How else can I support my son s school? Please use the Amazon link on our website s front page for all purchases from them. It costs you absolutely nothing and we get a % of the amount your spend. The 100 club is a way for Parents and Friends of Wilson's to raise money for the school. The monthly subscription is 5.00 and the subscription total Wilson's PFA receives is split 50:50 between the prize fund and Wilson's fund raising (currently for a third mini bus). Further information is on the Wilson's web site or contact us on wilsons.100club@gmail.com Could you assist with Sixth Form mock interviews for medicine, dentistry, economics, psychology, sociology, law or engineering? Do you have specialist skills? Would you be willing to donate some of your time to Wilson s? Skills as diverse as piano tuning, furniture restoration, plumbing, carpet cleaning, tree surgery or lift servicing could help support your son s school! If you can help the school in any way, please contact the Head s PA, Hazel Ware on hw@wilsonsschool.sutton.sch.uk
Year 10 Information Evening 2015-16 Mr Cady, Director of KS4 Mr McLaughlin, Head of Year 10
Purpose of Tonight s Meeting To look at the year ahead Key Dates (Mr McLaughlin) Overview of Controlled Assessment including times of year (Mr McLaughlin) Communication with Parents (Mr McLaughlin) Attendance and lateness (Mr McLaughlin) Coping with stress and anxiety (Mr Cady) National Changes at A Level (Mr Lissimore)
Year 10 Key Dates 2015-16 14 September Year 10 Parents Information Evening Issue of coursework timetable GCSE year information PSHE support Duke of Edinburgh details 23 October Activities Day Unique timetable day Y10 Fieldtrip linked to controlled assessment Head of Department Catch up Day for Year 10 14 December Geography Controlled assessment Day 19 December End of term and Bronze DoE practice Walk
5 January Start of Term 11-15 January Year 10 Exam week 3 February Year 10 Lifeskills Conference (all day) 11 March Year 10 History Controlled Assessment (part 1) 23 March Year 10 History Controlled Assessment (part 2) 24 March End of term 11 April Start of term 20 April Year 10 Parents evening 4pm 17 June Music Controlled Assessment 20-24 June MFL Speaking controlled assessment 17-18 July Bronze DoE expedition 14 July End of term
Controlled Assessments (CA) Recent changes to GCSEs has seen some removal of Controlled Assessment tasks. However they remain in the following subjects: Art D&T French/German/ Spanish Geography History Music ICT (AS) CA can only be taken once, regardless of marks achieved no re-drafts, no re-submission CA operate under low-, medium- and high control conditions. Repeats for absence, only with special consideration
Controlled conditions High Control similar to an open book exam formal exam conditions students must be aware of what materials can be brought into the exam it is incumbent on the student to ensure that they have all appropriate materials. Medium Control student work (vast majority) must be supervised by teachers work cannot be taken home often over extended periods Low Control similar to a typical Wilson s lesson boys should be using this time wisely
Controlled Assessment and Attendance High control days are compulsory It is important that boys are not absent from school on these days Exam leave for revision prior to a CA day is not permitted Attendance during periods of medium control is essential
Geography Controlled assessment work this term Field work write up based on Croydon trip 25% of final GCSE Information in booklet, shared resources Teachers can only provide verbal answers during low control period of assessment. High Control Assessment Exercise on 14 th December Geography field trip 23/10/15
French, German & Spanish Speaking and Writing Controlled Assessment (15% each) February / March : One Writing Controlled assessment June : One Speaking Controlled exam From previous experience, oral assessments need the most time, students should be working towards oral CA now (low control)
History All Controlled Assessment work for GCSE History to be completed this year Topic The effects of War on England in the 20 th century 25% of final GCSE High Controlled Assessment
Art & DT Medium control on going Portfolio / performance based Controlled Assessment in Y10 & Y11 Goal of completing as much / many of the Controlled Assessments by the end of Y10 as possible
Music Composition exercise Worth 30% of final exam High controlled examination in June 2016
RE No controlled assessment or coursework GCSE Mocks during year 10 exams Revision classes are available GCSE (half course) single exam May 2016
YEAR 10 CONTROLLED ASSESSMENT TIMETABLE 2015-16 Subject Exam BoardWeighting Description Deadlines / Notes French AQA 15% 15% 1. Speaking Assessment 2. Writing Assessment Spanish AQA 15% 1. Speaking Assessment Controlled Assessment is not set in Year 10 for the following subjects: Business Studies, Latin, Mathematics 15% P.E., Sciences, English 2. and Writing R.E. Assessment 1. Spring term in time for internal assessment deadline 2. Summer term late June. Geography AQA 25% Changing Urban Environments Croydon fieldwork: 23 rd - Croydon October 2015 High Control Day: December 14 th 2015 German AQA 15% 15% 1. Speaking Assessment 2. Writing Assessment 1. Spring term in time for internal assessment deadline 2. Summer term late June. History WJEC 25% Effects of war on England in the 20 th century 1. Spring term in time for internal assessment deadline 2. Summer term late June. Battlefields visit 14 th -15 th July 2015 High Control Day Part 1: 11 th March 2016 High Control Day Part 2: 23 rd March 2016 ICT (AS) OCR 40% AS Structured Task Internal April 2016 External May 2016 Music Edexcel 30% Composition 1 17 th June 2016
Questions or queries All questions and queries about Controlled Assessment should be directed to the Head of Year (egm@wilsonsschool.sutton.sch.uk)
Communication with parents Email Parent Mail School Website Email weekly newsletter Reports Planners Show My Homework
Email contact with the school All communication with the school will go through the Pastoral team. KS4 team: Yr 9 Amy Hatchwell, Yr 10 Edward McLaughlin and Yr11 Ben Cady This will allow for better monitoring and supporting of students
The Year 10 Pastoral Team Mr McLaughlin, Head of Year 10 egm@wilsonsschool.sutton.sch.uk Form Tutors: 10B1 I McClure 25 10B2 D Hemp 21 10C1 K Webb 18 10C2 C Lawson 15 10G1 N Lambert 19 10G2 T Elwood 10 10H1 B Chappell T2 10H2 E Waterhouse A2 10S1 R Cook 4 10S2 C Burton 5 Help and Advice Communication with parents Planners Pupil Interviews Revision and exam support
Parent mail We are becoming (where possible) a paper-less school. This will be used for circular mails and newsletters from Heads of Year. Not personal mail. Please make sure that your son's have provided the school with a working email address that you check regularly.
Weekly newsletter The aim of the weekly news later is to provide you with information pertinent to Yr10 This will be on parentmail Will be distributed on Friday for the coming week
Diligence (Classwork) E G M P Diligence (Homework) E G M P Reports Now issued by hand Description The student is a role model to others and demonstrates excellence in all that he does. Diligence is excellent in every respect. The student is almost invariably: Industrious Courteous Punctual Engaged Appropriately equipped Diligence is good in every respect. The student is almost always: Industrious Courteous Punctual Engaged Appropriately equipped Behaviour may have good aspects, but one or more of the following has had to be commented on severally during the term: Industry Courtesy Punctuality Engagement Organisation and equipment Behaviour is repeatedly a cause for concern in either one or more of the following areas: Industry Courtesy Punctuality Engagement Organisation and equipment Description Homework is always completed on time and to an excellent standard. Homework is always completed on time and to a good standard. Homework is always completed on time, but on occasion demonstrates a lack of effort. OR Homework is always of a good standard, but has been submitted late on one or two occasions. Homework is: Regularly incomplete / of a poor standard. Regularly late (more than twice this term). Or a combination of both.
Attendance Currently, our attendance is just below 98% The school target for 2015-16 is 98% Wilson s: Attendance Definitions (from September 2013) 98-100% Expected 95-97% Satisfactory Below 95%, but above 90% A cause for concern Below 90% A serious cause for concern.
Absence Due to Illness Parents must telephone or e-mail the school by 08:00 on the first day of their son s absence and every day thereafter office@wilsonsschool.sutton.sch.uk (Years 7-11) sixthform@wilsonsschool.sutton.sch.uk (Years 12-13) This is a matter of child safeguarding. If a child is not in school and we have not heard from his parents, the situation needs to be verified. Year 10 Parents Information Evening 2014-15
Approval for Absence in Advance Parents (and students in the Sixth Form) must complete a Leave of Absence Form with accompanying evidence at least three working days before the absence. Parents/boys should give this to Miss Eynon on reception. Mrs Eynon will call parents where permission is refused. Holidays cannot be granted in term time. Permission for absence will only be granted by the school for exceptional reasons Year 10 Parents Information Evening 2014-15
Coping with stress Is there such a thing as a normal teenager? How does teenage brain development affect teenage behaviour? How can I help my teenager through times of stress and anxiety?
Good Mental Health : a definition The strength and capacity of our minds to grow and develop, to be able to overcome difficulties and challenges and to make the most of our abilities and opportunities Young Minds 2006
It is tough being a teenager Turmoil and confusion are necessary aspects of development in adolescence Adolescence is a transitional process, not a stage, with overlapping relationships and issues Physiological changes tend to precede psychological ones, teenagers can look more mature than they feel Parts of the brain associated with emotional reactions mature earlier than parts associated with executive functions
Normal adolescence Distancing self from parents Focus on emotional investment shifts from parents to peers Search for identity, integrity and worth who am I? Am I the same person I was yesterday? Disillusionment; awareness of loss of childhood protection, loss of belief in parental omnipotence, loss of boundaries Constant movement between mature and immature modes Establishing new boundaries; challenging authority, experimentation Emotional stress; loss of self confidence Need to be the same as, and different from, peers
Ways of coping Acting rather than reflecting is one way of getting rid of the pain/confusion/frustration replacing thought by action Testing and rejection of adults especially parents. What kind of parent do I have and how much do they care? Being in and functioning as part of groups Seeing self and others in polarised ways Experimentation: clothes, music etc.
Adolescent brain development Brain development continues up to the age of 20 There is a significant re-modelling of the brain in adolescence, particularly frontal lobes The frequency and intensity of experiences shapes this re-modelling
Emotional Functioning and the triune brain in adolescence The executive function of the brain controls and coordinates thoughts and behaviour, directs attention, plans future tasks, inhibits inappropriate behaviour and keeps more than one thing in the mind at once This is about stepping into someone else mental shoes and taking their perspective Adolescents are left with powerful emotional responses to social stimuli that they cannot easily regulate, contextualise, plan for or inhibit. Self restraint in the face of intense emotional experience is therefore less than robust in teenagers and risk taking behaviour is common
Resilience in teenage children resilient children can resist adversity, cope with uncertainty and recover more successfully from traumatic events or episodes Newman 2002
Resilience in adolescents in more likely if. Female Have a secure attachment experience Good communication skills, sociability Ability to visualise a positive future and believe they have some control in creating that future Humour Experience of success and achievement Capacity to reflect
How can parents foster resilience in their adolescent? At least one good parent-child relationship Affection Clear, firm, consistent discipline Support for education Absence of severe discord
5 learnable skills of resilience Emotional awareness ability to identify what you are feeling and manage feelings appropriately Impulse control tolerate ambiguity and not rush decision making Empathy read and understand other peoples emotions Self-efficacy confidence in your own problem solving abilities know your strengths and weaknesses Reaching out willingness to try things and view failure as part of life
YOUNG MINDS Parents helpline: 0808 802 5544 Tel: 0207 089 5050 Website : www.youngmin ds.org.uk
Update on Curriculum and Qualifications
National Changes (GCSE) Tightened specifications (and SPAG) in: English Literature Geography History New grading for GCSE Maths and English A*, A, B etc replaced by 9-1
National Changes (A level) Unreformed A levels Reformed A levels Year 12 Year 13 AS (50%) A2 (50%) A level Year 12 Year 13 A level Reformed A levels are graded in the same way as unreformed (namely A*-U). AS level Standalone qualification, but 40% of content of A level
Reform Timetable Reformed (2015) Art Biology Chemistry Computing Economics English Literature History Physics Reformed (2016) Reformed (2017) Latin Geography MFL Music 2015) Classical Civilisation D&T Further Mathematics Mathematics Politics Philosophy Consequences 1.Some courses will have been taught for one or two years. Others will be brand new. 2.BUT all have equal status
? ANY QUESTIONS?