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Year Nine 2013-14 Setting our sights on success

Year Nine 2013-14 Setting our sights on success. This evening Explore what a target grade is and how target grades are set 2.Look at ‘top tips’ for supporting students through KS4. Target Grade:.

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Year Nine 2013-14 Setting our sights on success

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  1. Year Nine 2013-14 Setting our sights on success

  2. This evening • Explore what a target grade is and how target grades are set • 2.Look at ‘top tips’ for supporting students through KS4

  3. Target Grade: This is the grade, using all information available, that your child should aim for. It should be challenging, yet realistic. Forecast Grade: In reports and progress checks teachers will forecast the grade that they believe your child will achieve if he or she maintains the current rate of progress

  4. Targets - How are they generated?

  5. Example of FFT Data - Jasmine

  6. What other information is used? • Staff professional judgement • What is the student like as a learner? Motivation/Aspiration/Talent? • KS2 SAT scores • CAT score information • Teacher Assessment Levels at the end of Y8

  7. Student involvement I’d like to be able to discuss my target grades with my teachers so that I can say if I feel that the grade is unrealistic My target grades have helped to motivate me! With this approach: 91% of all students understood where their target grades had come from and were happy with what had been set

  8. Are you an effective learner? Asks questions Tests out ideas Works well in a group Shows initiative Is confident to take risks Practises Sticks at it Stays positive Stays involved Is well prepared Chooses the best methods Overcomes difficulties (not only by asking the teacher)

  9. The Agreed Target setting process: • Target grades will be agreed • Specific action points based on what a student needs to do to reach their target grade will be on the Year 9 report • Targeting Success Booklet will be completed: • current progress • future aspirations • barriers to reaching ideal goals • how these barriers can be overcome

  10. GCSEs aren’t easy! • Agreed Target Grades need to be aspirational but realistic

  11. Target Grade Review • All students will have an opportunity to review their targets formally in February of Year 10

  12. Stay Positive • Practise • Persist • Persevere • Stay involved • Don’t give up • Fail well Resilience

  13. Your IQ isn’t fixed: the more you challenge your mind to learn, the more your brain cells grow • You can do things today that you couldn’t do yesterday Think of the brain as a muscle

  14. “Parental support is 8 times more important in determining a child’s academic success than social class” Study reported in T.E.S.

  15. Other pressures: • Extra-curricular activities • Social lives • Peer pressure • Balance needed between social activity and school work Demands on students

  16. 6 – 8 hours a week • minimum; more for tests / assessed tasks • When? • establish pattern but allow flexibility • use planner to check tasks set and completion dates Working at home

  17. Where? • quiet environment without interruptions • no TV or computer games/social media • watch out for the minimise button and iphone • all equipment to hand • computer if needed • music if helpful Working at home

  18. Challenge this response • Reasons: • not being set • not being recorded • not being done thoroughly • School policy for all groups to be set regular homework • Contact Area Co-ordinator if this is a regular issue. Names are in the Parent handbook. “I haven’t got any homework.”

  19. On-going tasks: • Reading: set texts, background reading, current affairs and links to subjects • Online revision and exercises: BBC bitesize, subject sites • Re-reading class notes • Coursework preparation • Revision cards • Vocabulary learning for Languages • Coursework • Spelling practice/ learning key vocabulary “I haven’t got any homework.”

  20. Monitoring: • Regular monitoring • Check organiser; contact teachers • Consequences: • Rewards / sanctions as appropriate • Negotiate terms in advance and be consistent Supporting Achievement at home

  21. Progress Check 1 was : November 2013 • Reports: Beginning of March 2014 • Progress Check 2: May 2014 • Parents’ Evening: 11th June 2014 Formal reporting stages

  22. Data analysis • Identify successes and concerns • YAC co-ordinates follow up with tutors: • Coasting students • Under-achieving students • Methods: • Priority tutorials and sixth form mentoring • Subject / tutor / YAC report • Meetings with staff / parents • Discussion for all students in next tutorial School follow up

  23. Make time to discuss data • Compare grades with students’ targets • Compare grades with previous report • Look at Learning scores: • Areas of concern • Compare with previous report Home follow up

  24. Plan time to discuss work using the school reporting framework • Liaise with the school • Show interest and give encouragement • If you are concerned then it is worth following up ‘form tutor’@swchs.net hdale@swchs.net In conclusion…

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