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KS4 Information Evening. October 2010. Welcome. Support, Monitoring, Assessment Grades and Targets: Mr Brownlie GCSE English: Mrs Johnson GCSE Science: Mr Eggleton The KS4 Student Experience: Beth Kerfoot-Roberts and Oliver Holden The Role of the House Achievement Leader: Miss Adams

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  • Support, Monitoring, Assessment Grades and Targets: Mr Brownlie
  • GCSE English: Mrs Johnson
  • GCSE Science: Mr Eggleton
  • The KS4 Student Experience:

Beth Kerfoot-Roberts and Oliver Holden

  • The Role of the House Achievement Leader:

Miss Adams

  • Careers Education at Crossley Heath School:

Mr Schofield

mr brownlie
Mr Brownlie

Acting Deputy Head - Curriculum

working together
Working together
  • 3-Way Partnership
    • (School - 16%; Home – 84%)
  • Communication
    • Planner
    • Telephone
    • Email
    • Other ways: texts, online reporting
  • Information
    • Ask for further information if you need it
    • Make suggestions
    • Raise concerns
    • Provide us additional information
monitoring student progress

Monitoring Student Progress

Predictions and target-setting

Midyis and Yellis Tests


FFT Data

fischer family trust key stage 4 targets
Fischer Family Trust Key Stage 4 Targets

FFT:- Who are they? What do they mean?

Why set targets?

What part do you have to play?

fischer family trust key stage 4 targets1
Fischer Family Trust Key Stage 4 Targets

The Fischer Family Trust use data, provided by the Department for Education to set targets for student outcomes.

Very large population size - so predictions can be seen to be accurate and reliable.

The targets are challenging and aspirational but are based on realistic expectations.

The targets are based on what an average student should achieve.

fischer family trust key stage 4 targets2
Fischer Family Trust Key Stage 4 Targets

Why set targets?

So all students realise their potential and can work towards achieving it.

We all need something to aim for so that we can make realistic plans for the future.

fischer family trust key stage 4 targets3
Fischer Family Trust Key Stage 4 Targets

How do students receive their targets?

fischer family trust key stage 4 targets7
Fischer Family Trust Key Stage 4 Targets

What part does the student have to play?

Respond positively and work hard to achieve the target.

Be aware of the fact that competition for places at university and for employment opportunities at 16 and 18 is extremely tough and students need to put yourself in the best possible position to attain the job/place offer that they are striving for.

What can parent do to help?

Be sure that your child knows what is required to achieve their learning targets.

Support and encourage them to aspire to the highest possibly grades.

If your son / daughter is unsure about any aspect of their GCSE course, encourage them to take personal responsibilty and find out.

progress updates
Progress Updates

Student ‘X’ Progress Report

TargetPredicted Effort Current

Grade Att.

Art A A 2 B

DT A* A* 1 A

English A* A* 1 A

French A* A* 2 B

German A* A* 1 B

Geography A A 1 A

History A A 1 B

Mathematics B C 3 D

Science A A 1 A

coursework controlled assessment
CourseworkControlled Assessment
  • Coursework has now been replaced by controlled assessments. The nature of these varies from subject to subject but all will feature a level of control.
  • English*
  • Science*
  • Maths = none (CA in Y11 for Statistics).
  • ICT is 100% ‘coursework’, assessed by the school.
  • RS – none.
  • MFL – done in lessons over a two week period (on 3 occasions).
  • History – done in lessons following 20 hours of teaching and 10 of research.
  • Geography – Completed following a field trip to Halifax and associated work in lessons. Written up over 6 hours.
  • Drama – completed in lessons in Y11.
  • Art, Music and Physical Education– Completed in lessons but with additional controls to check that students’ work is their own. Less (or no) scope for work at home.
  • Design & Technology – work done in lessons. Limited scope for work at home.
tips for gcse success
Tips for GCSE Success
  • Plan ahead.
  • Listen to advice.
  • Do not copy.
  • Do not bring a mobile phone into an exam or controlled assessment.
mrs johnson
Mrs Johnson

Department Leader for English

english language
English Language

Assessed as 3 units:

Unit 1 – 2 hour exam (Reading / Writing)

Unit 2 – Assessed in lessons (Speaking and Listening)

Unit 3 – Controlled Assessments (Reading; Writing; Spoken Language Project)

english literature
English Literature

Assessed as 3 Units

- Unit 1 exam (modern prose / drama /exploring cultures)

- Unit 2 exam ( poetry )

- Unit 3 controlled task ( Shakespeare / Literary Heritage texts)

controlled assessments in english
Controlled Assessmentsin English
  • Replacing coursework
  • Take place in lesson time and in classrooms
  • Exam conditions
  • Preparation time given in lessons ( eg reading the text as a class, making notes, planning outline of answer )
  • Students need to sit task at the given time, like an exam.
what this really means
What this really means….
  • Students starting in Year 9 will all sit English Language in Year 10 (accelerated pathway for all)
  • They will then all study Literature in Y11
  • All students will study two GCSEs and will gain two qualifications.
gcses in science
GCSEs in Science

Mr Eggleton

what should i expect
What should I expect?
  • It’s a step up
  • Work in lessons matters more
  • Everything is important and relevant to the exam
  • Learn as you go along
how do i go about it
How do I go about it?
  • Stay organised.
  • Use your planner.
  • Do homework ASAP.
  • Extra reading and study never hurts. The more you do now, the less you’ll have to do before the exams.
where should i go for help
Where should I go for help?
  • Teachers (VLE email system)
  • Other students
  • Plenty of resources available:
    • BBC Bitesize
    • VLE
    • Programmes on the school computers.
  • Transitional stage
  • Work consistently, put in the effort and strike a balance between work and relaxation.
  • Enjoy yourself!
miss n adams

Miss N. Adams

House Achievement Leader

Savile / Year 9

key areas of responsibility of house achievement leader
Key Areas of Responsibility of House Achievement Leader
  • Raising Achievement – maximising student potential
  • Leads a team of form tutors in each year group
  • Responsible for Rewards, Discipline and Standards (behaviour, uniform, attendance, punctuality)
  • Monitor attendance and follow up any issues
  • Interview individual students whose progress/effort/behaviour is a concern
  • Play a key role with regard to student welfare, social and emotional needs
  • Liaise with parents/guardians and outside agencies where appropriate
role of the form tutor
Role of the Form Tutor
  • Sees students daily
  • Checks planners weekly
  • Monitors attendance, punctuality, behaviour and effort
  • Monitors well being of individual students
  • Uses data to monitor student progress
  • Interviews all students 2-3 times per year to discuss progress and set targets
  • Contacts parents/guardians to arrange academic tutorial and at other times where necessary
how does the school support students in year 9
How does the school support students in Year 9?
  • Day-to-day feedback from subject tutors to the form tutor
  • Periodic reporting of effort and progress
  • Parents’ evening(s) and academic tutorial

And if further support is needed…

  • Daily Report system
  • Mentoring by older students
  • Liaise with parents/guardians and outside agencies if necessary
  • Focus on individual needs
mr schofield
Mr Schofield

Careers Education Co-ordinator

careers education at chs
Careers Education at CHS
  • Tutorial & PSHCE
  • The Zone – CHS’s dedicated careers area
  • Calderdale and Kirklees Careers Service
  • Work Experience
  • Additional Advice in school

Thank you for listening to us this evening.