Year 12 Expectations Evening

1. Year 12 Expectations Evening Welcome UCAS / Careers Guidance ‘Bumps in the Road’ Personal Development – whole student Expectations for Success

2. Five main pathways for students when they leave QE: University College Apprenticeships Gap Year Employment

3. Do I have enough grades to go to uni? I have no idea! Help! Do I need a degree? I don’t know what university course to choose? What careers are there? Can I change one of my subjects? What grades do I need for Uni? Which is the best uni to choose? If I don’t go to uni, what could I do?

4. Other useful information about applying to University • Entry requirements • All universities have their own entry requirements that students need to look at before considering applying for their course. • GCSE grades • A level grade V’s UCAS tariff • BTEC qualifications • Specific subjects

5. A level grades Universities either request specific grades that they want the student to realistically be able to achieve in order to apply for the course ( e.g. AAB, ABB, A*AA, BBB) or they use the UCAS tariff points system. UCAS Tariff Some universities request a UCAS tariff score indicating their entry requirements GCE A levelASTariff Points A* 140 A 120 B 100 C 80 D A 60 E B 50 C 40 D 30 E 20 Universities view ALL student exam results including ‘U’ grades and re-sits. Some universities are starting to request higher entry grades for students who have re-sat exams.

6. UNIFROG • Is an online comparison site to help students research universities. • Uses student’s likely grades to advise on ‘safe’ ‘solid’ and ‘aspirational’ courses. • Can be accessed from home or in school. • Is available throughout the year. • Will send course details to students and their tutors, to facilitate career planning. • Is linked to university open days and websites, making research easier. • Will enable our students choosing university to make detailed and informed choices.

7. So to conclude……….. Year 12 students need to start their PREP PUSH themselves to achieve the best grades they can in their A level/BTEC studies. Research future careers they may like to pursue. Evaluate which university course would be best for them & where they would like to study. PLAN how they intend to achieve all of this.

8. Bumps in the Road! A Student’s Perspective

9. Personal Development Mrs Helliwell Head of Sixth Form

10. Role of the Tutor First port of call Guidance and support Health Checks P45 Sessions

11. The Role of the Tutor

12. Transition Day Life Skills Company – Chloe Mills 2.5hr session with resources Speed writing and reading, condensing, organisation, transferable skills and time management Plagiarism!

13. Transition Day Feedback: 26% of students rated the session as either 9 or 10 out of 10. 50% of students rated the session at 8 or higher 74% of students rated the session at 7 or higher Comments 'The interaction e.g. group work, note taking etc.' 'To the point and not much waffle!' 'It taught me to manage things in the Sixth Form and the advice will make this easier to do' 'The advice given to help with building up my personal action plan'

14. Tutorial Package Dying to drive Coping with stress Drug and Alcohol awareness Bournemouth Uni HE and UCAS

15. Morning Routine

16. Controlled Flexibility Timetable and Work Experience Study Periods Vehicle Registration Detail Leave @ Lunch 6th Form on “The Terrace”

17. Expectations for success Mr Burgas Director of Sixth Form

18. The Jump to A Levels Level 3 courses are harder. Most courses rely on some form of independent study. Many subjects have modular exams at the same time, creating pressure on a student. The “freedom” of the course structure can overwhelm some students. The “freedom” of study periods can be abused.

19. The 3 Principles for Success A-Level targets will be lower than GCSE, but this reflects the jump in learning, not a failing of the student. Targets can be beaten. Be ACTIVE, independent learning skills are paramount to success. There is a need for a work-life balance, but students must recognise the distinction between the two.

20. Students (and parents) are conditioned at GCSE to regard anything below a C as a failure. At A-Level, grades range from A*-E and all successes will be the result of hard work. Students (and parents) must accept that new courses come with new skill requirements and new measures of success; the truth is that A-Level targets will rarely follow GCSE, and are often lower. QE uses software that predicts likely achievement at the end of 2 years’ study, based on achievements at GCSE. For a student, A-Level targets often appear demoralising. A’ Level Targets

21. A’ Level Targets

22. Successful students are ACTIVE in their approach to studies. This doesn’t mean that they always read ahead or around a subject, but they do take an interest, und usually have more questions than possible answers. Independent learning is a tool built on several disciplines: Self-discipline. Effective note taking. Revision and consolidation of learning. Risk-taking – accepting that mistakes will be made. Enjoyment. (Reward?) Independent Learning

23. Work – Life Balance Courses are demanding, and students should expect 1 hour of further study for every hour of teaching. There is a tendency for Sixth Formers to receive less praise than students in the lower school. Although learning is on-going, tangible progress may feel slow. These factors can demotivate and demoralise students.

24. Students experience greater freedoms than ever before. Students can go through big social changes that become a major component of their everyday life. Own transport creates the opportunity for greater independence and freedom. Part-time / paid employment becomes a major influence for most sixth form students. These factors can have a negative impact on overall achievement. Work – Life Balance

25. So how do students stay on track? Create boundaries and stick to them. Make your studies the priority throughout the week (as you would with a normal job). Reward yourself with “free” time at the weekend. Accept that some evenings will be given over to study, but create opportunities in your calendar to reward yourself. Don’t ignore stress – talk to parents or tutors if you feel that you are not coping with any aspect of your work. Work – Life Balance

26. 6th Form Behaviour Policy The new school behaviour policy applies to the 6th Form. It has been designed to give a sequential and graduated response to persistent poor behaviour. The emphasis is on the student choosing to amend their behaviour and so avoid sanction.

27. C1 – Verbal warning, logged electronically. C2 – 2 minute removal from class, final warning prior to a C3. C3 – Student is removed from the lesson. Parental contact made by teacher. Student is also placed in a C4 lunchtime detention. C4 – 25 minute lunchtime detention. C5 – 2 weeks removal from the lesson. Head of faculty to chair meeting with parents and tutor. C6 – After school detention – 3:15-4:30pm Friday 6th Form Behaviour Policy

28. Students are unlikely to fall foul of this policy for poor behaviour, but the 2 most frequent concerns are: 1. Homework 2. Punctuality 6th Form Behaviour Policy

29. Students completing BTEC courses will never be more than 1 day behind with formal assessments: Because… Anyone failing to meet a deadline will be isolated the following day to complete the work. Homework

30. The same may also apply to students completing A-Levels, although this remains at the discretion of the subject teacher and Head of Faculty. It’s helpful to maintain an open dialogue with parents regarding homework – do please share any concerns with us as soon as they become apparent. Homework

31. The morning register is a legal requirement. Students begin the year with good intentions. Students often find barriers in maintaining punctuality. Punctuality

32. If unchallenged, staff create a perceived ‘tolerance’ to lateness. This can impact motivation and attitude towards lessons. A minority of students form bad habits that can affect overall achievement. Punctuality

33. Registers open at 8:40am. Arrival until 8:45am is deemed “on-time” Arrival from 8:45am until 9:10 is recorded as late, with the minutes and comments, if relevant. Punctuality Policy

34. A student who is 25mins late to registration over the course of the week is placed in a C4 lunchtime detention. Punctuality Sanction

35. Persistent lateness (3 x C4) will result in a parental meeting, chaired by the tutor. The same will also apply if a student is consistently late over 3 weeks, but remains below the 25mins benchmark. Punctuality Intervention

36. Students are asked to maintain a smart casual appearance and be dressed appropriately at all times. In summer, boys may wear shorts so long as they fall below the knee, whereas girls must ensure that if wearing a skirt or shorts above the knee, opaque tights or leggings are worn underneath. There must be no beachwear, flip-flops or open-toed footwear, extreme hairstyles and discernible facial jewellery or other visible piercing. Two discreet piercings in each ear are allowed. Students in breach of this dress code may be sent home to change. Dress Code

37. And Finally… It comes back to you