below this video to let me know 🙂

And whatever your plans and goals, I wish you and your family a SUPER Happy New Year.

Let’s make it an AMAZING year in 2019!

 

 

 

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The Two Words I’ll Never Say Again (and why)

There’s been a TON of awesome stuff happening in the Exam Pop-Up Group I’ve been running over the past couple of months, but there’s also been something missing.

Two words that are super-common around exam time, but you won’t find me saying or writing anywhere.
It’s something I’ve found myself consciously avoiding saying or writing or typing more and more over the past year or so.
(You know, when something hits you and then kinda becomes a bit of a ‘thing’).

Here’s what it is, and most importantly WHY.

I’ve come to believe over the years, through both my work with students and in life in general, that we create our own luck.

So much so, that you won’t ever hear me say or see me write anywhere any more, the words:

“Good Luck!”.

It’s the most natural thing to say to someone as they go into an exam.
But I actively and consciously find alternative ways to send good wishes and positivity to students, and let them and their parents know that I’m thinking of them and sending them awesome vibes through the airwaves.

(Sometimes, that ain’t that easy! For someone like me who definitely isn’t a natural writer and doesn’t  just have a way with words!)

Here’s why…

Unless something comes down to the flip of a coin or roll of a die, then it’s never about ‘luck’.
It’s about the choices and decisions we make.

It’s about the actions we take.

It’s about the skills we choose to build, the ways we decide to work, and the strategies we choose to enact.

 

Let’s apply this to exams…

The questions on the exam paper will be pre-determined many weeks or even months previously to exam day.

They’ve been strategically written and selected and scrutinised.

It’s not about the ‘luck of the draw’ as to what Qs are on that exam paper as students open up that front page.

How well each student answers and responds to each question is dependent on their skills and abilities in:

  • dissecting the different elements of the question to understand what is required
  • how actively they revised and to what extent they prioritised the content the question’s covering
  • how skilled they are in constructing an effective and efficient response.

And each of those is a result of a series of conscious actions taken over the years, months, weeks and days leading up to that point.

In case you hadn’t already realised, I’m a big fan of being pro-active.

Of taking control of life’s situations (or doing my best to!) and not leaving things to chance.

Chance is ‘luck’ and ‘hoping’ and ‘wishing’.

I believe we can all take steps and actions to tip the odds (massively) in our favour.

 

Katie

P.S. I’d love to get your take on this! Let me know whether you ‘believe’ in luck or not in the comments!
And until next week, let’s MAKE this a fantastic week!
(See what I did there) 😉 

 

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Posted in About Us, Exams, Mindset, Results, Revision
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