1. Year 10 The Curriculum and Enrichment

2. Curriculum Team Jane Bishop: Assistant Head Teacher Strategic leadership for Years 10 – 11 Craig Sullivan Curriculum Director of Years 10 & 11 Tracking and Transition of Yr 11 Rachael Leggett Assistant Curriculum Director of Years 10 & 11 Tracking and Monitoring of Yr 10 Whole school enrichment Sue Ayling Student manager for Years 10 & 11

3. Enrichment www.tgs.kent.sch.uk/enrichment-overview

4. Duke of Edinburgh Award Training Day March 7th between 9:00 and 15:30. Practice Expedition A full weekend expedition on May 9 th & 10th. Qualifying Expedition One full weekend expedition, half the cohort on the 27th and 28 th June, the second on 11th and 12th July. 132 students!

5. Sports Leaders Award 129 students!

6. Arts Award Students will be – Running arts events/clubs Going to arts events Set individual and group challenges

7. Outreach

8. Tracking, Monitoring and Mentoring Progress reports: 27 th November Parents evening: 2 nd March Tutor review week: 11 th May Full reports: 9 th July

9. End of Year Examinations Monday 8 th June – Friday 12 th June

10. 10 to 6 Activity Days: 22 nd & 23 rd June Information evening: 24 th June

11. Information after this event: the portal on the main school website

12. Key information For example: Year 10 & 11 Curriculum booklet Assessment and reporting

13. Learner Profile set of 10 attributes Open-minded Communicators Thinkers Reflective Inquirers Risk-takers Principled Caring Knowledgeable Balanced

14. Real Life contexts Lenses through which students: explore ideas investigate connections across and between subject areas apply their knowledge to real world problems

15. Growth mindsets Divides students into two types: Fixed V Growth mindsets About 15% of students are in the middle, the rest are equally divided between the two theories.

16. Fixed mindsetGrowth mindset Believe that ability is fixed, probably at birth, and there is very little if anything they can do to improve it. Believe ability comes from talent rather than from the slow development of skills through learning. “It's all in the genes”. Either you can do it with little effort, or you will never be able to do it, so you might as well give up in the face of difficulty. E.g. “ I can't do maths”. These students believe that ability and success are due to learning, and learning requires time and effort. In the case of difficulty one must try harder, try another approach, or seek help etc.

17. How do you develop a growth mindset? Focus on effort, struggle and persistence Choose the difficult tasks Focus on strategies Reflect on strategies that work and those that don’t Work hard Seek challenges Focus on learning and improving Make mistakes and experience setbacks

22. Thank you