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?
• Y10 – Work Experience, starting to write a CV, looking at post16 options, careers speed dating
• Y11 – 1:1 careers advice, making post-16 choices, developing
CV’s and careers action plans
• Y12 – Work Experience, developing a personal brand,
exploring post-18 options, careers speed dating
• Y13 – 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
Gordon's School
Year 11 gaining 5+ A*-C GCSE Grades
GCSE Results
100
97
96
91
90
97
93
91
89
87
90
86
80
% Grades A* - C
70
60
50
47
43
42
40
42
38
30
20
10
0
2009
2010
2011
% A*-A
5+A*-C (inc. EM)
2012
5+A*-C
2013
Gordon's School
Year 13 A Level Grades
A level Results
100
90
90
82
80
Percentage
80
70
62
61
58
60
62
84
79
75
70
66 64
92
90
88
63
57
50
40
59
64
44
39
39
35
31
31
29
62
30
20
2007
2008
2009
2010
2011
% A*-B
% A*-C
% Entries in 'facilitating' A Levels
of which % in Maths & Sciences
2012
2013
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
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
A
B
A
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
‘Position’
Statement
What level
am I
working at?
What are my
next steps?
How do
I know?
Assessment
events
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 KS3 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?