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KS3 Intervention Objective: to see our young people fulfilling their target grades and to tackle underachievement and develop the whole person Our Mission: ‘Our aim is to help each person achieve their potential and become equipped for an adult life of service to others.’
Subject Intervention Departments will be addressing significant underachievement in their subject areas Students are expected to make 2 levels of progress between KS2 and KS3 1:1 Tuition in English and Maths aimed at a Year 11 and Year 7 cohort students who are underachieving in these core subjects Reading with Sixth Formers
Learning Support In class support Learning Support withdrawal Literacy and Numeracy Social Communication Groups Buddy Scheme with Sixth Formers Homework Club Monday, Tuesday, Friday lunchtimes Craft Club – Monday & Wednesday Lunchtime Supervised Lunchtime Activities - Blue Room Support for students with English as an Additional Language
Academic Year Progress Day th December Progress Grade 1 will be recorded in student planner Progress Grade 1 Christmas Interim report Progress Day st February 2012 Progress Grade 2 - Easter Interim Report Thursday 10 th May Parents’ Evening Progress Grade 3 & 4 in July 12 th July - Learning 2 Learn Showcase
Learning 2 Learn BUILDING LEARNING POWER Professor Guy Claxton Year 8 follow a parallel course to the foundation course in Year 7 Building learning power means working on four aspects of your learning: Resilience: able to lock on to learning and to resist distractions Resourcefulness: able to draw on a wide range of learning methods and strategies Reflectiveness: to think profitably about learning and yourselves as learners. Reciprocity: making use of relationships in the most productive, enjoyable and responsible way.
RESILIENCE Resilience: Being ready, willing and able to lock on to learning Absorption, flow: - the pleasure of being rapt in learning Managing distractions: - recognising and reducing interruptions Noticing: - really sensing what’s out there Perseverance: - ‘stickability’; tolerating the feelings of learning
RESOURCEFULNESS Being ready, willing and able to learn in different ways Questioning: - getting below the surface; playing with situations Making links: - seeking coherence, relevance and meaning Imagining: - using the mind’s eye as a learning theatre Reasoning: - thinking rigorously and methodically Capitalising: - making good use of resources
REFLECTIVENESS Being ready, willing and able to become more strategic about learning Planning: - working learning out in advance Revising: - monitoring and adapting along the way Distilling: - drawing out the lessons from experience Meta-learning: - understanding learning, and yourself as a learner
RECIPROCITY Being ready, willing and able to learn alone and with others Interdependence: - balancing self-reliance and sociability Collaboration: - the skills of learning with others Empathy and listening: - getting inside others’ minds Imitation: - picking up others’ habits and values