Transcript Document

Year 10 GCSE
Information Evening
9th October 2014
Welcome
Mr Whiles
Headteacher
Introduction to GCSE
Mr Hilton
Director of Raising Achievement
GCSE
• General Certificate of Secondary Education
• Assessed through:
• Controlled Assessment – work completed in school under supervision
• Exams
• Linear course structure – all assessment is submitted at the end of the
two-year course and cannot be retaken
Grades
• Grades awarded:
• A*
A
B
C
D
E
F
G
Ungraded
• Target Grades
• Individual for every student
• Challenging but realistic
• Students should know these and aim to meet/exceed them every lesson
Controlled Assessments
• Key assessments which count towards the GCSE
• Does your child know...
•
•
•
•
Deadlines for written CA?
Dates of Practical Exams?
Where/who to ask for help?
The bigger picture…?
Year 10 Timeline - some key dates
• March – Reports & Y10 Progress Evening
• May – Core Science GCSE exams
• June – Mock Exams in all other subjects
• July – Work Experience
• Throughout the year – Controlled Assessment deadlines
• Please look at this document with your son/daughter and make a
note of any key dates for their subjects, along with other
commitments (trips, sport, drama etc)
Intervention & Support
Mr Dwight
Director of Raising Achievement
Y10 GCSE Intervention
• Intervention is designed to support students at risk of not achieving
their GCSE target(s)
Aim
• To help students achieve their target grades
• Provide academic and pastoral support for students
• Set up appropriate methods and strategies to aid students in
progressing their learning and meeting their target grades
How
• Half-termly subject progress checks
• Half-termly student tracker reports produced
• Analysis of data by subject teachers/Curriculum Leaders
• Intervention grids produced by class teachers – to provide targeted
support.
• The Directors of Raising Achievement/ Curriculum Leaders
and your child’s House leader will work with you to provide
strategies that will progress your child’s learning.
Next Steps – Cycle 1
• Students working below their target in 1/2 subjects:
• Appear on intervention grid of class teacher
• Letter sent home informing parents of intervention and in which subjects
• Students working below their target in 3+ subjects:
• Appear on intervention grid of class teacher
• House Leader will phone parent to discuss concerns/intervention/support.
Intervention Cycle 2
1
Decreased/Off
Intervention
Letter to parents to
confirm successful
completion of
intervention
2
Further
Monitoring
Progress is being
made. Subject
teacher/Curriculum
leader to monitor
3
Increased
Concern
Assertive Mentoring
• One to one mentor identified
• Weekly mentor meetings
• Regular contact with home
• Liaison with subject teachers
• Support on meeting
deadlines/organising revision
Creating the climate
for study
Mrs Glenister
Deputy Headteacher
When?
• Routines and habits
• Family timetables
• Schedule in R&R
• Publish
Where?
The right environment:
• Quiet enough
• Well lit
• Cool enough
• Space enough
• Well equipped
• Packing away
What?
• Homework
• Planner
• Controlled Assessments
• Timeline
• Revision for tests
• End of units
• Y10 exams
• Further research
• Internet access
• Exam specs
• Useful websites
How?
• Students have their own learning styles/preferences
• Visual
• Auditory
• Kinaesthetic
• Find what works, experiment
• Tried and tested
• New technologies
• Collaboration
Your role at this time
• Create the environment
• Check resources are available
• Mediate between home and School if needed
• Provide calmness and security
• Be interested in the work, not the doing of it
• Be the lifestyle coach
Lifestyle choices
Build healthy habits:
• Eating well
• Getting exercise
• Sleeping enough
• Pursuing interests and cultivating friendships
• Mental stimulation (conversation, reading etc)
• Watch for signs of stress
Work Experience
13th – 17th July 2015
Mr Alderson
House Leader - Fry
Why do it?
• Gives students ‘adult’ experience
• Develops confidence
• Encourages independence
• Doesn’t have to be part of their future career plans
• Fun
Self Generated Placements
• Only for students who really want to do it
• Placements tend to be much more successful
• Advice and support will be available in school
• Students who do not wish to take part will have a full programme of
learning
Next Steps…
Students will be issued with:
• Letter
• Self Generated Placement Request Form
• Parent/Carer Consent Form
• Parent/Carer Guide
Deadline
• Friday 16th January 2015
Thank you for attending