Year 9 Parents Information Evening Welcome Please take

Year 9 Parents’ Information Evening Welcome Please take a seat The presentation will start shortly

Tonight’s Aims For you to leave with a better understanding of: • Careers • 2012/13 results • Student Support, Care & Guidance • Key Stage 3 Ethos • Assessment, Recording & Reporting (ARR) • Rewards & Recognition

Why do we need to think about careers in Year 9? Most students do not know what they want to do when they grow up We want students to get their dream job Because this year is options year

What careers advice will my child receive in Year 9 and when? 1. Where does my money go? 2. Jobs and qualifications I like 3. Careers action plan 4. Futurology 5. Options and careers 6. Careers interviews with Mark Anderson 7. Careers fair at Tomlinscote

What careers advice will my child receive in future years? • Y 10 – Work Experience, starting to write a CV, looking at post 16 options, careers speed dating • 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 • Talk together about careers

2012/13 Results

GCSE Results

A level Results

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 22% of entries achieved at least AAB

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

Key Stage 3 Student Support, Care and Guidance

The Key Stage 3 Ethos Enjoyment of learning Achievement Balance

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 What level am I working at? What are my next steps? How do I know? Assessment events ‘Position’ Statement

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

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

School

School

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 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 3 = Good but occasionally inconsistent 4 = Cause for concern 5 = Unacceptable

School • Termly Reporting as follows:

School • Curriculum - New school day this year - More teaching time in almost all subjects - Less duties for teachers - Same prep timetable

School • Intervention - Initially with subject teacher - 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 Contribution Group Work Focus INDEPENDENT LEARNING & CONSISTENCY

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 books for quality of work and marking. • Regularly discuss school and specific subjects. • Ensure students spend 30 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

Rewards and Recognition

Thank you for listening Questions?