Year 8 Parents’ Information Evening Welcome Please take a seat The presentation will start shortly

Tonight’s Aims For you to leave with a better understanding of: Careers 2012/13 results Student Support, Care & Guidance Key Stage 3 Ethos Assessment, Recording & Reporting (ARR) Rewards & Recognition

Why do we need to think about careers in Year 8? Most students do not know what they want to do when they grow up We want students to get their dream job Students who know what they want to do are more motivated Because next year is options year

What Careers Education will my child receive and when? 1.Explore careers 2.Jobs in Surrey (LMI) 3.Avoiding stereotyping 4.Employment laws Careers interviews with Mark Anderson

What careers advice will my child receive in future years? Y9 - preparing for options, careers fair and 1:1 careers advice Y10 – Work Experience, starting to write a CV, looking at post- 16 options, careers speed dating Y11 – 1:1 careers advice, making post-16 choices, developing CV’s and careers action plans Y12 – Work Experience, developing a personal brand, exploring post-18 options, careers speed dating Y13 – Making post-18 choices, CV writing, personal statements and cover letters and finance

What can I do as a parent/guardian? Register for U-Explore: Talk together about careers

2012/13 Results

GCSE Results

A level Results

Subject 1Subject 2Subject 3Subject 4Subject 5 Student 1A* A Student 2A* A Student 3A*AAAA Student 4A*AA Student 5A*AAB Student 6A*AA Student 7A*AB Student 8A*ABB Student 9A*ABB Student 10AAA Student 11AAA Student 12AAA Student 13AAB Student 14AAB Student 15AAB Student 16AAB Student 17AAB Student 18AAB 22% of entries achieved at least AAB

A level - Value Added Over the last 3 years student progress (the distance students have ‘travelled’) has been equivalent to the top 10% nationally.

Key Stage 3 Student Support, Care and Guidance

The Key Stage 3 Ethos Enjoyment of learning Achievement Balance

School StudentHome Helping students’ realise their potential Learning Student Support, Care & Guidance

What level am I working at? How do I know? What are my next steps? The fundamental learning process at Gordon’s Assessment events Clear, specific targets related to students’ work School ‘Position’ Statement

High quality teaching and enjoyable learning - Lesson observations, student voice, data analysis Regular ‘next steps’ advice in lessons - Tri weekly feedback & termly ‘Key Assessments’ Department reviews - Triennial Work sampling - Students’ books/ folders audited School

Prep - Weekly ‘mini audits’. - Prep Timetable ‘on trial’ for 1 week School

Assessment, Recording & Reporting (ARR) - Statute Gordon’s ARR Philosophy - Little & Often - Conversation is better than written dialogue - Teacher’s judgement is valued School

ARR Working Party - Met three times in summer term - Comprised of teachers & parents - Lots of discussion about many aspects of the Curriculum - Main outcomes of ARR working party - Modified effort grade criteria - More context to KS3 NC levels School

Effort Grades 2013 – 14 1 = Outstanding 2 = Very Good 3 = Good but occasionally inconsistent 4 = Cause for concern 5 = Unacceptable School

Termly Reporting as follows: School

Curriculum - New school day this year - More teaching time in almost all subjects - Less duties for teachers - Same prep timetable School

Intervention - Initially with subject teacher - If no improvements then Head of House Study Skills (Miss Pierce) - Creating Independent learners - Details on the School web site Aspiration & Challenge (Miss Balla) - Developing talent - Building on the previous ‘Gifted & Talented’ School

Student BehaviourOrganisation CourtesyPresentation of Work AppearanceContribution PrepGroup Work Attitude to LearningFocus Key Competencies INDEPENDENT LEARNING & CONSISTENCY

There is no ‘magic dust’ at Gordon’s Those students who achieve great grades: - work very hard - prioritise their studies - make sacrifices - usually stay for prep. - spend the right amount of time on prep. - are resilient Student

Home Encourage students to give the new timetable a chance. Check exercise books for quality of work and marking. Regularly discuss school and specific subjects. Ensure students spend 30 minutes/subject/night on prep.* Reward/ sanction consistently and regularly (accountability) Think ahead to GCSES/ career aspirations including University and/ or employment.

Rewards and Recognition

Thank you for listening Questions?