Transcript WELCOME TO THE ASHBY GRAMMAR SCHOOL YEAR 10 …

WELCOME TO
ASHBY SCHOOL YEAR 10
INFORMATION EVENING.
SEPTEMBER 14, 2010
ASHBY SCHOOL LECTURE THEATRE
P.M.O’Brien
I.Gibson.
AIMS OF THIS EVENING
 To explain our aims for your children
 To introduce our tracking and monitoring systems
including My Child at School
 To introduce the Parental Consultation System
 To show the relevance of good attendance to high
achievement
 To explain the changes to GCSE coursework and
introduce our coursework and examination calendar.
 To show you where school information can be found on
our school website and MCAS web browser.
Our Aims for you and your child
 The highest possible achievement for every
individual by fostering a sense of individual
responsibility in students
 To be at a school with a good reputation both
locally and nationally
 To develop academically, socially and personally
 To enjoy learning experiences at Ashby
becoming a successful learner
 To offer parents high quality information about
the progress of their child at all times
The science behind increasing your chances in life
Look into my eyes, the
eyes, the eyes, look into
my eyes not around the
eyes, the eyes... the
eyes... the eyes... into
the eyes, 3.2.1 you're
under.............
Think of a number
between 2 and 9
You should now
have a 2 digit
number
Take that number
and multiply it by
9
Take the two
digits and add
them together
Take that number
and subtract
5 from it
Take that number
and correspond it
to a letter in the
alphabet (eg. A=1)
Take that letter
and think of a
country that
begins with it
Take the second
letter in the
country and think
of an animal that
begins with it
Hold the country
and animal in your
head....
How is it done?
1.
It’s a maths trick... Everyone gets an answer of
four after the first bit.
2.
Then that always equals a D! How many countries
begin with a D? Can you think of any?
3.
Denmark is the most probable. The second letter
is then E. How many animals can you think of?
4.
Elephant is the most probable! We think the same!
5.
This is how most mind tricks work.
6.
It’s all about increasing my chances...
Gambling is for mugs.... (famous saying by me!)
The probability (chance) of winning the Lotto
draw is 1 in 13,983,816 (14 million).
Which of these sets of numbers is likely to come up in the Lotto?
For all sets there is a 1 in 14 million chance that you
will pick the six numbers!
That’s why it’s called a Lottery
Here is a chance graph for ‘winning’ a grade at GCSE
(or equivalent) in English:
%
40
30
20
10
0
Results in GCSE English for students
with average SATs results
36
37
12
1
1
3
9
1
1
U G F E D C B A A*
GCSE Grades
These people came in with average SATs and got an F, G or U!
%
40
30
20
10
0
Results in GCSE English for students
with average SATs results
36
37
12
1
1
3
9
1
1
U G F E D C B A A*
GCSE Grades
Some people came in with average SATs and got an A*, A or B!
What did the winners do that the losers did not?
How did the winners increase their chances of gaining
a good GCSE?
Be in the
classroom
when lessons
are being
taught
Do all
coursework
and hand it in
Not blame
other
people for
failure
Be
responsible
for your own
behaviour
Use learning
as much as
you can in
the real
world
Turn up
for
Exams!
• Most people are happy with 80% or
above.
• 90% sounds even better…
• How often do we get 90% in a test or
exam?
• Percentages lie to us!
90% attendance
is half a day off
every week
38 school weeks
In a year that is
20 days off
(nearly 4 weeks)
In secondary
school (Yr 7-11)
that is half a year
off!
100
90
92%
80
60%
50
90%
46%
40
30
10
>15
days
15-19
days
20-24
days
25-29
days
30-34
days
5+ A*-C
grades
(including
English and
Maths)
20%
20
80%
27%
35%
% who achieved
70
60
GCSE/GNVQ
achievements
for year 11
2007 by total
absence
The minimum
qualification for a
service industry
job will soon be
this…
35+
days
Total absence
Taking time off and its impact on your future!
Potential Earnings average per hour
Graduate degree
£17.44
per hour
Did get 5 A*-C
including maths
GCSE at grade C or
above
A levels/Equivalent
GCSE’s/Equivalent
£11.16
Didn’t get
5 A*-C grades
or equivalent
including maths
per hour £9.85 per no qualifications
hour.
£8.14 per
hour.
Qualifications
A hypothetical
situation using raw
data
Wayne
Shanika
Gets 5 A*-C and goes onto
college/university/FE/work
Leaves school with 2
GCSE grades/equivalent
Earns on average = £17.44hr
Earns on average = £8.14hr
Wayne earns £9.30 an hour more than Shanika
In his lifetime (8 hours a day, 5 days a week, 46 weeks a year
for 40 years), he would earn £684,480 more than Shanika in a
lifetime! That’s two thirds of a million pounds!
Each day he takes off
costs him:
£17,000
How will we monitor your child’s progress
in Year 10?
 Individual subject tutors monitor through
assessment of classwork, coursework and
homework
 Faculty Heads monitor by reviewing these
assessments
 Personal Tutors and myself monitor progress
by using our student progress data base called
‘TRACKER’ which is informed by the grades
you see on the MCAS system
What information will you receive from the
school?
 Each term we take a set of progress grades for each
student from all full GCSE subjects
 Each student has two grades from each subject
 The ‘Target’ grade represents the teacher’s assessment
of the highest possible grade the student could achieve
based upon available evidence of prior achievement at
KeyStage 2 and 3 matched against FFT data. We try to
make these grades as positive as possible to motivate
our students
 The ‘Current’ grade is the level the student is working at
when the grades are collected. At the start of Year 10, in
November, this will inevitably be lower than the Target in
most cases but we would expect it to improve during
Years 10 and 11
From SAT KS2 and KS3 Teacher
assessment grades to GCSE grades
 The FFT indicator is based on the performance of
students across the country who achieved a similar
average points score at the end of Key Stage 3 (the
average points score is the average, decimalised, of the
English Science and Mathematics SAT scores)
 We aim to improve on this indicator wherever possible
by at least 2 grades.
 That means we aim to convert a level 5 in English at
KS3 to at least a ‘C’ at GCSE
How do we use this data
 We report it to you termly on MCAS. The report
will contain not just data about grades but also
attendance, behaviour and effort
 We analyse the data and use it to identify
potential underachievement and high
achievement
 We may interview students who appear to be
underachieving and offer them a range of
support
 We monitor coursework and offer support to
those who are not completing pieces
successfully
 But at any time if you are worried please contact
us.
 Part of this support may include the provision of
catch-up sessions after school with late buses
provided on Monday, Wednesday and
Thursdays
 We offer advice regarding study-skills and
effective techniques for revision.
(www.ashbyschool.org.uk)
 We keep you informed of any concerns
regarding your child’s progress in order that we
can work in partnership to help them to achieve
positively
School communication.
 The school website:
 www.ashbyschool.org.uk
 We use e-mail/text messaging as much as
possible to e-mail all communications to parents.
 Our reasons are immediacy, cost and ease of
contact
 Please ensure at all times that we have up to
date e-mail addresses/mobile phone numbers
for you and that the addresses are appropriate
for confidential information
Controlled Conditions Coursework.
 What is Controlled Assessment?
 It is a form of internal assessment where the control levels for each
assessment stage (task setting, task taking and task marking) have
been defined by the Qualifications and Curriculum Development
Agency(QCDA) for all awarding bodies.
 What is the Controlled Assessment process?
 There are three stages to Controlled Assessment:
 task setting
 task taking
 task marking.
 Each stage has a level of control (high, medium or low) to ensure
reliability and authenticity and to make assessments more
manageable for teachers and students.
What this means for our students.
 Task taking
 Task taking outlines how students go about taking the task and can
be split into stages eg Research, Analysis and Writeup.
 Each stage can have different controls eg:
 Research
 Low Control – students can work unsupervised outside the
classroom
 Analysis
 Medium Control – students do their analysis and selection under
informal supervision
 Write-up
 High Control – students write up their task in a supervised,
classroom environment.
What if a task is missed through
absence or not done well
 Can a student who feels that s/he has
underperformed in their initial attempt make another
attempt at the same task (ie before submission to
the awarding body)?
 A student is not allowed to make another attempt at the
same task, although the student may attempt a different
task if the centre is willing to supervise it. Means the
same time for research analysis and writing up.
Meanwhile the course goes on?!
 In the case of absence the key issue is the research,
analysis and teaching of the unit. As ever for absent
students we will do our utmost to help BUT cannot
guarantee the same teaching experience.
Academic Calendar. 2010/2011
 We are teaching new syllabuses in a variety of
subjects
 They are, therefore, ‘a work in progress’
 What appears on the calendar is as accurate as
it can be but dates may have to be modified as
the course progresses
 It is on the school website and, although I have
some paper copies here would only like you to
take one if you don’t have internet access as it
will be updated whenever necessary
MY Child At School.
Home Page
Settings To Change Contact Details
Contact School
Detailed Attendance
School Reports
Detailed Behaviour and Rewards
Detailed Behaviour and Rewards
Detailed Homework or Coursework
Student Timetable
Fundraising
The School website
The website is updated daily
Curricular information
School Shop – Parent pay (soon to
become Wise Pay from 1st November)
Upcoming events
School news
School policies
PARENTAL CONSULTATION
 There will be a Form Tutor based Parent’s Evening on
November the 29th in the evening starting at 5.30 p.m.
 In November all subject tutors will negotiate Targets for
improvement with Year 10 and 11 students
 Parents will have these grades and targets before the
day in order to discuss them with their child
 Year 10 students with their parents will have a 15 minute
appointment with their Personal Tutor to discuss
progress in all subject areas and to raise any issues
 The major aim of the evening is to ensure that students
are responsible for their own progress and understand
this
This offers parents an overview of their
child’s progress across the curriculum
It is early to allow time for significant
improvement
Personal tutors and subject tutors will
monitor and review these targets
throughout the year and negotiate new
ones when appropriate
In Y11 parental consultation is by
individual appointments with subject staff
during the evening.
In Conclusion
 If we act in partnership our students / your children will
benefit
 If we trust each other to have the best interests of the
child at heart then progress, both academic and personal
will be made
 Ashe, Erdington – Mr Willoughby
 Bullen, Crewe . Mrs Lane
 Gylby, Loudoun – Mrs Womersley.
 Hastings, Ferrers – Mr Demetriou .
But you can also contact your child’s Form Tutor and
myself at any time if you have academic concerns.
Thank – you for
attending the Year 10
Information Evening.