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Welcome from Mr Gaughan

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Curriculum

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Pupil Targets & Tracking

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How to succeed

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Pastoral Support

Curriculum

Curriculum Changes

 All GCSEs are now linear  Controlled Assessments continue in some subjects  Vocational qualifications (OCR/BTEC) can only count as 1 qualification (far fewer than previous years)  English Baccalaureate (EBacc) – combination of subjects to be passed at A*-C (English, Maths, 2 Sciences, Language, Humanity) continues 

Government have previously stated that if Grade C is not achieved in English and Maths, students must continue to study them up to the age of 18

Why do GCSEs matter?

 Doorway to further study post-16  Colleges looking for 5A*-C GCSEs to study advanced and vocational subjects (Newman, Runshaw, St John Rigby)  GCSE English & Maths A*-C needed for all A-level courses, Universities and some apprenticeships  Employers also consider these two subjects the most important so whatever grade is achieved is vital  Grade B or above required in Maths to study Sciences or Further Maths at A-level

Why do GCSEs matter?

 Universities look at GCSE grades to help allocate places • Grade C minimum in English & Maths is required for entrance to any full time course at University • For certain courses there are specific subject requirements but a general “rule” is balance and a breadth of study •

GCSEs follow you for life

Subject Specific Information

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English (4/5 lessons per week)

Pupils in A band study for the WJEC GSCE exam at the end of Y10 and they receive 4 lessons of English Literature and 1 lesson of English Language. English Language is then studied in Year 11 Pupils in B band study for the AQA Certificate in English Literature at the end of Year 10 and receive 4 lessons which incorporate both Literature and Language with a greater emphasis on the Language skills. The Cambridge iGCSE is then studied in Year 11

Subject Specific Information

All pupils need English Language GCSE. All pupils have to study English Literature for the English Language GCSE to “count”.

Subject Specific Information

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Science (6 lessons per week)

Double Award Science is the study of Biology, Chemistry and Physics towards two GCSEs. Core Science exam is taken in summer 2015 (3 exams) and Additional Science is taken in summer 2016 (3 exams) A grades BB in Double Award are required to study A levels in Science Most of our pupils follow this course

Subject Specific Information

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Science (3 lessons per week)

Single Award Science is the study of Biology, Chemistry and Physics towards one GCSE. Pupils who are selected for this course will have 3 lessons of Science each week and 3 lessons of intervention (Literacy & Numeracy) The exams are all taken in summer 2016 (3)

Subject Specific Information

 Science (6 lessons per week) Triple Award (or separate Sciences) is the study of Biology, Chemistry and Physics towards three separate GCSEs. To conform with the government directive that all exams are to be “linear” all these exams must be taken in the summer of 2016. This means 9 exams at once!

The Triple Award is extremely challenging in terms of commitment, depth of study, additional home study, after school revision and 9 exams all at the end. With this in mind, Mr Power and the Science department select students carefully.

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Subject Specific Information Physical Education

Most students will work towards a qualification in PE. This will either be GCSE or BTEC as decided by the PE Department To be successful in GCSE PE, students need to able to offer 4 sports at which they can perform at a good level. There is also a theoretical aspect to the course.

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Subject Specific Information Physical Education

The BTEC course is more appropriate to students who can only offer one or two sports at a practical level.

The BTEC course does now have a formal exam.

Some pupils will study for a BTEC in Dance instead of the Physical Education course. This year we will be having a small group of pupils who do PE as a recreation activity and will not study a qualification. Parents will be notified.

Subject Specific Information

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ICT

Pupils in the B band will receive 1 lesson each week of ICT. They will work towards the Cambridge National Diploma/Certificate in ICT. A level 2 pass is the equivalent of GCSE grade C and grades reach A* equivalent.

There is now an exam in summer 2016 as well as coursework Pupils who opted for GCSE ICT or Computer Science through the options process will have 3 lessons of ICT (+1 if they are in the B band)

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Subject Specific Information

Food The Food & Nutrition GCSE course is no longer accepted and so we now offer two different courses.

BTEC Hospitality A Focus on the cookery element but less scientific and therefore more accessible to some pupils.

Pupils complete coursework and sit an exam in summer 2016 GCSE Food Technology

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Subject Specific Information

General Information Maths = 4 lessons per week - English = 4 or 5 lessons per week - Science = 6 lessons per week or 3 + 3 intervention - RE = 3 lessons per week - PE = 3 lessons per week - ICT = 0 or 1 lesson per week - All option subjects = 3 lessons per week

Pupil Target Setting

Targets

We set every pupil an individual target for every subject.

Targets have several functions:  to inspire pupils to aim high  to inform teaching staff of their potential  to enable us to monitor performance  to identify underachievement and focus intervention

Targets

 After 3 years at school we have a large amount of information about ability and potential  We use a Nationally recognised target setting system called FFT Aspire to inform targets  Reports will refer to performance related to these targets

HOLY CROSS CATHOLIC HIGH SCHOOL Anne Uther 10H

Attendance 98.4%

Subject English Class 10a/En3 Teacher Miss Green Target A Predicted Learning A − Mathematics 10a/Ma4 Mrs Croft B A + Science (Core) 10a/Sc3 Mr Power B B + Religious Education English Literature German History 10x/Re2 10a/En3 10Y/Sp1 10Y/Hi2 Mrs Shepherd Miss Green Miss Marcroft Mr Murray B A B A A* A C B + − − − − Product Design 10Y/Pd1 Mr Smith A

BTEC & ICT Awards The grades Distinction, Merit and Pass are equivalent to GCSE A, B and C

B BTEC Sport + − + − x 10a/Pe2 Mr Ryder L2M L2M + A highly motivated pupil, who always takes full responsibility for his/her learning. He/she independently and always completes work to the best of his/her ability.

A committed pupil, who always demonstrates a keen interest in their work and is determined to achieve. Most of his/her work is completed to the best of his/her ability.

A hardworking pupil who completes all work to a standard that reflects his/her ability. They demonstrate some initiative when completing tasks.

A pupil who is generally working well but who has the potential to achieve more. Work is produced to a basic standard and effort could be improved.

An underachieving pupil, who demonstrates a lack of commitment and whose efforts are inconsistent, making progress difficult at times.

Targets

Target grades should be treated with some caution because…  just setting targets does not guarantee their achievement  personality is not accounted for  home background/support is not accounted for  a lot can happen between the ages of 11 and 16 (good and  bad) which could have an effect on achievement there are lots of examples of pupils achieving as much as 3  grades higher or lower than their target grade Important to recognise that individual achievement is what counts (Grade D may be an exceptional result for a pupil just as a B grade may be under achievement)

Targets – Tracking for Success

September

Targets set Attendance tracking commences Year 10 Guidance Evening for parents and pupils Information collected from teachers identifying really good and really poor starts. Contact with parents if any concerns (HOY)

November

First set of central subject grades provided by teaching staff Identify under achievement, contact with parents if any concerns Year Head and Form Tutor tracking

December

Interim reports sent to parents – full term completed

Targets – Tracking for Success

January

Tracking by Form Teacher and Head of Year continues.

Year 10 Parents Evening Thursday 22 nd January 2015

February

Pupils off timetable to assess their own progress and talk to tutors. Set individual targets for rest of the year along with enrichment and careers activities

March

Second set of central grades submitted by teaching staff Assess progress of every student Updated tracking sheet to parents

Targets – Tracking for Success

May

Full reports with teacher comments to parents

June

End of year internal exams Science and English Literature external GCSE exams Cardinal Newman, St John Rigby and Runshaw taster days

July

Final grades submitted by teaching staff and sent home Pupils assess their own progress over the year with their tutor Individual targets set for year 11 Prefect training & Awards Day

How to Succeed

Fixed mind-set Growth mind-set vs Leads to a desire to look smart and therefore a tendency to: AVOID CHALLENGES GIVE UP EASILY SEE EFFORT AS FRUITLESS OR WORSE IGNORE USEFUL FEEDBACK FEEL THREATENED BY THE SUCCESS OF OTHERS CHALLENGES OBSTACLES EFFORT CRITICISM SUCCESS OF OTHERS Leads to a desire to learn and therefore a tendency to: EMBRACE CHALLENGES PERSIST IN THE FACE OF SET BACKS SEE EFFORT AS A PATH TO MASTERY LEARN FROM CRITICISM FIND LESSONS AND INSPIRATION IN THE SUCCESS OF OTHERS

Impact on the students

Pupil progress data shows that those students who demonstrate growth mind-set characteristics radically out-perform other students by as much as 4 grades, even though their CAT tests show they have similar raw intelligence.

Growth mind-set in action

          Reading regularly Arriving to lessons well-prepared Maintaining excellent attendance Home learning completed on time and to a high standard Asking questions to improve understanding Sharing ideas with others Respond to teacher’s feedback in books and lessons Never waste time talking in lessons Find out how other people have achieved high marks Reflect on success: What was it that made you succeed?

Show My Homework

Supporting your child

Attendance  95% attendance (10 days) = 2 weeks off school

Expectation is to achieve at least this figure

 90% attendance (20 days) = 1 month off school

Missing 17 school days in an academic year can result in dropping a full grade in every GCSE subject taught

 80% average attendance over 5 years

Equates to a whole year of schooling missed

 If a child has 89% attendance or less, there is only a 1 in 4 chance they will achieve 5 A* to C grades at GCSE

Get the basics right  Ensure they get sufficient sleep

Teenagers between 13 and 19 need 9 to 10 hours a day to consolidate learning

 Maintain a balanced diet and lots of water

A good diet is scientifically proven to improve concentration

 Regular exercise

Exercise stimulates the flow of oxygen around the body and to the brain

 Control distractions

A sensible balance between work and play!!

Supporting your child

 Encourage your son/daughter to reflect on attitude, work rate and state of mind to make small changes that will sustain their sense of self-belief and self-confidence.  It is ok to get things wrong!

 Your teachers are there to support you so make sure you ask for help with any problems (academic or otherwise) that may be hindering your progress.

Pastoral Support

Pastoral Support

Form Tutors & Head of Year  A vital link between home and school  Regular daily contact with the pupils and are available for all parents to contact with any concerns  Track pupils progress closely throughout KS4  Focused on your child achieving their potential and higher

Year 10 Tutors

Mr Boylan 10C Miss Parks 10R Mr Smith 10L Mr Poulton 10H Mr Sanderson 10Y Mrs Gaughan 10S

Mrs Evans

Head of Year 10

Mr Smith

Pastoral Support Attendance Officer Alternative Curriculum

Pupil Diaries

 Diaries are checked weekly by tutors  Parents can use the diary for messages to school as well as e-mail and telephone  Contains the work your child is expected to carry out at home for individual subjects  Have a calendar indicating assessments and the dates of any external examinations

Please ensure that it is signed weekly

Parental Involvement/Support

• • • Ask about School Read through reports together Structure, routine and rules are important – consistency and fairness really helps