Welcome from Mr Perry Curriculum Pupil Targets & Tracking How to succeed Pastoral Support

Transcription

1 Welcome from Mr Perry Curriculum Pupil Targets & Tracking How to succeed Pastoral Support

2 Curriculum

3 Curriculum Changes All GCSEs are now linear Controlled Assessments continue in some subjects Vocational qualifications (OCR/BTEC) can only count as 1 qualification English Baccalaureate (EBacc) combination of subjects to be passed at A*-C (English, Maths, 2 Sciences, Language, Humanity) continues Government have stated that if Grade C is not achieved in English and Maths, students must continue to study them up to the age of 18.

4 Why do GCSEs matter? Doorway to further study post-16 Colleges looking for 5A*-C GCSEs to study advanced and vocational subjects (Newman 5Cs, Runshaw 5Bs) GCSE English & Maths A*-C needed for all A-level courses, Universities and some apprenticeships. Employers also consider these two subjects the most important so whatever grade is achieved is vital Grade B or above require in Maths to study Sciences or Further Maths at A-level

5 Why do GCSEs matter? Universities look at GCSE grades to help allocate places Grade C minimum in English & Maths required A Language is also very useful for some universities Medicine Marketing Nursing

6 Subject Specific Information English (4 lessons per week) - Sets 1,2 and 3 will study a separate GCSE in English Literature - Those pupils will study English Literature in Year 10 to be examined summer They will then study English Language in Year 11 and obtain two GCSEs - All other pupils will study the English course over two years towards one GCSE. This syllabus includes 25% English Literature content.

7 Subject Specific Information All pupils need English GCSE but Literature as a separate GCSE is a bonus rather than an advantage. Our experience suggests that in past years, some English Language grades have suffered as a result of the extra workload involved in an additional GCSE and the reduction in time spent on Language.

8 Subject Specific Information Science (6 lessons per week) - Double Award Science is the study of Biology, Chemistry and Physics towards two GCSEs. Core Science exam is taken in summer 2014 and Additional Science is taken in summer A minimum grade B in Double Award is required to study A levels in science.

9 Subject Specific Information Science (6 lessons per week) - Single Award Science is the study of Biology, Chemistry and Physics towards one GCSE. Pupils who are selected for this course will have 3 lessons of Science each week and 3 lessons of intervention (Literacy & Numeracy)

10 Subject Specific Information Science (cont.d) - Triple Award Science is the study of Biology, Chemistry and Physics towards three separate GCSEs. Again the first set of exams are taken in summer The Triple Award does not have any extra timetable allocation and so is extremely challenging in terms of depth of study, additional home study and after school revision commitment. With this in mind, Mr Power and the Science department select students carefully.

11 Subject Specific Information Physical Education All students will work towards a qualification in PE. This will either by GCSE or BTEC. Some students will take their GCSE PE at the end of year 10 (fast track PE) To be successful in GCSE, students need to able to offer 4 sports at which they can perform at a good level. There is also a large theoretical aspect to the course.

12 Subject Specific Information Physical Education The BTEC course is more appropriate to students who can only offer one or two sports at a practical level. Some pupils will study a BTEC in Dance instead of the Physical Education courses.

13 Subject Specific Information ICT - All pupils receive 1 lesson each week of ICT. They will work towards the Cambridge National Diploma/Certificate in ICT. A pass is the equivalent of GCSE grade C - Some pupils opted for GCSE ICT through the options process. These pupils will have 3 more lessons in addition to the 1 core lesson

14 Subject Specific Information Food & Nutrition - The Food & Nutrition GCSE course is quite scientific and some pupils may find the content very challenging. There is plenty of practical work (cooking) involved too. - We are currently looking at the possibility of switching some pupils onto a BTEC Hospitality course. This will continue the cookery element but is less scientific and therefore more accessible to some pupils. - No decisions will be taken without consultation with pupils and parents

15 Pupil Target Setting

16 Targets We set every pupil an individual target for every subject. Targets have several functions: to inspire pupils to aim high to inform teaching staff of their potential to enable us to monitor performance to identify underachievement and focus intervention

17 Targets After 3 years at school we have a large amount of information about ability and potential We use a Nationally recognised target setting system called FFT Live to set targets You have a sheet in your pack listing the subject targets set for your child

18 HOLY CROSS CATHOLIC HIGH SCHOOL Individual Pupil Tracking Report Anne Uther 10H Attendance 98.4% Subject Class Teacher Target Predicted Residual English 10a/En3 Mrs Cunliffe A A 0 Mathematics 10a/Ma4 Miss Wilson B A 1 Science (Core) 10a/Sc3 Mr Power B B 0 Religious Education 10x/Re2 Ms Devlin B A* 2 English Literature 10a/En3 Mrs Cunliffe A A 0 German 10Z/Ge1 Miss Hardy B C -1 History 10Y/Hi2 Mr Murray A B -1 Product Design 10X/Pd1 Miss Moore A B -1 BTEC & ICT Awards The grades Distinction, Merit and Pass are equivalent to GCSE A, B and C BTEC Sport 10a/Pe2 Mr Ryder D M -1 Cambridge ICT National Certificate 10/It1 Mr Sanderson P D 2 Total Residual 1

19 Targets Target grades should be treated with some caution because just setting targets does not guarantee their achievement. personality is not accounted for home background/support is not accounted for a lot can happen between the age of 11 and 16 (good and bad) which could have an effect on achievement there are lots of examples of pupils achieving as much as 3 grades higher or lower than their target grade Important to recognise personal achievement is what counts (An E grade may be an exceptional result for a pupil just as a B grade may be an under achievement)

20 Targets Tracking for Success September Targets set. Attendance tracking commences. Year 10 Guidance Evening for parents and pupils. Information collected from teachers identifying really good and really poor starts. November First set of subject grades provided by teaching staff Identify under achievement (there may be contact with parents) Year Head and Form tutor tracking. December Interim reports sent to parents full term completed.

21 Targets Tracking for Success January Tracking by Form Teacher and Head of Year continues. Year 10 Parents Evening Thursday 23 rd January February Pupils off timetable to assess their own progress and talk to tutors. Set individual targets for rest of the year. March Second set of grades submitted by teaching staff. Assess progress of every student. Updated tracking sheet to parents.

22 Targets Tracking for Success May Full reports with teacher comments to parents. June End of year internal exams. Science and English Literature external GCSE exams Newman College and Runshaw College taster days July Final grades submitted by teaching staff. Pupils assess their own progress over the year with their tutor. Individual targets set for year 11 Prefect training & Awards Day

23 How to Succeed

24 Fixed mind-set vs Growth mind-set Leads to a desire to look smart and therefore a tendency to: AVOID CHALLENGES GIVE UP EASILY SEE EFFORT AS FRUITLESS OR WORSE IGNORE USEFUL FEEDBACK FEEL THREATENED BY THE SUCCESS OF OTHERS CHALLENGES OBSTACLES EFFORT CRITICISM SUCCESS OF OTHERS Leads to a desire to learn and therefore a tendency to: EMBRACE CHALLENGES PERSIST IN THE FACE OF SET BACKS SEE EFFORT AS A PATH TO MASTERY LEARN FROM CRITICISM FIND LESSONS AND INSPIRATION IN THE SUCCESS OF OTHERS

25 Impact on the students Pupil progress data shows that those students who demonstrate growth mind-set characteristics radically out-perform other students by as much as 4 grades, even though their CAT tests show they have similar raw intelligence.

26 Growth mind-set in action Reading regularly Arriving to lessons well-prepared Maintaining excellent attendance Home learning completed on time and to a high standard Asking questions to improve understanding Sharing ideas with others Respond to teacher s feedback in books and lessons Never waste time talking in lessons Find out how other people have achieved high marks Reflect on success: What was it that made you succeed?

27 Supporting your child Attendance 95% attendance (10 days) = 2 weeks off school Expectation is to achieve at least this figure 90% attendance (20 days) = 1 month off school Missing 17 school days in an academic year can result in dropping a full grade in every GCSE subject taught 80% average attendance over 5 years Equates to a whole year of schooling missed If a child has 89% attendance or less, there is only a 1 in 4 chance they will achieve 5 A* to C grades at GCSE

28 Get the basics right Ensure they get sufficient sleep Teenagers between 13 and 19 need 9 to 10 hours a day to consolidate learning Maintain a balanced diet and lots of water A good diet is scientifically proven to improve concentration Regular exercise Exercise stimulates the flow of oxygen around the body and to the brain

29 Supporting your child Encourage your son/daughter to reflect on attitude, work rate and state of mind to make small changes that will sustain their sense of self-belief and self-confidence. It is ok to get things wrong! Your teachers are there to support you so make sure you ask for help with any problems (academic or otherwise) that may be hindering your progress.

30 Pastoral Support

31 Pastoral Support Form Tutors & Head of Year A vital link between home and school Regular daily contact with the pupils and are available for all parents to contact with any concerns Track pupils progress closely throughout KS4 Focused on your child achieving their potential and higher

32 Year 10 Tutors Miss Moore 10H Mr Callander 10L Mrs Cunliffe 10L Miss Wilson 10Y

33 Year 10 Tutors Mr Washington 10C Mr Black 10R Miss Gall 10S

34 Mr Ryder Head of Year 10 Mr Smith Pastoral Support Attendance Officer Alternative Curriculum

35 Pupil Diaries Diaries are checked weekly by tutors Please use the diary for messages to school in addition to and telephone Contains the work your child is expected to carry out at home for individual subjects Have a calendar indicating the module tests and the dates Please ensure that it is signed weekly

36 Parental Involvement/Support

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