Transcript Approaches to Revision at Sacred Heart High School

Welcome to
Year 10
The blank piece of paper…
Upper School Staff
Mr I Donegan - Deputy Head
Mrs S O’Donovan – Director of Upper School
(Assistant Head)
Ms S Newman – Assistant Director of Upper
School
Mrs M Mannion – Pastoral Support Manager
Upper School
[email protected]
Year Ten Tutor Team
Mrs Greenwood 10H [email protected]
Mrs Hamilton 10E
[email protected]
Ms Neilan 10A
[email protected]
Mr Murphy 10R
[email protected]
Dr Sudhakar 10T
[email protected]
Life at Key Stage 4
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8 to 10 GCSEs
Controlled assessments
Some exams (e.g. Science)
Trips, visits
Extra-curricular activities
Stepping up to leadership
Preparation for the future, including
Sacred Heart’s Sixth Form
Changes to the School Day
Registration and
Assembly
8.30-8.45
Period 1
Period 2
Break
Period 3
Period 4
Lunch
Period 5
Period 6
Registration
Period 7 (Y10-13)
8.45-9.35
9.35-10.25
10.25-10.45
10.45-11.35
11.35-12.25
12.25-1.15
1.15-2.05
2.05-2.55
2.55-3.05
3.05-3.55
Pathways Booklet 2013-2015
• Subject
information
• Exam boards
• Assessment
• Progress
• Leadership
Sixth Form
• Now open – 80 students
• Currently internal students only
• 100 places – min. 8 GCSEs A* to C inc
English & Maths, plus subject-specific
criteria
• Continuous consultation with pupils
and staff to ensure we build a sixth
form to be proud of
Expectations
• 96% attendance (minimum)
• 100% punctuality
• Correct uniform at all times – this
includes hair, make-up, jewellery and
skirt length – many of these are now
too short
• Positive attitude to adults and peers
• Contribution to school life
This is school uniform
plus natural hair
This IS school PE kit
Plain white or
black trainers
This IS NOT school PE kit
Tights are to be removed before PE
No Converse, Vans
or plimsolls
Making it happen
• Routines established at home
• No socialising on school nights
• Limit access to MSN/phones/TV/internet
during the week
• Healthy lifestyles
• Encouraging different techniques to aid
learning
• Effective use of planner
KS4
Assessment
The Importance of Teaching (2010)
‘We believe that it was a mistake to allow
GCSEs to be fully modularised, because
GCSEs are too small as qualifications to be
taken sensibly in small chunks across two
years. We also believe that it is creating too
much examination entry in secondary
schools – with many schools entering pupils
for units in years 9 and 10 as well as years
11, 12 and 13.’
GCSE Exams the National Picture
• Pupils that started in September 2012 will sit the exams for
all their modules at the end of two years. After that, nonmodular courses will be brought in.
• All GCSEs, taken after summer 2013 will be linear in
structure
• Question papers in English Literature, Geography, History
and Religious Studies with extra marks awarded for spelling
punctuation and grammar will first be sat by candidates in
January 2013.
• Proviso – resit English and Maths in November if necessary
• Future – GCSE exams to be replaced with new examination
to provide more opportunities for in depth study.
Implications for pupils:
• Assessment will take place at the end of the
course of study
• Assessment opportunities for the majority of
subjects will be restricted to summer only
• For English, English language and
mathematics there will be an additional
assessment opportunity in November
• More focus on retaining knowledge
• Controlled Assessments scheduled
throughout two years.
Implications for us as a school
• Continued focus on our own internal
assessment systems (IPM, Exams Week
and Mocks) and reporting as guide to
progress and potential achievement
• Continue to maximise opportunities
through teaching and learning strategies to
revisit/revise learning/familiarise pupils
with exam requirements and standards
Assessment for Learning
Whole school focus
• Ensure that pupils understand fully the next
steps they need to take to maximise progress
• Every day, every subject, every lesson
Environment for learning:
• Quality of teacher/pupil dialogue
• Active learners
• Collaborative learners
Assessment for Learning – what
will you see in your daughter’s
work?
• Key pieces of assessed work: What went
well/Even better if
• Use of green pen in books for peer and self
assessment activities.
• Verbal feedback stamp – to support
teacher/pupil dialogue.
Support from parents/carers
• Full attendance and punctuality - minimise
appointments in school time
• Support in prioritising
homework/revision/workload
• Monitor homework – encourage/challenge
• Ask questions about learning -Talking through with
your daughter her progress in different subjects
focusing on next steps learning, not only targets,
levels, grades or marks.
• How do you know you have progressed? In what
ways do you think you have got better at …?
• Encourage your daughter to revisit learning –
bitesize/chunk down on a regular basis
Controlled Assessment
• Replaces coursework
• Assessment takes place in class
• Range of control situations (low, medium,
high)
• Preparation takes place during a set period of
time – lessons and homework
• Specific questions cannot be repeated –
implications for absence
• Pupils will receive controlled assessment
timetables as soon as they are finalised
Reporting 2013-2014
IPM / Reports
– IPM 3 Cycles
– ~/+/# = progress
– Effort 1-4 with 1 being excellent effort
• Tutor/parent meetings
• Parent Teacher Meetings
• Target grades
PSHE
• Stepping up to KS4 target setting and personal
goals
• Managing money
• Study skills
• Sex and Relationships Education
• Citizenship
• Youth philanthropy
• World of Work Week
• Stepping up to leadership
• Police talk
• Big issues (body image, stress etc.)
Enrichment
• Variety of trips and opportunities
– Medicine conference
– Trips to HE
– Courses
• Enrichment timetable will be sent out
when complete
Internet Use
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Facebook/social networking/BBM
Cyber-bullying
School, pupil or staff comments
School is monitoring this
Happens at home but impacts in school:
we ask parents to support us in this
• The ‘digital footprint’
Changes in Key Stage 4
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Make up
Uniform
Relationships
Friendship issues
Emotional health
Focus broadens
Team Around the Child and Tutor
• PSMs
• SENCo
• Counsellor
• Chaplain
Questions from parents
• Set changes at Key Stage 4?
– No
– Option groups are mixed ability
• Tiers of entry – higher or foundation? How
will this be communicated?
– By class teacher to pupil
– To parents at PTM
• Timing of double Science –
– 2 more core exams in Year 10 (Biology in March;
Physics in June)
– Additional Science at the end of Year 11
Key objectives for Year 10
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Positive start to Key Stage 4
Enthusiasm and diligence
Respect for the assessment process
Developing as an independent learner
Personal development: you are more
than the sum of your GCSEs
• Stepping up as a senior in the school
Contacts
• [email protected]
• [email protected]
• [email protected]