Transcript Welcome to Key Stage 3

Presentations
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Welcome – Mr. Henry
Behaviour for Learning and Attendance – Mr. Reynolds
Introducing the Curriculum -Ms. Field
Why English iGCSE? -Mrs. McConville
Maths- Mr Wilde
Achievement – Mr. Waring
Head Boy and Head Girl
Mr. Henry
Principal
Mr. Reynolds
Vice Principal
Equipment – be ready to learn!
Charity
P.T.A. – Parent & Teacher
Association!
Ms. Field
Assistant Principal
Curriculum
Year 10 lessons per
week
Subject
Year 11 lessons per
week
5
English/ English Literature
5
5
Mathematics
5
6
Double Award Science
6
4
Option 1
4
4
Option 2
4
4
Option 3
4
1
PE
1
1
RE
1
Marking and Feedback
 WWW (what went well)
 EBI (even better if)
 Teachers indicate areas for improvement with a pink
highlighter
 During ‘MAD Time’ corrections and revisions should
be made by pupils in green pen
 A literacy marking key can be found in planners
Homework
 establishes consistent study patterns
 reinforces subject matter learned in class or prepare for

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
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
new learning
develops research skills
establishes independent learning skills
enables students to show progress and understanding
provides differentiated and challenging work for all
students
Gives teachers feedback in the evaluation of learning.
Mrs. McConville
English KS4 Co-ordinator
IGCSE English
Fulwood Academy currently follows the Cambridge
IGCSE syllabus for English Language
Coursework
Assignment 1: argue/persuade
Assignment 2: descriptive/narrative
Assignment 3: persuasive response to a text
Speaking and Listening
• Individual task: 3-4 minutes, 10 marks
A lively and interesting speech
Cue cards allowed
• Discussion: 6-7 minutes, 20 marks
Discussion with teacher about topic, asking
questions, developing ideas
• Both tasks to be recorded onto CD
Mr. Wilde
Maths KS4 Co-ordinator
GCSE Mathematics
 Edexcel exam board
 2 exams at the end of year 11
 1hr 45min each, P1 Non Calculator, P2 Calculator
 Already studied the GCSE syllabus in Year 9
 Regular assessments throughout year 10
Mathematics Support
 Five lessons per week
 Lunchtime and before/after school support
 Support, encourage and ask questions
 Be positive and show an interest
 Contact class teacher or myself if concerned about
Maths
Mr. Waring
Assistant Principal
Target Grades – Tracking Progress
Why do we set targets ?
1. The purpose of a target is to
motivate a person to higher
achievement
2. It is not designed to place a limit on
what your child is able to achieve
How do we use targets?
1. Helps us to monitor progress and
provide support or challenge where
necessary
2. Acknowledge and celebrate progress
How do we calculate your
student’s target grade?
KS2 (end of year 6) Lisa got a level
4 in English and maths.
1000s of students across the years
have achieved the same.
The National Statistics used to
predict her outcome at the end of
year 11.
How do we calculate your
student’s target grade?
Using this information we know the
MINIMUM grade that Lisa should
achieve in each of her subjects.
This is the grade Lisa should achieve
if she makes EXPECTED progress.
We AIM HIGH and expect our
students to do the same. As a result,
we don’t set expected progress we
set BETTER than expected progress.
How do we calculate our
student’s Y11 target grade?
Y7 Baseline
Target if based on
‘Expected’ Progress
Fulwood Target
based on better than
expected progress
Level 3 or less
D
C
Level 4
C
B
Level 5 or
better
B
A*
Flight-paths
Y7 Baseline
Year 10 ‘flight path’
Year 11 Target Grade
Level 3 or less
D
C
Level 4
C
B
Level 5 or
better
A
A*
Fine Grades
Fine grade
Meaning
A1
Secure at this grade
A2
Good chance of getting this grade but would
benefit from in class support to secure the
grade
A3
Vulnerable at this grade. As likely to get the
grade below. Requires additional support,
perhaps outside the classroom
How will we report your
child’s success?
Progress Report
Written Report
Parents’ Evening
Mr. Graham
Assistant Principal
Nothing is more important!
EIGHT
Parental support is
times more important in
determining a child's academic
success than social class.
The campaign for learning found
that parental involvement in a
child’s education can mean the
difference between an A* grade
and failure at GCSE.”
The Times Educational
Supplement
Objective
whether…
or…
or…
or…
or…
or…
or…
or even…
Daniel Goleman
“At best IQ
contributes about
20% to the factors
that determine life
success, which leaves
80% to other factors”
“The difference
between the
possible and
impossible lies in a
person’s
determination”
Attendance
After School Support
Behaviour
Check planners and homework
Revision
“Relentlessly
helpful and
faithful in our
students
potential”