Transcript Slide 1

Year 10 Launch
The vital ‘ingredients’ for GCSE
success
Student performance
+
Teacher guidance
+
Parental support
=
A winning partnership
Getting off to a good start:
Students
Be clear, this is for you and your future
Know the course structure – when are the exams? How
much do they count? What coursework/ controlled
assessment is there and when?
Use your homework diary; use a wall planner for planning
ahead for deadlines
Get organised
Getting off to a good start:
Students
Keep on top of homework and assessments; make it your best,
make sure you’ve understood it, ask for help
Talk to your parents and agree the ground rules – when and
where you will work, for how long, without music/phone/msn
etc
Agree regular ‘check-ins’ with your parents to look at where
you are and what work you need to complete
Getting off to a good start:
Parent
Parental support is one of the most crucial factors in GCSE
success
You don’t have to be a subject expert, just set the right
ground rules; provide support; praise and encourage
Understand the structure of courses, exams, controlled
assessments/ coursework – when exams are, deadlines and
what needs to be done at home
Getting off to a good start:
Parent
Head of Year - Mr Thomas
Assistant Head of Year – Miss Franklin
Tutors
Heads of Department
Parents evening
Homework diaries
Getting off to a good start:
Teachers
Lessons – all lessons all meticulously
planned and differentiated to suit the
pupils
Homework – parents are now able to view
all homework set by teachers using their
children's ‘Fronter’ access
Independent learning
Revision lessons and resources
Always available for help and support
Controlled Assessment and
coursework rules
The work must be the student’s own original work. It can refer to research
sources…
….But only if those sources are clearly referenced
Teachers can guide students on what they will be looking for when marking…
…..But not tell them exactly how to do the work.
Parents can provide access to resources and discuss the approach to the
project…
…..But not tell them what they should or should not write
Where to find out more
www.parentscentre.gov.uk
Dfes site with information on helping your son/daughter
learn
www.qca.org.uk
Guidance on qualifications.
www.jcq.org.uk
Guidance on exam, controlled assessment
rules
and coursework
Target setting and reporting
Fisher Family Trust data
And
Teacher assessment
Challenging / Achievable / Motivating
First set of grade cards in October
Key Dates
October:
First round of school target-setting
Grade card to parents
February:
Second round of school target-setting
Grade card to parents
April:
Pa r e n t s e v e n i n g
Examinations
Third round of school target-setting
June:
Grade card to parents
END OF YEAR EXAMS
July:
Work experience week
Key subject dates
October:
English lit controlled assessment
November: S c i e n c e c o n t r o l l e d a s s e s s m e n t
December: E n g l i s h L a n g c o n t r o l l e d a s s e s s m e n t
January:
History exam
February:
English Lang controlled assessment
June:
2 x Science module exam
July:
English language controlled assessment task
English speaking and listening ongoing throughout KS4
Work experience
Opportunity for your son / daughter to spend time with an employer to
find out more about the world of work
Chance to test a career idea out
Helps young people identify future learning, training and work pathways –
informs post 16 decision making
Develops young peoples employability and social skills
Puts subjects in context
Can add value to post 16 college / university applications (is a
requirement for some higher education courses)
What we expect from our pupils
To identify career and placement ideas which interest them
Find out about their placement and employer before starting
Keep a daily log of what they learn
Be punctual, polite, interested and enthusiastic
To l e a r n d i f f e r e n c e s b e t w e e n
school and work.
To f e e l w h a t i t i s l i k e t o w o r k
a longer day with fewer breaks.
To w o r k w i t h a d u l t s o f
different ages with differing
ra n k o r s ta tu s .
To s e e h o w p e o p l e g e t o n
together at work.
To s e e t h e r e l a t i o n s h i p
between workers and bosses.
To f i n d o u t w h a t a w o r k p l a c e
is like. How is it different from
school?
We asked pupils
What work
experience
meant to them.
Here are a few
responses.
To l e a r n a b o u t a p a r t i c u l a r j o b
o r i n d u s t r y.
To s e e h o w a n o r g a n i s a t i o n
works.
To l e a r n t o f i t i n w i t h n e w
people, in new places and
completing new tasks.
To u n d e r s t a n d b e s t w h y y o u a r e
at school and how school
s u b j e c t s c a n h e l p y o u r c a r e e r.
Year 11 pupils speak about their
experience
Tom Butler
Aisling Duggan
Abby Sammons
Work experience hints for pupils and
parents
Work experience week begins on
Monday
14th – 18th July 2014
We actively encourage all parents to
help their sons/daughters in seeking a
suitable placement.
Hints and Tips
“ T h e e a r l y b i r d c a t c h e s t h e w o r m ” !
Tr y n o t t o d e l a y f i n d i n g a p l a c e m e n t other fairly local schools will be chasing
placements at the same time.
T h e p l a c e m e n t d o e s n o t h a v e t o b e l o c a l
- last year placements occurred as far as
S c o tl a n d , L o n d o n a n d A u s tra l i a – ( pa r e n ta l
responsibility if abroad including own
i n s u ra n c e. )
Hints and Tips
C e r t a i n p l a c e m e n t s a r e d i f f i c u l t t o f i n d
- d o n ’ t b e d i s c o u ra g e d i f th e fi r s t fe w
approaches are not successful
Tr y t o m a t c h p l a c e m e n t s w i t h i n t e r e s t s .
Hints and Tips
Tr y t o a v o i d t h e e a s y w a y o u t - l i n k i n g
up with places that already employ
students part-time, working with
relatives etc.
A s f a r a s i s h u m a n l y p o s s i b l e - s t i c k t o
the allocated week – exceptions will only
be given in exceptional circumstances
(employers offer a alternative week
long as
it does not clash with any
examinations.
- as
Hints and Tips
A l l p l a c e m e n t s a l s o h a v e t o b e v e t t e d
by the ‘Careers Company’ with regard to
health and safety and given a clean bill
of health otherwise the student will not
be allowed to go to that placement.
I n s u r a n c e f o r m s h a v e t o b e s i g n e d b y
all employers w ell in advance, and
returned to school.
W e a s k t h a t t h e s e f o r m s a r e r e t u r n e d t o
us by the end of January so the
necessary checks can be completed.
These can be obtained from school
reception.
Hints and Tips
Pa r e n t s a r e r e s p o n s i b l e f o r e n s u r i n g
s tu d e n ts tra v e l to a n d fr o m th e pl a c e o f
work safely - the school has no
responsibility
I f p a r e n t s s o d e s i r e , t h e y c a n p r i v a t e l y
a r ra n g e fo r a n i n s u ra n c e to b e ta k e n o u t
for that week to supplement the school
i n s u ra n c e fo r th e s tu d e n t.
E a c h s t u d e n t h a s t o c o m p l e t e a w o r k -
experience diary which documents the
w e e k ’s a c t i v i t i e s .
o
Useful placement data can be obtained
t h r o u g h l a s t y e a r ’s w o r k e x p e r i e n c e
students, Local knowledge of employers,
Local Newspapers and Lists of past
placement which can be referred to v ia
Mr Smith, Mr Thomas and Mrs Hubbard
(School Secretary).
Good hunting! The week is extremely
valuable to the students involved .