year 10 parents’ information evening welcome please take a seat the presentation will start...
TRANSCRIPT
• New staff– Philip Berry, Head of English
– Paul Schofield, Head of Geography
– Connie Bennett, Head of Psychology
– Megan Cottam, Head of French
– Sarah Blaine, Deputy Director of Music
– Charlotte Barrett, teacher of chemistry
– Harry Drummond, teacher of English
– Billy Keates, teacher of geography
• Welcome back– Emily King, part-time PE
– Fiona Lewis, returns as Head of RS
– Susannah Hughes, part-time English
– Tracey MacLean, returns as Head of Technology
Summer Works1. New website2. Chapel roof + several others3. Band Room refurbished (with clock)4. Two China classrooms 5. Science, new wireless ICT classroom6. Gravesend prep room refurbished (new RS base)7. Plasma screens: Gravesend, Training Room,
Kensington classrooms, Business Studies, Balmoral Prep, Chapel House and new China classrooms.
8. Dining Hall refurbished (plus new service and menu)9. Sports Pavilion (on track for autumn half-term break)
Plus 3 new GCSEs – photography, ICT and Computing
38
47
42 43 42
87
9189
93
86
91
96
90
97 97
0
10
20
30
40
50
60
70
80
90
100
2009 2010 2011 2012 2013
% G
rade
s A
* - C
% A*-A 5+A*-C (inc. EM) 5+A*-C
GCSE Results
A level Results
Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Student 1 A* A* A
Student 2 A* A* A
Student 3 A* A A A A
Student 4 A* A A
Student 5 A* A A B
Student 6 A* A A
Student 7 A* A B
Student 8 A* A B B
Student 9 A* A B B
Student 10 A A A
Student 11 A A A
Student 12 A A A
Student 13 A A B
Student 14 A A B
Student 15 A A B
Student 16 A A B
Student 17 A A B
Student 18 A A B
¼ of entriesachieved at least AAB
A level - Value Added
Over the last 3 years student progress (the distance
students have ‘travelled’) has been equivalent to the top
10% nationally.
Tonight’s Aims
For you to leave with a better understanding of:• Careers• Key Stage 4 Ethos• Student Support, Care & Guidance• Assessment, Recording & Reporting (ARR)• Rewards & Recognition
Why do we need to think about careers in Year 10?
Most students do not know what they want to do
when they grow upWe want students to get their dream
job
Students who know what they want to do are
more motivated
Because next year students choose
their post-16 options
What careers advice will my child receive in Year 10?1. Careers research
2. Preparing for work experience
3. Applying for placements
4. Writing cover letters and CVs
5. Creating a positive online image
6. Post 16 options
7. Challenging attitudes in the workplace
8. Interview preparation
9. Targets for work experience
10.Careers advice
11.Careers events
12.Work experience
What careers advice will my child receive in future years?
• Y11 – 1:1 careers advice, making post-16 choices, developing CV’s and careers action plans
• Y12 – Work Experience, developing a personal brand, exploring post-18 options, careers speed dating
• Y13 – Making post-18 choices, CV writing, personal statements and cover letters and finance
What can I do as a parent/guardian?
• Register for U-Explore: www.u-explore.com• Talk together about careers
School
Student Home
Helping students’ realise their
potential Learning
Student Support, Care & Guidance
What level am I
working at?
How do I know?
What are my next steps?
The fundamental learning process at Gordon’s
Assessment events
Clear, specific targets related to students’ work
School
‘Position’ Statement
Key Stage 4 GCSE Target Grades
GCSEGrades
End of Key Stage 2 Level
4C 4B 4A 5B5C
A
B
C
D
Represents ‘average’ student
performance
Represents top 10% student performance
School
• High quality teaching and learning
- Lesson observations, student voice, data analysis• Regular ‘next steps’ advice in lessons
- Tri weekly feedback & half termly ‘Key Assessments’• Department reviews
- Triennial • Work sampling
- Students’ books/ folders audited
School
• Assessment, Recording & Reporting (ARR)
- Statute• Gordon’s ARR Philosophy
- Little & Often
- Conversation is better than written dialogue
- Teacher’s judgement is valued
School
• ARR Working Party
- Met three times in summer term
- Comprised of teachers & parents
- Lots of discussion about many aspects of the
Curriculum
- Main outcomes of ARR working party
- Modified effort grade criteria
- More context to KS3 NC levels
School
• Effort Grades 2013 – 14
1 = Outstanding
2 = Very Good
3 = Good but occasionally inconsistent
4 = Cause for concern
5 = Unacceptable
School
School
Each half term there is a progress report sent home including:•Target Grade•Working Grade•Effort Grade•Key Competency information
In the final half term there is full report including narrative from Form Tutor and Head of House
No working grade in first half term
ReportingReporting
Target
Grade
A statistically generated GCSE grade that is personal to each student and subject.
Working
Grade
The GCSE grade that a student is currently working at.
Effort Grade
The grade that reflects how hard a student is working. It is not a reflection of academic ability or performance.
• Curriculum
- New school day this year
- More teaching time in almost all subjects
- Less duties for teachers
- Same prep timetable• Examinations
- Linear (taken at the end of Year 11)
- Include Controlled Assessments through KS4
School
• Intervention
- Initially with subject teacher/ HoD
- If no improvements then Head of House
• Study Skills (Miss Pierce)
- Creating Independent learners
- Details on the School web site
• Aspiration & Challenge (Miss Balla)
- Developing talent
- Building on the previous ‘Gifted & Talented’
School
Student
Behaviour Organisation
Courtesy Presentation of Work
Appearance Contribution
Prep Group Work
Attitude to Learning Focus
Key Competencies
INDEPENDENT LEARNING & CONSISTENCY
• There is no ‘magic dust’ at Gordon’s
• Those students who achieve great grades:
- work very hard
- prioritise their studies
- make sacrifices
- usually stay for prep.
- spend the right amount of time on prep.
- are resilient
Student
Home
• Encourage students to give the new timetable a chance.
• Check exercise books for quality of work and marking.
• Regularly discuss school and specific subjects.
• Ensure students spend 45 minutes/subject/night on prep.*
• Reward/ sanction consistently and regularly (accountability)
• Think ahead to GCSES/ career aspirations including University and/ or employment. www.ucas.co.uk