The Frances Bardsley Academy for Girls
Embed Size (px)
Transcript of The Frances Bardsley Academy for Girls
The Frances Bardsley Academy for Girls
The Frances Bardsley Academy for GirlsKey Stage 4
"Gladly Lerne Gladly Teche"
A new key stage
The summer results
GCSEs and the future
2Vision and ValuesGladly Lerne, gladly teche
3A Good LearnerReflective Creative Articulate Resilient Empathetic Risk taking Self Aware
4The Year AheadCurriculumLinear examination system
Challenging pass rates
End of modular examinations - Students sit their exams at the end of the course in summer 2015.Students will no longer be able to re-sit individual unit exams in order to boost their marks although they may retake the whole GCSE exam. Students will, however, be given an early opportunity to resit maths, English and English Language GCSEs every November because these are key subjects needed to progress to further study or employment.Over the last two years, OFQUAL and the examination boards have made the pass rates more challenging. We must work together to ensure that we challenge our students/daughters to reach their potential, to aim for excellence and strive to achieve at the highest possible standards. They are required to stay on in education/training until the age of 18 success first time round6Controlled Assessment Replaced coursework
Fairness and equity
Low and High control ArtBiologyBusiness StudiesChemistryDramaEnglish Language & LiteratureGeographyHistoryICTMFL (French & German)MusicPhysics Physical EducationSince 2009, CA has replaced coursework in nearly all GCSE subjects. The philosophy behind CA is to provide greater fairness and equity amongst students as work is completed in school only therefore reducing the amount of external support and the ability to complete multiple redrafts, thus ensuring that the work is a true reflection of the students ability. Furthermore, the work is completed in a limited time frame to reducing the impact of coursework projects on classroom learning for the examinations. The nature of the activities and tasks vary from subject to subject and so does the weighting of the CA The way in which the tasks are completed is in a mixture of low and high control. Low control activities allow students to confer, for teachers to provide some assistance and for oral feedback to be given about the work. However, under high control the students will be given clear guidance prior to starting the task and will then complete work under examination conditions with no input from the teacher. Support in ensuring students do not miss school and lessons minimise disruption. Catch up time will be provided but we need to avoid this as much as possible. 7Spelling, punctuation and grammar Students will be marked on the accuracy of spelling, punctuation and grammar and their use of specialist terminology. Extended writing Five per cent of the total marks
English Literature, geography, history and religious studies. This is a key area that we need to continue to focus on. As a school this has always been vitally important to us and we must instil the critical nature of this in examination and controlled assessment activities. Using dictionaries, avoiding text speak, correcting grammar Work together to ensure the students read; avoid the use of slang and colloquialism; record and apply key terminology. 8Importance Opportunity to achieve
Display excellenceNot just a stepping stone to post-16 education
Opportunity to achieve despite the issues with the grading of GCSE examinations and the forthcoming changes to KS4 assessments, the GCSE and BTEC examination systems provides an excellent opportunity for all young people to achieve their potential. The curricula for the courses provide the opportunity to develop knowledge, understanding and a wide variety of skills which can be applied both academically and in a vocational setting. Furthermore, they allow young people to excel and show their true talents. GCSE qualifications are sometimes viewed just as a stepping stone to post-16 education. Although they are important in accessing courses they are also increasingly important in accessing university courses and looked upon by employers. As the labour market becomes increasingly competitive it is vital for our students to value the role their achievements at key stage 4 play in their future career prospects. 9Practical Helphttp://www.teachit.co.ukOnline and downloadable exercises focusing on SPaG
10Winners of Innovation in ICT, Bett 2014Trusted in over 400 Secondary Schools in the UKMake Homework Outstanding in 2014
Online homework systemManaging homework Mobile phones, tablets, PC
11How does it work? https://brittons.showmyhomework.co.uk/school/homeworks/calendar
Organisation avoid those detentions
Personalised to do listStay organisedConsistently meet deadlines
AttendanceGood attendance is directly linked to good achievement.
Government data shows that only 35% of pupils with poor attendance (less than 85%) achieve 5 GCSEs, including English and Maths, at grade C or above.
However, for pupils whose attendance is 95% or more this figure rises to 73%.
Punctuality15 mins detention
30 mins detention
Head / SLT hour detention
If your daughter is only five minutes late every morning:
5 x 190 days = 950 minutes per school year
950 minutes per school year = nearly 16 hours of schooling
16 hours of schooling = 16 hours of valuable lesson time = more than 3 whole days!! Behaviour & ExpectationsFollow rules.
Always come to lesson with correct equipment.Complete homework on time and to the best of ability.
Positive frame of mind.Developing the whole pupil Extra-curricular opportunities
Clubs encourage all students to be involved in clubs especially sports clubs. This is vital if your daughter is studying GCSE PE as it will help towards developing the skills. Range of curriculum trips Geog, 19Aiming High Challenge
Need to all challenge the students to succeed, to surpass their expectations, to reach their goals. Over the next two years they will feel pressure at times, highs and lows, success and disappointment. However, we must instil a sense of resilience to never give up and we must support and encourage them to carry on. In school they will be provided with a whole range of curriculum support activities from clinics, revision sessions, revision booklets, online resources. In addition, we would love to get you involved in their learning free experiences outside of the classroom (galleries, museums, exhibitions etc)20