Transcript Yr 12 Parents Information Evening

256h September 2014
Building on success...
A level results this year at St Paul’s were excellent.
46% of all A Level grades were A*-B
76% of all A Level grades were A*-C
99% of all A Level grades were A*-E
Our value added score was 0.26. This means that,
on average, on every A level courses students
achieved ¼ of a grade higher than expected.
 70% of Year 13 have gone on to University.
 94% of these students achieved their first choice
and the range of universities they are attending is
very impressive.





Working Towards Your Goals
‘Discipline is the
bridge between
goals and
accomplishments’
Approximate
GCSE Grades
Target
Grade
Aspiration
BTEC
Target
Grade Sub
Dip
BTEC
Target
Grade Dip
Mainly A and A*
A*
Mainly A’s
A9
D*
D*D*
Mainly A and a few
B
A1
Mainly A and B
B9
D*
D*D*
Mainly B and a few
A
B5
D*
D*D
Just over all B’s
B1
D*
D*D
Mainly B’s and few
C’s
C9
D
DD
Mainly C’s few B’s
C5
D
DD
Mainly C
C1
D
DD
D/E’s with 4/5 C’s
D9
D
DM
M
MM
ALPS
Generated
by your
prior
attainment
Mainly 2/3 C’s
Meeting targets increases life
chances
Student
Target grade
Actual
grade
UCAS
Points
U
A
A*A*A
400
V
A
A*AA
380
W
B
A*AB
360
X
A
CCC
240
Y
A
DDD
180
Z
B
EDD
160
Start looking at course requirements – you need to know
now what you need to achieve by the end of year 13. The
end of year 13 will be too late!
What makes the difference?
 Attendance is crucial
 When comparing students of equal prior attainment
and target, those with attendance of over 95% perform
one grade higher than those with attendance of 85% or
less.
 Each further 10% fall in attendance reduces this
performance by another grade
What makes the difference?
 Getting straight down to A level work and producing





work that is in line with the expectations of your target
All work produced in class and for homework must be
in line with your minimum target grade or greater.
Homework must be done and done on time
Take part and enjoy.
3 – 4 hours of private study per subject
Have pride in your sixth form and respect the work
that you and your teachers do.
Step up to sixth form
 On the 26th September all teachers will give
students a grade from 1 to 4. 1 is the highest
and 4 is the lowest.
 What do these grades mean?
Grade 1

The student demonstrates consistently the basic habits and
the core habits for Building Better Learners at Post-16. The
work produced and assessed is always of ‘on target’ or
‘above target’ quality. S/he is already demonstrating
progress and the progress s/he is making, if sustained,
means s/he will definitely meet or exceed the ALPS target
grade.
Grade 2

The student demonstrates significant progress towards
meeting the basic habits and the core habits for Building
Better Learners as Post-16. By the end of the four week
transition period the student demonstrates the right
aptitude for study, produces work that is of ‘on target’
standard and demonstrates an approach to study that
suggests the target grade will be attainable by the end of
the course.
Grade 3

The student is finding the transition to Post-16 a challenge
and progress towards meeting the basic habits and core
habits for Building Better Learners at Pot-16 is inconsistent.
The work produced is often ‘below target’ but there are
signs that progress is being made. With further
intervention the student should be able to make the
progress needed to meet his or her target and will
definitely achieve a grade by the end of the course.
Grade 4
 The student is not demonstrating an aptitude for the
subject and/ an appropriate approach to learning. This
may be because s/he has made no progress towards
meeting the Basic and Core Habits or because there is a
fundamental lack of interest in the subject. All work
produced is ‘below target’ and there are no or very
limited signs of progress. The student will definitely not
reach the ALPS target and progress already
demonstrates s/he could fail to reach pass standard.
Assessment: A Levels
 AS
 You will have two or three units. All examinations are
taken in May and June. There are no January
examinations.
 The AS units count for ½ of the A level marks.
 The grade you achieve at AS is a very good indicator of
the grade you will achieve at the end of year 13.
Assessment: BTEC
 BTEC subsidiary diploma
 Three units will be completed in year 12.
 BTEC Diploma
 Six units will be completed in year 12.
 BTEC is all coursework but ...
 There are new rules about submission of units.
 The grade you achieve at first submission is the grade you will
achieve for that unit.
 There is no chance of ‘improving’ units at the end of the course
when you realise that you need more points for the University of
your choice
 If you know that you need a D*, then you have to achieve D*
NOW!!!
Taking every opportunity.
‘You will
always miss
100% of the
shots you do
not take.’
Enrichment
THURSDAY p3&4
Extended Project
Young Enterprise
Language leaders
Mandarin
Study skills
Enrichment
WEDNESDAY P7&8
A variety of sports including:
Football
Basket Ball
Netball
Gym
Leadership through rugby union
Yoga
Creative Writing
Dance Troupe
Film Club
Volunteering
Extra
Extended curriculum
KS5 STEP Maths
Cooking on a budget
Creative Writing
World Challenge
D of E GOLD Award
Volunteering
Inside and Outside of
school.
2 hours per week
Engineering Education Scheme
Science club
Research cafes
My fascination with different cultures and eagerness to explore the world led me to join
World Challenge, heading for Madagascar in July 2010. This is a decision that has tested
my ability to raise funds independently, collaboratively and as a leader. In addition to
the attraction of exploring an area of the world so strikingly different from my own and
seeing wildlife unique to the country, the opportunity to make a difference in a less
fortunate community enhanced my desire to take part.
I take pride in the fact that I have voluntarily provided assistance to others, particularly
within the Geography department. This has involved decorating classroom display
boards and helping in lessons, amongst other tasks. During the exam period of 2009, I
discussed experiences I had faced concerning exams with other students and mentored
them during revision. In September of 2009 I volunteered to go on a field trip to Eastrop
Farm in Oxfordshire where I led groups of students in river experiments. Through this, I
have learnt the importance of ensuring the safety of the situation. These experiences led
me to seek further experience in a local primary school.
SUPPORT at home...
 For every student, the school day starts at 8.50am.
Please contact the school if they are unable to attend
and support absences with a note.
 Attend both mentoring days.
 Monitor paid employment – no more than 10 hours is
recommended by recent research.
 Support your son/daughter’s independent work for
example…
 Library taxi
 Provide a quiet work area
 Be aware of how and what your son/daughter learns.
Contacts
 [email protected]
Head of Year 12
 [email protected]
Director of Post-16 Learning and Progress
 [email protected]
Learning Mentor and Chaplaincy Support