Parent information evening 6.2.14. Responses to parent questionnaire.
Welcome to the Year 10 Parent information evening 2017 - … · · 2017-11-13Welcome to the Year...
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Welcome to the Year 10 Parent information evening 2017
Transcript of Welcome to the Year 10 Parent information evening 2017 - … · · 2017-11-13Welcome to the Year...
Welcome to the Year 10 Parent information evening 2017
The start of a Seven Year Journey
The boy turns into a man!
Morrisby Profile
Is a degree worthwhile these days?
(£44,000 debt; 1/3 regret it, ¼ are still low earners 10 year’s on!
Should you only look at only UK Universities?
Assessment has Changed fundamentally!
GCSES and will be awarded grades 9-1 and not A*-G.
Coursework assessment has essentially disappeared
Changes to the curriculum for Y10.
• Linear GCSEs.
All subjects are linear now. No exams until the end of Y11.
• Linear A-Levels started in 2015 Therefore excellent GCSE results are even more crucial.
Target and assessment grades 9-1
Effort grades –Now 4 only
Excellent
Good
Need for Improvement
Unsatisfactory
9 A*
8 A*
7 A
6 B
5 C
4 C
3 D
2 E
1 F
G
The new level 9 will be gained by only 20% of those who currently achieve A/A*!
https://www.gov.uk/government/publications/your-qualification-our-regulation-gcse-as-and-a-level-reforms
Maths –More specific topic based.
Student X could be attaining level 8 in the autumn on work covering probability but drop down to level 6 when Algebra is taught in the Spring!
English –More inclined to continuous progression. Student X only achieves level 4 throughout most of Year 10 but reaches level 7 by the end of Year 11
Brendan Carolan – Key Stage 4 co-ordinator Academic Head of Year 10 & Year 11. [email protected]
Responsible for : • 1) Raising expectations and instilling confidence in
students • 2)Improving individual performance • 3) keeping Students & Parents informed about
progress and anticipated grades • 4) Identifying and supporting under-achievers
The GCSEs have become heavily exam based once more. How do we plan to help our students achieve their potential? 1.) A greater emphasis on Study Skills and revision strategies. 2.) Collaborating with HOD’s & Ms Bryan to help identify learning needs that may hinder exam success. 3.) Creating more opportunities for formal exam practice.
A Level Summary
• Over 40% A/A*
• 13% increase on last years results
• Nearly 73% A*-B
• 12% increase on last years results.
• 87.2% of all grades were A* - C
• 3 Oxbridge places secured.
• Nearly all boys secured 1st choice course at University.
A level comparative table 2017.
School A* / A % A*/B % A*/C % Fees £
VCJ 40.3 72.8 87.2 5000
Elizabeth 33.5 62.0 87.0 11,340
Sherborne 48.3 76.0 n/a 36,255
Canford 48.5 78 n/a 34,770
Wellington 32.3 n/a n/a 13,161
Milfield 25 n/a n/a 36,945
Taunton n/a 68 n/a 18,825
Kings Taunton n/a 60 n/a 21,630
JCG 33.5 68.4 92.0 5000
GCSE Summary
• Over 97% 5 A* - C including English and Maths.
• Best results for many years.
• All but one boy achieved at least a level 4 in English language.
• All but one boy achieved a level 4 in Maths.
• 15% of cohort achieved a level 9 in a subject.
Normal?
• A parent not their best friend!
We want to develop resilience and Independence
• Actively dislike their music and their fashion sense!
• Don’t use text speak!
• Reverse Psychology!
• Cultivate total disinterest in anything trendy & cool!
Radio 4 & Reading rules!
Geoffrey Boycott
• A parent not their best friend!
• Don’t bail them out when they are disorganised and Lazy it reinforces such traits
• It’s going to be a very tough competitive environment the sooner they take responsibility for their actions and understand the consequences the better for everyone!
• Tell me-we will do this together!!
We want to develop resilience and Independence
My role
Chickens and Year 11!
Level 9 and Level?
New Prize Day Trophies KS4
The Journey Performance, Improvement And Effort
2017 Winners
Marathon Running & GCSE’s
The Holy Trinity!
Team VIC
Our eyes and ears
Our eyes and ears
Running order • Joana Carter = Community Officer
• Sue Watkins/ Jacky Bryan – The Study centre team and Learning support
• Suzanne Job – Careers and Morrisby
• Ms Adams – English
• Mr Widdop – Science & HPL
• Mr Webbe – Maths
• Mr Carolan – Mocks, SMH, Elevate, Curriculum booklet & Conclusion
IGCSE Science at Victoria College
Key Contacts
Mr Matthew Widdop (Senior Teacher: Science & Mathematics & Head of Chemistry)
Dr. Steven Cooke (Head of Physics)
Mr Ian Hickling (Head of Biology)
IGCSE Science at Victoria College
Mixed ability option groups (majority of year group)
• Taught each of their chosen sciences either 2 lessons per week in Year 10 and 3 lessons per week in Year 11 or vice versa (depending on option block)
IGCSE Science at Victoria College
Express Set
• Taught each of Biology, Chemistry and Physics 1 lesson per week in Year 10 + an extra 1 lesson per week which will rotate between each science.
• Taught each of Biology, Chemistry and Physics 2 lessons per week in Year 11.
IGCSE Science at Victoria College
Examination Syllabi can be found on the CIE website…
http://www.cie.org.uk
Syllabus codes
Biology: 0970
Chemistry: 0971
Physics: 0972
IGCSE Science at Victoria College
Textbooks
Biology – ‘Complete Biology for Cambridge IGCSE’ by Pickering
Chemistry – ‘Cambridge IGCSE Chemistry Coursebook’ by Harwood and Lodge & separate practical workbook and standard workbook
Physics – ‘Cambridge IGCSE Physics Coursebook’ by Sang
Biology
Autumn Term Spring Term Summer Term
Plant nutrition, transport
and reproduction
Animal nutrition and
enzymes
Animal transport
Respiration and breathing
Coordination and response
Homeostasis and excretion
Drugs
Review of the year’s
programme of study
Chemistry
Topic Approximate number of lessons
Simple Experimental Techniques 4
Air & Water 7
Particles 14
Covalent Bonding 4
Reaction Rates 12
Acids, Bases & Salts 14
Metals 12
Physics
Autumn Term Spring Term Summer Term
Measurement
Forces
Pressure and Gas Laws
Energy
Waves/Light
Electricity
Common Themes
• Large practical element in all three sciences
Common Themes
• Large practical element in all three sciences
• High degree of determination and independence required by students over the year
Common Themes
• Large practical element in all three sciences
• High degree of determination and independence required by students over the year
• Delivered by teachers who are passionate for their discipline
Skills across the Sciences • Investigations and identifying experimental variables which are controlled,
varied or measured appropriately • Safely conducting a practical, identifying hazards/risks/control measures
and be efficient with lab equipment • Co-operation in a group situation
• Recording results and displaying them on a graph where relevant
• Drawing conclusions from a graph
• Evaluating experiments and data
• Research and presentation
Mathematical Requirements • add, subtract, multiply and divide (ALL) • use averages, decimals, fractions, percentages, ratios and reciprocals (ALL) • use standard notation, including both positive and negative indices (ALL) • understand significant figures and use them appropriately (ALL) • recognise and use direct and inverse proportion (ALL) • use positive, whole number indices in algebraic expressions (ALL) • draw charts and graphs from given data (ALL) • interpret charts and graphs (ALL) • determine the gradient and intercept of a graph (ALL) • select suitable scales and axes for graphs (ALL) • make approximate evaluations of numerical expressions (ALL) • solve equations of the form x = y + z and x = yz for any one term when the other two are known. (ALL) • understand the meaning of angle, curve, circle, radius, diameter, circumference, square, parallelogram, rectangle and diagonal (ALL) • recall and use equations for the areas of a rectangle, triangle and circle and the volumes of a rectangular block and a cylinder (BIOLOGY and PHYSICS) • use mathematical instruments (ruler, compasses, protractor and set square) (BIOLOGY and PHYSICS) • recognise and use clockwise and anticlockwise directions (PHYSICS) • recognise and use points of the compass (N, S, E, W) (PHYSICS) • use sines and inverse sines (PHYSICS)
College Assessment
• Using each department’s new assessment framework for Key Stage 4, following a 9 to 1 grading system (which will be made available on website)
College Assessment
• Using each department’s new assessment framework for Key Stage 4, following a 9 to 1 grading system (which will be made available on website)
• Assessment frameworks for the three sciences cover both factual (knowledge based) content and skills based content.
Formal Assessment at the end of Year 11 First Paper (30% of IGCSE) Multiple-choice questions Questions will be based on the Extended subject content (Core and Supplement) Externally assessed examination Second Paper (50% of IGCSE) Short-answer and structured questions Questions will be based on the Extended subject content (Core and Supplement) Externally assessed examination Third Paper (20% of IGCSE) Practical skills Questions will be based on the experimental skills of the syllabus Externally assessed examination There are no internally assessed (coursework) elements of the course
Access arrangements: exam week, tests, more homework – things may start to fall apart and needs that weren’t present at Key Stage Three may become apparent.
Talk – to parents, peers, tutors, housemasters, mental health first aiders (myself, Mr Fallon and Mrs Watkins), Judy Benest (school counsellor)
Make lists Take it one day at a time Exercise Do something creative Take time for yourself 7/ 11 breathing Socialise with friends Mindfulness/ meditation/ yoga Sleep and eating healthily
Key Details
• Exam board – AQA
• Specification Code 8300
• Assessment - 3 x 1.5 hour exams (2 calculator & 1 non-calculator)
Key Details
• Any content can be assessed in any of the three exams.
• No formula sheet; some formulae embedded in questions.
• Some content has dropped down from AS Level to HT. Some HT content has dropped to FT.
More information
• Google Classroom – Syllabus, Scheme of work & Textbooks.
• Kerboodle.com – Digital Textbook, Tutorial videos, links with…
• MyMaths.co.uk – Activities & guided lessons.
Further Mathematics
• Exam Board – AQA
• Specification code 8360
• Assessment:
– 1.5 hour exam (non-calculator)
– 2 hour exam (calculator)
• Still issuing ‘letter’ grades
• Sets 1 and 2 will complete the AQA Level 2 Further Maths in lesson time.
• Optional for students in other sets.
• Better prepared candidates moving on from GCSE to A-level maths and smaller gap between GCSE and A-level.
Further Mathematics
• Kerboodle.com
• Mymaths.co.uk
• Maths Clinic
– Mathematics 1
– 1300-1330 Tuesday
Support
Changes at a glance: Language
New GCSE • Number grading system (9 being the highest- top 20% of old A*
grade, 1 the lowest)
• 100% exam: no Controlled Assessment
• Assessment Objectives 1-6 (focus on personal interpretation)
• No media text analysis. Unseen texts taken from 19th, 20th and 21st century
• Speaking and Listening tasks compulsory but not counted towards final Language grade
• 20% of final mark given for Spelling, Punctuation and Grammar
Changes at a glance: Literature
• Number grading system
• 100% Exam: no Controlled Assessment
• Examined 19th Century prose; Poetry from 1789, Shakespeare; Unseen poetry; Post 1914 text
• Closed text exams
Benefits
• Skills for the future: more rigorous focus on SPAG
• More challenging texts
• Better preparation for A Level
• Controlled Assessment: benefits and drawbacks
Our choices
• Edexcel as exam board (www.edexcel.com)
• Shakespeare: Macbeth
• 19th Century Prose: Dr Jekyll and Mr Hyde
• Poetry: Exam board Anthology
• Post 1914 Prose: Lord of the Flies
Teaching schedule Year 10
• Autumn Term 1: Fiction and Imaginative Language
• Autumn Term 2: Lord of the Flies
• Spring Term 1: Non-fiction and Transactional Writing
• Spring Term 2: Dr Jekyll and Mr Hyde
• Summer Term 1: Revision of texts
• Summer Term 2: Mock Exam; Speaking and Listening
How to support your son at home
• More emphasis has been placed on the importance of reading skills
• Use Department booklet
• Encourage reading of fiction/ non-fiction: Prose, Poetry, Plays, Autobiographies, Travel Writing, Broadsheet Newspapers etc.
• Any questions: [email protected]
An Experiment performed by Professor Carol Dweck (2006) , of Stanford University.
• She took 400 youngsters and gave them a test. At the end, she praised half for their talent (“wow, you are really smart”) and half for effort (“wow, you are really hard working”). She then gave the students a choice of taking a hard or an easy test. More than two thirds of those praised for talent chose the easy test. Those who had been praised for effort, on the other hand, chose the harder test.
Praising children’s talent harms their motivation, and it harms their performance.”
• In the final stage of the experiment, she gave the children a test of identical difficulty to the opening test. Those praised for talent deteriorated by 20 per cent. Those praised for effort, however, boosted their score by 30 per cent.
• The difference 5 words can make!
• WOW you are working really hard!
Explaining Dweck’s results
• If children think that success is largely about talent, they are far more likely to react to success with smugness. They will assume that they are innately brilliant, and that future excellence is inevitable. They are therefore more likely to coast, assuming that talent alone will get them through. This is why their scores plummeted by 20 per cent. After all, aren’t geniuses supposed to breeze through such challenges?
Consequences
• if success is assured, why bother to work hard? If you are so talented, why put in the hard graft on the training pitch? You see precisely the same effect with children labelled gifted and talented at school or young executives identified as future leaders. Instead of stepping up, they become more arrogant, less capable of admitting to mistakes, and more likely to start coasting.
Growth Mind-set
• That being able to breeze through a challenge isn’t an indication of smartness, but how much time you’ve wasted by not confronting a challenge that really stretched you.
• Norbert Stiles
Bubble Rap or Puppies?
• A parent not their best friend!
• Don’t bail them out when they are disorganised and Lazy it reinforces such traits
• It’s going to be a very tough competitive environment the sooner they take responsibility for their actions and understand the consequences the better for everyone!
• Tell me-we will do this together!!
We want to develop resilience and Independence
Maximize Your Potential • We have invited a well-known UK based company called
Maximize Your Potential to Victoria College on Friday 14th
October to deliver a motivational study skills seminar to the
Year 10 boys.
• Maximize Your Potential have a successful record of delivering
seminars to students, and their parents, in many high profile
UK based independent schools.
• We propose to hold a seminar for Year 9 and 10 parents lasting
60 minutes and starting at 5:30pm on Thursday 13th
October.
• This will include a presentation with suggestions on how
parents can help support their sons in their studies and
specific tips on how and when they can help their sons best
when it comes to studying at home.
• A letter will be sent home regarding the above event, if you
wish to attend please can you reply as indicated on the letter
by the 6th
October so as to plan for numbers.
• Missed work due to absence is an issue we are trying to combat.
• The form is to be used for planned absences i.e. if a student is going off island for a trip/competition or any circumstance where they miss school but know in advance.
• It will not be used to catch up after illness
Year 10 “Return to work form”
• To prepare Y10 for the pressure of linear examinations there will be a formal exam week in June 2017 (Date TBC).
• It will be done in the Great Hall and the results of the examinations will form a basis of the written summer report.
• It will give a good indication of progress at this halfway point of the GCSE course.
• The timetable will be available around Easter and a suggested revision timetable will be sent out to all parents.
Y10 exam week.
• Twice a year Form Tutors meet and have an academic interview with each member of their tutor group.
• They discuss the most recent periodic and set targets for improvement.
• This is recorded on e-portal (our school information system).
Academic mentoring.
• I scrutinise the periodics and written reports of all Y10 students.
• If members of staff are concerned about a students’ progress then they often make me aware. This can happen at any point of the school year and is not merely reserved for periodics!
Tracking pupil progress throughout the year.
Periodics.
1.)A significant amount of “low” effort grades.
2.)Concerns such as “at”, “bh” and “hw”
3.) Not achieving target grades.
Teacher Feedback
Teachers may inform me personally of their concerns or write an event on a student’s profile (on eportal, the school register). If a student accumulates a lot of events on eportal in a specific timeframe then this is a cause for concern.
How do I identify students that may need support?
If a student has several homework concerns They are placed in Y10 extra study which takes place from 3.30-4.30 every Thursday until the next periodic. This will begin after the 1st periodic report you will receive after October 23rd
Intervention (continued)
Parent meetings. You may be asked to attend a meeting to discuss your son’s progress.
• There are several boys in Y10 who will be doing the very best that can be expected of them (at this stage of the course)
• They are on or very close to meeting all of their target grades in all subjects.
• They have excellent effort grades
• They have no “hw” concerns etc.
Praise & Commendation letters.
Grasp the Opportunities!
• “If a man….who’s playing in front of the public, is being
well paid, and he doesn’t dedicate himself to the job, I’d
be hard on him. If I could I would put him in jail, out of the
road of society. Because he’s a menace”
• Bill Shankly –Former Liverpool FC Manager
B. Carolan
• 1 We want you to find those areas you can excel in and
enjoy
• 2 We want you to take charge of your own destiny and
never be frightened to be different from everyone else
• 3 We never want any of you ever to feel reluctant to ask
for help to not have someone who you can turn to who will
listen to you
• 4 Nearly everything is fixable. It is never too late to go
again, never be afraid of failure. Instead welcome her with
open arms!
I share your concerns please tell me how I
can improve what we do at Victoria College
The view –Enjoy the journey
Useful email addresses:
[email protected] [email protected] [email protected] [email protected] [email protected]
Mr Carolan, Head of Year 10 & Year 11 Miss Bryan, Wellbeing co-ordinator Mrs Job, Careers Mrs Moon PSHE co-ordinator Ms Twomey, Project Trident co-ordinator.
Final Words –Alfred W.
• “I want to encourage in others the ambition to devise with
the aid of maps their own cross country marathons and
not be merely followers of other people’s routes. There is
no end to the possibilities for originality and initiative.”
• One should always have a definitive objective in a walk
as in life. It is so much more satisfying to reach a target by
personal effort than to wander aimlessly.
• An objective is an ambition, and life without ambition is
…..well, aimless wandering.
Useful email addresses:
[email protected] [email protected] [email protected] [email protected] [email protected]
Mr Carolan, Head of Year 10 & Year 11 Mrs Watkins head of SEN/Learning Support Miss Bryan, Wellbeing co-ordinator Mrs Job, Careers and PSHE officer Ms De Gruchy Project Trident co-ordinator.
Any Questions? Thank you for attending this evening
