Скачать презентацию Year 10 Parents Information Evening Welcome Please take Скачать презентацию Year 10 Parents Information Evening Welcome Please take

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Year 10 Parents’ Information Evening Welcome Please take a seat The presentation will start Year 10 Parents’ Information Evening Welcome Please take a seat The presentation will start shortly

 • New staff – – – – Philip Berry, Head of English Paul • New staff – – – – Philip Berry, Head of English Paul Schofield, Head of Geography Connie Bennett, Head of Psychology Megan Cottam, Head of French Sarah Blaine, Deputy Director of Music Charlotte Barrett, teacher of chemistry Harry Drummond, teacher of English Billy Keates, teacher of geography • Welcome back – – Emily King, part-time PE Fiona Lewis, returns as Head of RS Susannah Hughes, part-time English Tracey Mac. Lean, returns as Head of Technology

Summer Works 1. 2. 3. 4. 5. 6. 7. New website Chapel roof + Summer Works 1. 2. 3. 4. 5. 6. 7. New website Chapel roof + several others Band Room refurbished (with clock) Two China classrooms Science, new wireless ICT classroom Gravesend prep room refurbished (new RS base) Plasma screens: Gravesend, Training Room, Kensington classrooms, Business Studies, Balmoral Prep, Chapel House and new China classrooms. 8. Dining Hall refurbished (plus new service and menu) 9. Sports Pavilion (on track for autumn half-term break) Plus 3 new GCSEs – photography, ICT and Computing

Dining Hall Dining Hall

Sports Pavilion Sports Pavilion

2012/13 Results 2012/13 Results

GCSE Results GCSE Results

Gordon's School Year 13 A Level Grades 100 90 88 90 92 90 84 Gordon's School Year 13 A Level Grades 100 90 88 90 92 90 84 82 80 80 79 75 70 70 66 Percentage 64 62 61 58 60 64 63 62 62 60 57 50 44 39 39 40 35 29 30 31 31 20 2007 2008 % A*-B 2009 % A*-C 2010 % Entries in 'facilitating' A Levels 2011 2012 of which, % Maths & Sciences 2013

A level Results Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Student A level Results Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Student 1 A* A* A Student 2 A* A* A Student 3 A* A A Student 4 A* A A Student 5 A* A A B Student 6 A* A A Student 7 A* A B Student 8 A* A B B Student 9 A* A B B Student 10 A A A Student 11 A A A Student 12 A A A Student 13 A A B Student 14 A A B Student 15 A A B Student 16 A A B Student 17 A A B Student 18 A A B ¼ of entries achieved at least AAB

A level - Value Added Over the last 3 years student progress (the distance A level - Value Added Over the last 3 years student progress (the distance students have ‘travelled’) has been equivalent to the top 10% nationally.

Tonight’s Aims For you to leave with a better understanding of: • Careers • Tonight’s Aims For you to leave with a better understanding of: • Careers • Key Stage 4 Ethos • Student Support, Care & Guidance • Assessment, Recording & Reporting (ARR) • Rewards & Recognition

Why do we need to think about careers in Year 10? Most students do Why do we need to think about careers in Year 10? Most students do not know what they want to do when they grow up Students who know what they want to do are motivated We want students to get their dream job Because next year students choose their post-16 options

What careers advice will my child receive in Year 10? 1. Careers research 2. What careers advice will my child receive in Year 10? 1. Careers research 2. Preparing for work experience 3. Applying for placements 4. Writing cover letters and CVs 5. Creating a positive online image 6. Post 16 options 7. Challenging attitudes in the workplace 8. Interview preparation 9. Targets for work experience 10. Careers advice 11. Careers events 12. Work experience

What careers advice will my child receive in future years? • Y 11 – What careers advice will my child receive in future years? • Y 11 – 1: 1 careers advice, making post-16 choices, developing CV’s and careers action plans • Y 12 – Work Experience, developing a personal brand, exploring post-18 options, careers speed dating • Y 13 – Making post-18 choices, CV writing, personal statements and cover letters and finance

What can I do as a parent/guardian? • Register for U-Explore: www. u-explore. com What can I do as a parent/guardian? • Register for U-Explore: www. u-explore. com • Talk together about careers

Key Stage 4 Student Support, Care and Guidance Key Stage 4 Student Support, Care and Guidance

The Key Stage 4 Ethos Achievement Work Ethic Securing the future Balance The Key Stage 4 Ethos Achievement Work Ethic Securing the future Balance

Student Support, Care & Guidance Helping students’ realise their potential Student School Learning Home Student Support, Care & Guidance Helping students’ realise their potential Student School Learning Home

School The fundamental learning process at Gordon’s Clear, specific targets related to students’ work School The fundamental learning process at Gordon’s Clear, specific targets related to students’ work What level am I working at? What are my next steps? How do I know? Assessment events ‘Position’ Statement

School GCSE Target Grades School GCSE Target Grades

School Key Stage 4 GCSE Target Grades A Represents top 10% student performance Represents School Key Stage 4 GCSE Target Grades A Represents top 10% student performance Represents ‘average’ student performance B GCSEG rades C D 4 C 4 B 4 A 5 C 5 B End of Key Stage 2 Level

School • High quality teaching and learning - Lesson observations, student voice, data analysis School • High quality teaching and learning - Lesson observations, student voice, data analysis • Regular ‘next steps’ advice in lessons - Tri weekly feedback & half termly ‘Key Assessments’ • Department reviews - Triennial • Work sampling - Students’ books/ folders audited

School • Prep - Weekly ‘mini audits’. - Prep Timetable ‘on trial’ for 1 School • Prep - Weekly ‘mini audits’. - Prep Timetable ‘on trial’ for 1 week

School School

School School

School • Assessment, Recording & Reporting (ARR) - Statute • Gordon’s ARR Philosophy - School • Assessment, Recording & Reporting (ARR) - Statute • Gordon’s ARR Philosophy - Little & Often - Conversation is better than written dialogue - Teacher’s judgement is valued

School • ARR Working Party - Met three times in summer term - Comprised School • ARR Working Party - Met three times in summer term - Comprised of teachers & parents - Lots of discussion about many aspects of the Curriculum - Main outcomes of ARR working party - Modified effort grade criteria - More context to KS 3 NC levels

School • Effort Grades 2013 – 14 1 = Outstanding 2 = Very Good School • Effort Grades 2013 – 14 1 = Outstanding 2 = Very Good 3 = Good but occasionally inconsistent 4 = Cause for concern 5 = Unacceptable

School Each half term there is a progress report sent home including: • Target School Each half term there is a progress report sent home including: • Target Grade No working grade in first half term • Working Grade • Effort Grade • Key Competency information In the final half term there is full report including narrative from Form Tutor and Head of House

Reporting Target Grade Working Grade Effort Grade A statistically generated GCSE grade that is Reporting Target Grade Working Grade Effort Grade A statistically generated GCSE grade that is personal to each student and subject. The GCSE grade that a student is currently working at. The grade that reflects how hard a student is working. It is not a reflection of academic ability or performance.

School • Curriculum - New school day this year - More teaching time in School • Curriculum - New school day this year - More teaching time in almost all subjects - Less duties for teachers - Same prep timetable • Examinations - Linear (taken at the end of Year 11) - Include Controlled Assessments through KS 4

School • Intervention - Initially with subject teacher/ Ho. D - If no improvements School • Intervention - Initially with subject teacher/ Ho. D - If no improvements then Head of House • Study Skills (Miss Pierce) - Creating Independent learners - Details on the School web site • Aspiration & Challenge (Miss Balla) - Developing talent - Building on the previous ‘Gifted & Talented’

Student Key Competencies Behaviour Organisation Courtesy Appearance Prep Attitude to Learning Presentation of Work Student Key Competencies Behaviour Organisation Courtesy Appearance Prep Attitude to Learning Presentation of Work Contribution Group Work Focus INDEPENDENT LEARNING & CONSISTENCY

Student • There is no ‘magic dust’ at Gordon’s • Those students who achieve Student • There is no ‘magic dust’ at Gordon’s • Those students who achieve great grades: - work very hard - prioritise their studies - make sacrifices - usually stay for prep. - spend the right amount of time on prep. - are resilient

Home • Encourage students to give the new timetable a chance. • Check exercise Home • Encourage students to give the new timetable a chance. • Check exercise books for quality of work and marking. • Regularly discuss school and specific subjects. • Ensure students spend 45 minutes/subject/night on prep. * • Reward/ sanction consistently and regularly (accountability) • Think ahead to GCSES/ career aspirations including University and/ or employment. www. ucas. co. uk

 • Parents’ Evening - Wed. 30 th April 6 pm • Year 10 • Parents’ Evening - Wed. 30 th April 6 pm • Year 10 Examinations - w/b Tuesday 4 th March, 2013

Rewards and Recognition Rewards and Recognition

Thank you for listening Questions? Thank you for listening Questions?