Transcript Department Self Evaluation and Action Planning

The longer I live, the more I realise the impact of attitude on life.
Attitude, to me, is more important than facts. It is more important
than the past, than education, than money, than circumstances, than
failures, than successes, than what other people think or say or do. It
is more important than appearance, giftedness or skill. It will make or
break a company...a church....a home.
The remarkable thing is we have a choice every day regarding the
attitude we will embrace for that day. We cannot change our past...we
cannot change the fact that people will act in a certain way. We
cannot change the inevitable. The only thing we can do is play on the
one string we have, and that is our attitude...I am convinced that life
is 10% what happens to me and 90% how I react to it.
And so it is with you...we are in charge of our attitudes.
September 2014

Share key messages given to students

Provide information which will help us to
work in partnership

Clarify expectations in the core subjects
 Standards
 Responsibility
 Opportunity
………………………………for All
Pupil
•Needs to be told what to do.
•Only do what they are told to do
•Teacher enforces work rate and behaviour.
•Motivation comes from others.
Student
•Independent
•Responsible
•Well motivated
•Well organised and prepared.
Fixed Mindset:
Cleverness is a fixed thing. You’re either clever or
you’re not.
Growth Mindset:
Cleverness can be developed. Everyone can get
smarter.
Neuroscience tells us that the brain is like a
muscle; exercise makes it grow and develop

Look clever at any cost. Don’t get into
situations where you will not look smart.

Don’t make mistakes. If you make mistakes
you must be inadequate

Don’t work hard. Success should come
naturally, because you are smart. If you can’t
do something, don’t work at it; act as if you
could do it if you tried.
Learn at all costs. These students care very much
about doing well. Learning is more important than
grades which, ironically, leads to better grades
 Take on challenges. If offered a choice between a
difficult task they can learn from, and a task that will
make them look smart they take the task they can
learn from.
 Work hard. These students believe the harder you
work the better you will be.
 Confront weaknesses and correct them. Students
with this mindset are keen to tackle the things they
aren’t so good at, and get better at them.

You can’t fall if you don’t
climb. There is no joy in living
your whole life on the ground.
Believe you can and
you’re halfway there
Bite off more than you
can chew and chew like
mad
Hard work beats talent when
talent doesn’t work hard.
 There should be no graffiti anywhere in your work
 Students should write in black pen and draw diagrams and graphs
with pencil
 Pages should not be ripped out of your exercise books or folders
 Each new piece of work should have a title and date underlined
with a ruler
 Loose sheets should be stapled in at the appropriate place
 Any mistakes should be crossed out using a line through the
incorrect piece of work
 At the end of each piece of work, a line should be drawn with a
ruler and the next piece of work should begin underneath the line
 All pages should be used - you must not leave blank pages
 Any rough work should be done in the back of your book or folder,
unless an integral part of the work in progress
STANDARDS: To promote high standards of presentation
RESPONSIBILITY: To encourage students to become more
independent by understanding that they have a responsibility for
taking care with their work
OPPORTUNITY: To help students to realise that having high
standards for simple things such as presentation of work can lead to
improved opportunities in later life
FOR ALL: To support each other through all applying expectations
consistently
 Students should write in black pen
 Teachers will mark and give feedback in purple
 Peer assessed comments using G and I should be in blue.
 Self assessed comments using G and I should be in red.
 Students should act on feedback, re-draft, correct in green
STANDARDS: To promote high standards in the quality of work
RESPONSIBILITY: To encourage students to want to improve work and
aim higher
OPPORTUNITY: To help students to realise that skills gained from acting
on feedback or helping their peers to do so can be transferred to other
areas of life
FOR ALL: To ensure that consistent use by all will help students to
improve in all their lessons
Fail to prepare and you must
prepare to fail
Attendance
The world is run
by those who
show up.



Missing just 17 days in one year (90%) can
cause a drop of a full grade at GCSE.
Only about one in four students with
attendance less than 90% achieve 5 A*-C
GCSEs.
Only about one in ten students with less than
80% attendance achieve 5 A*-C GCSEs

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



Interim 1 – 12th Dec 2014
Interim 2 – 27th Feb 2015
Tutor Evening – 5th Mar 2015
Parents’ Evening – 14th May 2015
Reports -8th May 2015
Exam weeks – starting 15th June 2015
Work Experience – 29th June 2015



Feedback in books
E mail [email protected]
Schoolcomms
 E mail and text system
Text notification of absence
Text Urgent information (snow)
E –mail rewards information
Text reminders of e.g. Parents evenings
E-mail behaviour information
E Mail invitations to events
E-mail student and exam timetables
Text/e-mail deadlines for students
E-mail newsletters, trip information, clubs, etc E-mail homework
 PC, laptop, tablet or Smartphone app
 Leave your name with us or contact us and we will
send you a form to sign up
Parents/carers
School
Students
 “Before you were born, your parents
weren’t as boring as they are now.
They got that way from paying your
bills, cleaning your clothes...”
 If you think your teacher is tough –
get a boss!”
Key Stage 4
Mathematics at
Trinity School.
Learning Objectives
•To give information about the maths
courses and exams
•To give advice about maths revision
•To give practical information about
preparation for exams
Year 11
•GCSE Maths Higher Grades A*-D
•GCSE Maths Foundation Grades C-G
• Entry Level Maths Level 1 and 2
•GCSE Statistics Higher Grades A*-D
•GCSE Statistics Foundation Grades C-G
•Further Mathematics Level 2 Certificate
Year 10/11 MATHS
DETAIL
• Linear GCSE Maths: 2 papers 50% each
•EDEXCEL
•Paper 1 Non Calculator
•Paper 2 Calculator
•Results Late August 2016
•No Coursework
Year 10/11 MATHS DETAIL
• End of Year 10; syllabus completed
•Full Mock exam in June
•Groups re-set to reflect progress
•Year 11 identify and work on areas of
weakness: pixl
•2nd Mock in December Year 11
•Final preparation for exam in June 2016
•No Coursework
Edexcel GCSE
Mathematics A
MyMaths website : Login Trinschool
password cylinder
Mathswatch website : Centre id
Trinityschool
username apupil
password mathswatch
an
Key Stage 4 English
at Trinity School.
GCSE English Language & English
Literature
Familiar?
I haven’t got
any
homework...
You can’t
revise for
English...
Skills...
Developing interpretations
of symbolic meanings of texts
Analysing Language,
Form & Structure
Inferring and Deducing
Finding Quotes
Understanding what you’ve read
Finding an Individual Voice
Whole-Text Organisation
Extended, Developed
Written Pieces
Grammar (Advanced)
Spelling & Vocabulary
The Times They Are A-Changin’
English GCSEs are no longer modular.
Your child’s year group will be the last to
sit this specification.
Results are norm-referenced.
English Language
Unit
Content
1
Non-Fiction Exam
2
Speaking and Listening
3
Understanding written texts and writing
creatively
3a Extended Reading
3b Producing Two Creative Texts
3c Spoken Language Unit
English Literature
Unit
Content
1
Exploring Modern Texts (Exam)
•A - Modern prose or drama
•B – Exploring cultures
2
Poetry (Exam)
3
Shakespeare and English Literary Heritage
vs.
Unit 1: Reading & Writing Non Fiction
Exam = 60%
Can your child write for 2 hours 15
minutes?
How much non-fiction does your
child read every day?
Unit 2: Presenting,
Discussing/listening, Role-play
Formal
Informal
Unit 3 - Understanding
written texts
and writing creatively
Developing interpretations
of symbolic meanings of texts
Finding an Individual Voice
Analysing Language,
Form & Structure
Whole-Text Organisation
Extended, Developed
Written Pieces
Inferring and Deducing
Finding Quotes
Understanding what you’ve read
Grammar (Advanced)
40%
Spelling & Vocabulary
I’m Sure You’ve Heard...
So...
Start now...
Be an
independent
learner...
Use all the resources available...
Moodle – http://vle.trinity.cumbria.sch.uk
Scroll Down
Podcasting –
http://www.trinityenglishrevision.blogspot.co.uk/
OR
http://feeds.feedburner.com/TrinityEnglishRevisi
on
GCSE English Language & English
Literature
Who was recently voted the greatest
sports coach in the history of the
world?
“Give Your Best When Your Best
IS Required…
…here it is required every day”