1. KS4 Information Evening September2011

2. Welcome Support, Monitoring, Assessment Grades and Targets: Mr Brownlie Support, Monitoring, Assessment Grades and Targets: Mr Brownlie GCSE Science: Mr Eggleton GCSE Science: Mr Eggleton The KS4 Student Experience: The KS4 Student Experience: Head Boy Vig Kandasamy & Head Girl Megan Thornton The Role of the House Achievement Leader: The Role of the House Achievement Leader: Miss Smith Careers Education at Crossley Heath School: Careers Education at Crossley Heath School: Mr Schofield

3. Key Personnel Tutor Tutor House Achievement Leader (HAL) House Achievement Leader (HAL) Year Group Leader Year Group Leader Year Group Co-ordinator (Mr Coulson) Year Group Co-ordinator (Mr Coulson) Assistant Head i/c Students (Mr Donlan) Assistant Head i/c Students (Mr Donlan) Deputy Head i/c Curriculum (Mr Brownlie) Deputy Head i/c Curriculum (Mr Brownlie) Acting Head (Mrs Moffat) Acting Head (Mrs Moffat)

4. Mr Brownlie Acting Deputy Head - Curriculum

5. Results KS4 KS4 KS5 KS5

6. Key Stage 4 - Headlines 99.4% of students achieved 5+ A*-C grades (98.1in 2010) 99.4% of students achieved 5+ A*-C grades (98.1in 2010) INCREASE 98.7% 5+ A*-C grades including English and Maths (98.1 in 2010) INCREASE 98.7% 5+ A*-C grades including English and Maths (98.1 in 2010) INCREASE Average point score per entry 56.3 (51.9, 49.8) Average point score per entry 56.3 (51.9, 49.8) INCREASE 34% (23% in 2010) of students achieved at least 10 grades A*/A 34% (23% in 2010) of students achieved at least 10 grades A*/A INCREASE 94.8% (91.6% in 2010) of students achieved >=5 A*-B grades 94.8% (91.6% in 2010) of students achieved >=5 A*-B grades INCREASE 68.2% (64.5% in 2009) students achieved at least 1 x A* 68.2% (64.5% in 2009) students achieved at least 1 x A* INCREASE INCREASE Average point score per student 667 (548 in 2010) Average point score per student 667 (548 in 2010) INCREASE 70% A/B grades in AS Communication & Culture 70% A/B grades in AS Communication & Culture 92 students 92 students

7. Average point score per entry

8. KS4 Trend – Ave Total Point Score

9. Year 11 Outstanding Achievements Over one third of the year group (54 students) achieved 10 or more A*/A grades 29 students gained 12 or more grades at A/A* 4 students achieved 14 GCSE At A*/A as well as an A grade in AS Communication & Culture 3 students achieved: 10 GCSEs at A* 3 GCSEs at A AND an A grade in AS Communication & Culture One also achieved an A in AS French

10. Yr 10 GCSE E LangFrenchGeogGermanHistoryMaths %A*/A5895 8375100 Entries1551921292055 -All grades A/A* in Mathematics -No grade below B in option block subjects Congratulations to these Year 10 students - An even better performance than last year’s Y10!

11. AS Level – Trend 2011 (2010, 2009, 2008) 2011 (2010, 2009, 2008) Pass rate 93.2% (95%, 93.7%, 96%) Including General Studies % grades A & B:51.6 (49.3, 49.2, 53.4) Excluding General Studies % grades A & B: 48.9 (47.1, 48.9, 56.0)

12. AS Trend - % A&B (Blue: -GS; Pink: +GS)

13. A2 Results Pass rate (inc GS) 98% Including General Studies: Average point score per entry92.5 % grades A & B 57.1 Excluding General Studies: Average point score per entry95.9 % grades A & B63.1 Average Points Score at A2 = 96 – almost a B

14. Year 13 Outstanding Achievements 26 Students achieved 3 or more A*/A grades Special congratulations to: - Sophie MurchA*A*A*AA - Josh Scriven A*A*A*AA - Tom Chatterjee A*A* AAA Sophie Murch and Eric Martin were successful in securing places to study at Cambridge

15. Other Outstanding Achievers Not just about raw results Not just about raw results About achieving the best that you can About achieving the best that you can About getting involved and developing a range of aspects About getting involved and developing a range of aspects

16. Targets and Aspirations What are they? What are they? The targets are challenging and aspirational but are based on realistic expectations The targets are challenging and aspirational but are based on realistic expectations The targets are based on what an average student should achieve The targets are based on what an average student should achieve Is Crossley Heath an average school? Is Crossley Heath an average school? How and when are they set? How and when are they set? Set this term by week 4 and are based on in-school data, and FFT data Set this term by week 4 and are based on in-school data, and FFT data

17. Monitoring Student Progress Predictions and target-setting Midyis and Yellis Tests and FFT Data

18. Fischer Family Trust Key Stage 4 Targets FFT:- Who are they? What do they mean? FFT:- Who are they? What do they mean? Why set targets? Why set targets? What part do you have to play? What part do you have to play?

19. Fischer Family Trust Key Stage 4 Targets The Fischer Family Trust use data, provided by the Department for Education to set targets for student outcomes. The Fischer Family Trust use data, provided by the Department for Education to set targets for student outcomes. Very large population size - so predictions can be seen to be accurate and reliable. Very large population size - so predictions can be seen to be accurate and reliable. The targets are challenging and aspirational but are based on realistic expectations. The targets are challenging and aspirational but are based on realistic expectations. The targets are based on what an average student should achieve. The targets are based on what an average student should achieve.

20. Fischer Family Trust Key Stage 4 Targets How do students receive their targets? How do students receive their targets? Eng B % Eng A % Eng A* % English Minimum Target 40.14%30.46%7.30% B

21. Fischer Family Trust Key Stage 4 Targets Eng B % Eng A % Eng A* % English Minimum Target 4.83%31.09%63.85% @

22. Fischer Family Trust Key Stage 4 Targets Eng B % Eng A % Eng A* % English Minimum Target 38.35%35.06%9.85% A

23. Fischer Family Trust Key Stage 4 Targets Eng B % Eng A % Eng A* % English Minimum Target 13.04%43.29%42.41% A

24. Fischer Family Trust Key Stage 4 Targets What part does the student have to play? Respond positively and work hard to achieve the target. Respond positively and work hard to achieve the target. Be aware of the fact that competition for places at university and for employment opportunities at 16 and 18 is extremely tough and students need to put yourself in the best possible position to attain the job/place offer that they are striving for. Be aware of the fact that competition for places at university and for employment opportunities at 16 and 18 is extremely tough and students need to put yourself in the best possible position to attain the job/place offer that they are striving for. What can parent do to help? Be sure that your child knows what is required to achieve their learning targets. Be sure that your child knows what is required to achieve their learning targets. Support and encourage them to aspire to the highest possibly grades. Support and encourage them to aspire to the highest possibly grades. If your son / daughter is unsure about any aspect of their GCSE course, encourage them to take personal responsibilty and find out. If your son / daughter is unsure about any aspect of their GCSE course, encourage them to take personal responsibilty and find out.

25. Progress Updates Student ‘X’ Progress Report Target Predicted Effort Current Target Predicted Effort Current GradeAtt. GradeAtt. Art A A 2B DTA* A* 1A English A* A* 1A FrenchA*A*2B GermanA*A*1B GeographyAA1A HistoryAA1B MathematicsBC3D ScienceAA1A

26. Coursework Controlled Assessment Coursework has now been replaced by controlled assessments. The nature of these varies from subject to subject but all will feature a level of control. Coursework has now been replaced by controlled assessments. The nature of these varies from subject to subject but all will feature a level of control. English English Science* Science* Maths = none (CA in Y10 for Statistics). Maths = none (CA in Y10 for Statistics). ICT is 100% ‘coursework’, assessed by the school. ICT is 100% ‘coursework’, assessed by the school. RS – none. RS – none. MFL – done in lessons over a two week period (on 3 occasions). MFL – done in lessons over a two week period (on 3 occasions). History – done in lessons following 20 hours of teaching and 10 of research. History – done in lessons following 20 hours of teaching and 10 of research. Geography – Completed following a field trip to Halifax and associated work in lessons. Written up over 6 hours. Geography – Completed following a field trip to Halifax and associated work in lessons. Written up over 6 hours. Drama – completed in lessons in Y11. Drama – completed in lessons in Y11. Art, Music and Physical Education– Completed in lessons but with additional controls to check that students’ work is their own. Less (or no) scope for work at home. Art, Music and Physical Education– Completed in lessons but with additional controls to check that students’ work is their own. Less (or no) scope for work at home. Design & Technology – work done in lessons. Limited scope for work at home. Design & Technology – work done in lessons. Limited scope for work at home.

27. GCSEs in Science Mr Eggleton

28. GCSE Sciences Biology 1+Chemistry 1+Physics 1=GCSE Science Y9 +++ Additional Biology+Additional Chemistry+Additional Physics=GCSE Additional Science Y10 -Y11 +++ Further BiologyFurther ChemistryFurther Physics Y11 === GCSE BiologyGCSE ChemistryGCSE Physics=Triple Science Sets Y11 (Modules can only be used to lead to one GCSE. )

29. Head Boy Vig Kandasamy & Head Girl Megan Thornton

30. What should I expect? It’s a step up It’s a step up You start to study with a final aim in mind You start to study with a final aim in mind Work in lessons matters more Work in lessons matters more Everything is important and relevant to the exam Everything is important and relevant to the exam Learn as you go along Learn as you go along Teachers expect more responsibility Teachers expect more responsibility

31. How do I go about it? Stay organised. Stay organised. Use your planner. Use your planner. Do homework ASAP. Do homework ASAP. Extra reading and study never hurts. The more you do now, the less you’ll have to do before the exams. Extra reading and study never hurts. The more you do now, the less you’ll have to do before the exams.

32. Where should I go for help? Teachers (VLE email system) Teachers (VLE email system) Other students Other students Plenty of resources available: Plenty of resources available: BBC Bitesize BBC Bitesize VLE VLE Programmes on the school computers. Programmes on the school computers.

33. Balancing work with play

35. Remember… Transitional stage Transitional stage Work consistently, put in the effort and strike a balance between work and relaxation. Work consistently, put in the effort and strike a balance between work and relaxation. Enjoy yourself! Enjoy yourself!

36. Mr B Coulson Year Group Co-ordinator Miss A. Smith House Achievement Leader Queens / Year 9

37. Key Areas of Responsibility of House Achievement Leader Raise achievement Raise achievement Lead a team of form tutors Lead a team of form tutors Responsible for standards, rewards and discipline Responsible for standards, rewards and discipline Teaching group observations Teaching group observations Monitor attendance and punctuality Monitor attendance and punctuality Interviews for students whose progress, effort or behaviour is a concern Interviews for students whose progress, effort or behaviour is a concern Play a key role in welfare, social and emotional needs Play a key role in welfare, social and emotional needs First point of contact for parents or guardians First point of contact for parents or guardians Contact with various agencies where appropriate Contact with various agencies where appropriate

38. Role of the Form Tutor Sees students daily Sees students daily Checks planners weekly Checks planners weekly Monitors attendance, punctuality, behaviour and effort Monitors attendance, punctuality, behaviour and effort Monitors well being of individual students Monitors well being of individual students Encourages peer support Encourages peer support Uses data to monitor student progress Uses data to monitor student progress Interviews all students 2-3 times per year to discuss progress and set targets Interviews all students 2-3 times per year to discuss progress and set targets

39. How does the school support students in Year 9? Day-to-day feedback from subject teachers to the tutor Day-to-day feedback from subject teachers to the tutor Periodic reporting of effort and progress Periodic reporting of effort and progress Parents’ evening/s Parents’ evening/s And if further support is needed… Daily report system Daily report system Mentoring by older students Mentoring by older students Liaising with parents/guardians & agencies if appropriate Liaising with parents/guardians & agencies if appropriate

40. Mr Schofield Careers Education Co-ordinator

41. Careers Education at CHS Tutorial & PSHCE Tutorial & PSHCE The Zone – CHS’s dedicated careers area The Zone – CHS’s dedicated careers area Calderdale and Kirklees Careers Service Calderdale and Kirklees Careers Service Work Experience Work Experience Additional Advice in school Additional Advice in school

42. Key Dates w/c 26 th September – Target Week w/c 26 th September – Target Week w/c 31 st October – Progress Update w/c 31 st October – Progress Update Weds 19 th October – Tutor Review Day Weds 19 th October – Tutor Review Day Weds 11 th January Y9 Parents’ Evening Weds 11 th January Y9 Parents’ Evening Health Fair Health Fair Reports July Reports July Enterprise 12 th July Enterprise 12 th July International Day 13 th July International Day 13 th July

43. Trips and Visits Art – Day trip to Liverpool Tate Art – Day trip to Liverpool Tate Food Tech – Day trip to food fair / market Food Tech – Day trip to food fair / market Geography – Halifax Town Centre Geography – Halifax Town Centre DT Textiles – Hat museum DT Textiles – Hat museum Y9 Residential Y9 Residential

44. Good night! Thank you for listening to us this evening.