Mr Fay – Principal Mrs Stannett – Assistant Vice Principal (KS4) Mr Williams – Acting Head of...
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Transcript of Mr Fay – Principal Mrs Stannett – Assistant Vice Principal (KS4) Mr Williams – Acting Head of...
Key Stage 4 The GCSE Years
Mr Fay – Principal Mrs Stannett – Assistant Vice Principal (KS4)
Mr Williams – Acting Head of Key Stage 4 Lizi Martin –Youth Ministry Mentor
1
Welcome!
Lizi MartinKS4 Academic Mentor
• Support students to help them to achieve their best• Struggling, behind on work, needing help with
revision techniques, organisation or motivation etc. • Develop skills and confidence to improve• Frequency of meetings • Tailored to suit individual needs
www.stmichaels.bucks.sch.uk/wellbeing
Working with parentsPlay a vital role in supportCannot be over-rated in potential for your
child’s successHelping set and sustain good levels of
independent studyGood communication- check website for letters Monitoring use of social media (Facebook,
Twitter etc)Checking use of VLE and using it appropriately We need your support
3
Homework – major factor45 minutes to an hour per subject per weekRoutine is essential
“But I haven’t got any today!”
Most subjects have material that can be continuously worked on……e.g….
4
Examples of continuous workRE reading over the key text/terms – 15
minutes a nightEnglish – reading and re-reading the set
booksFrench – vocabulary – 10-15 minutes a
nightScience – GCSE Revision book – one
page every night and you still will not complete!
Technology and Art – building up those portfolios with as many examples of the theme in view
Maths –revisit work from a month or two back
BTEC subjects – need to keep on top of work so you can meet deadlines
5
In school support
Library open every morning from 8.30amLibrary and Learning Support Base available at
lunchtime and generally afterschoolWe will pull students of concern in and ask
them to stay after school Monday’s and Tuesday until issues with homework are rectified.
6
At home…..what can we do?This can be summed up as ‘Challenge &
Support’Is there a quiet place to work?Keep on top of deadline dates, examinations
etc – family calendarTalk things over. How are they coping?Make contact if concerned- tutor first via
email or phone then HOKS
7
Setting TargetsBased on prior achievement and weighted
to a given subject – Fischer Family TrustWill be sent home shortly These grades indicate ASPIRATIONAL
TARGETS – not prediction – something to work towards.
Not set in stone – can be moved up if a student shows sustainable improvement
They will be reviewed throughout the yearThey do indicate when a student is
working well, making progress or performing below their ability
8
Changes to GCSEsFrom September 2015 English Literature and
English Language as well as Mathematics will be linear GCSEs.
Exams from 2017 graded 9-1 instead of A*-GEnd of Year exams – every subject in the first
week back from the May half-term (Starting Monday 6th June 2016). Science exams in hall (provisional dates):
17th May Biology19Th May Chemistry25th May Physics 9
Progress 8 and Attainment 8
The new national measure of GCSE success.
Progress 8 and Attainment 8Subjects are now arranged in 3 Buckets or
boxes. Students have to take a certain range of subjects from each bucket.
They will no longer be awarded 5A*-C inc English and Maths, but their Average point score based on their 8 Best Subjects.
But they must be the right 8 subjects and they must not overlap.
Core ScienceChemistry
PhysicsBiology
Computer ScienceHistory
GeographyMFL
Grades will be mixture of 1-9 & A*-
G
REArt
Business StudiesDrama
Technology (inc Graphics)
Health and SocialICTPE
Grades will be A*-C
Maths (new curriculum
which is 25% bigger than previous)
English Language
and Literature
Grades awarded will
be 1-9 for each.
Bucket 1 Bucket 2 Bucket 3
Students must study all of Bucket 1 = 2 Subjects
They must study Core Science and 2 others from Bucket 2= 3 Subjects
At St. Michael’s RE is compulsory, and 3 others= 4 Subjects
This gives most students 9 subjects with their best 8 counting in their Progress and Attainment 8 Outcome
Please note some students may only do 8 subjects as that will be the best support for them.
Statutory SubjectsMathsEnglish Lang and LitCore Science Computer Science PSHE Citizenship PE (Core)RE (in Catholic Schools)
Tracking & Intervention
Student Progress measured 3 times a year: December, March and July
Current ‘working at’ grade compared to target
Judgement made of ‘On track / At Risk / Off track’
Effort in lesson and towards homework
Then what….15
Tracking & InterventionOn track students – praiseAt Risk students – watch and discuss with
studentsOff track students – intervention as well as
communication with students and home
Communication with home / monitor card / extra lessons / after school catch up clinics
Staged approach involving tutors, Head of KS4, AVP4
Parental support is imperative16
ExpectationsFull involvement – extra curricular (sport,
music, drama, Young Enterprise…..etc)Community serviceGo the extra mile with independent studyHoliday leave – not in term time Uniform – check the websiteBalance between work and play
17
Expectations cont…AttendanceDo you know what your child’s attendance
is ?
Do you know what it means ?
Do you know what effects it will have on their future ?
90% sounds good but ….. this is the equivalent of missing half a day every week !
( Would someone keep you on in a job if you missed this amount of time ?)
Over a school year this is 4 weeks – 100 lessons lost.
CommunicationStudent planner – weekly signingTermly assessments, December, March
and July used to monitor progress Parents’ Evening tbaWeekly e-Newsletter, half termly
Newsletter and other [email protected] with Form Tutors, HOKS,
AVP4Website
20
Careers and Work Experience Coordinator M. Grosch
St. Michael’s Catholic School
KS4Work-related Learning
through Work Experience
Careers and Work Experience Coordinator M. Grosch
St. Michael’s Catholic SchoolCommitted to provide high quality,
purposeful and challenging careers education, information, advice and guidance for its students, e.g.:
Access to independent careers adviserWork experience, enterprise day, careers
talks, careers software, opportunities to explore HE, links with BNU
Careers and Work Experience Coordinator M. Grosch
What can you get out of work experience?Work experience is a practical activity that
provides opportunities for students to practise their skills in a new setting and recognise the use of skills in that setting
Provides opportunities to transfer newly acquired skills to specific areas of the curriculum
Careers and Work Experience Coordinator M. Grosch
Learning outcomes
• Recognise, develop and apply skills for enterprise and employability
• Develop awareness of local and national employment opportunities
• Relating their own abilities etc. to career intentions and making informed choices
• Gain understanding of the qualities and qualifications needed for work
Careers and Work Experience Coordinator M. Grosch
Students’ role in the process
They are expected to source their own work placement
Students may want to consider suitable placements already and discuss options with parents and Mrs Grosch
Careers and Work Experience Coordinator M. Grosch
The Process – timeline
Work experience is likely to be a week after the Spring half term following y10 exams for 2 weeks
Students will be briefed and receive application form and guidance notes
Support throughout the programme is provided by work experience coordinator Mrs. M. Grosch
Students may be visited by a teacher or member of staff
Students attend post-placement review and opportunity to evaluate work experience programme
The Teen Brain
A quick guide to neuroscience
NEUROSCIENCE RESEARCH
• Brain does not mature until early 20’s• Hazardous age- more vulnerable to crime,
alcohol, drugs and mental illness • MOST COME THROUGH THIS TRANSITION AGE
WELL!!!• Important to understand the risk factors for
behaviour can have serious and lifelong impact• We need to bear in mind beneath the surface so
much is going on
What changes?
• Changes to the grey matter in the cortex which is where the processes of thought memory are based
• There is a decline which is necessary for the brain to mature but this now happens much later into the 20’s
• A neuroscientist described it as destroying 50% of the wiring and rewiring it !
• Different parts mature at different rates • What’s the last part? Controlling impulses and
planning ahead (adult behaviours)
Other changes which can impact behaviour
• The reward system which motivates behaviour• Hormonal changes and not just the sex
hormones but the stress hormones • Capacity to learn increases but if not used will
be pruned away• Sleep (or lack of it) which can be a contributor
to depression and impulsive behaviour• Adequate sleep is vital and light from blue
screens after 9pm is detrimental
Discuss worries
• As it becomes ever more difficult to communicate it is vital that you make even more of an effort
• Eating meals together were possible • Writing things down can help• Contact form tutor in the first instance• We have well being support and counselling services • GP• Don’t assume if your child rings you because they are in
trouble that you have the full picture. They shouldn’t be phoning anyway!
THE END
• 20’s!• That is when they will have the brain of an
adult