Student performance + Teacher guidance + Parental support = A winning partnership The vital ‘ingredients’ for GCSE success
Be clear, this is for you and your future Know the course structure – when are the exams? How much do they count? What coursework/ controlled assessment is there and when? Use your homework diary; use a wall planner for planning ahead for deadlines Get organised Getting off to a good start: Students
Keep on top of homework and assessments; make it your best, make sure you’ve understood it, ask for help Talk to your parents and agree the ground rules – when and where you will work, for how long, without music/phone/msn etc Agree regular ‘check-ins’ with your parents to look at where you are and what work you need to complete Getting off to a good start: Students
Parental support is one of the most crucial factors in GCSE success You don’t have to be a subject expert, just set the right ground rules; provide support; praise and encourage Understand the structure of courses, exams, controlled assessments/ coursework – when exams are, deadlines and what needs to be done at home Getting off to a good start: Parent
Head of Year - Mr Thomas Assistant Head of Year – Miss Franklin Tutors Heads of Department Parents evening Homework diaries Getting off to a good start: Parent
Lessons – all lessons all meticulously planned and differentiated to suit the pupils Homework – parents are now able to view all homework set by teachers using their children's ‘Fronter’ access Independent learning Revision lessons and resources Always available for help and support Getting off to a good start: Teachers
The work must be the student’s own original work. It can refer to research sources… ….But only if those sources are clearly referenced Teachers can guide students on what they will be looking for when marking… …..But not tell them exactly how to do the work. Parents can provide access to resources and discuss the approach to the project… …..But not tell them what they should or should not write Controlled Assessment and coursework rules
www.parentscentre.gov.uk Dfes site with information on helping your son/daughter learn www.qca.org.uk Guidance on qualifications. www.jcq.org.uk Guidance on exam, controlled assessment and coursework rules Where to find out more
Fisher Family Trust data And Teacher assessment Challenging / Achievable / Motivating First set of grade cards in October Target setting and reporting
October: First round of school target-setting Grade card to parents February: Second round of school target-setting Grade card to parents April:Parents evening Examinations Third round of school target-setting June: Grade card to parents END OF YEAR EXAMS July:Work experience week Key Dates
October: English lit controlled assessment November:Science controlled assessment December:English Lang controlled assessment January: History exam February:English Lang controlled assessment June:2 x Science module exam July:English language controlled assessment task English speaking and listening ongoing throughout KS4 Key subject dates
Opportunity for your son / daughter to spend time with an employer to find out more about the world of work Chance to test a career idea out Helps young people identify future learning, training and work pathways – informs post 16 decision making Develops young peoples employability and social skills Puts subjects in context Can add value to post 16 college / university applications (is a requirement for some higher education courses) Work experience
To identify career and placement ideas which interest them Find out about their placement and employer before starting Keep a daily log of what they learn Be punctual, polite, interested and enthusiastic What we expect from our pupils
To learn differences between school and work. To feel what it is like to work a longer day with fewer breaks. To work with adults of different ages with differing rank or status. To see how people get on together at work. To see the relationship between workers and bosses.
To find out what a work place is like. How is it different from school? To learn about a particular job or industry. To see how an organisation works. To learn to fit in with new people, in new places and completing new tasks. To understand best why you are at school and how school subjects can help your career. We asked pupils What work experience meant to them. Here are a few responses.
Year 11 pupils speak about their experience Tom Butler Aisling Duggan Abby Sammons
Work experience week begins on Monday 14 th – 18 th July 2014 We actively encourage all parents to help their sons/daughters in seeking a suitable placement. Work experience hints for pupils and parents
“ The early bird catches the worm”! Try not to delay finding a placement - other fairly local schools will be chasing placements at the same time. The placement does not have to be local - last year placements occurred as far as Scotland, London and Australia– (parental responsibility if abroad including own insurance.) Hints and Tips
Certain placements are difficult to find - don’t be discouraged if the first few approaches are not successful Try to match placements with interests. Hints and Tips
Try to avoid the easy way out - linking up with places that already employ students part-time, working with relatives etc. As far as is humanly possible - stick to the allocated week – exceptions will only be given in exceptional circumstances (employers offer a alternative week - as long as it does not clash with any examinations. Hints and Tips
All placements also have to be vetted by the ‘Careers Company’ with regard to health and safety and given a clean bill of health otherwise the student will not be allowed to go to that placement. Insurance forms have to be signed by all employers well in advance, and returned to school. We ask that these forms are returned to us by the end of January so the necessary checks can be completed. These can be obtained from school reception. Hints and Tips
Parents are responsible for ensuring students travel to and from the place of work safely - the school has no responsibility If parents so desire, they can privately arrange for an insurance to be taken out for that week to supplement the school insurance for the student. Each student has to complete a work- experience diary which documents the week’s activities. Hints and Tips
o Useful placement data can be obtained through last year’s work experience students, Local knowledge of employers, Local Newspapers and Lists of past placement which can be referred to via Mr Smith, Mr Thomas and Mrs Hubbard (School Secretary). Good hunting! The week is extremely valuable to the students involved.