1. Aspire Inquire Excel Belong Year 10 Information Evening

2. Ambition for KS4 Trident work experience Assessment calendar Assessment in core subjects Individual Student Needs Emotional Support Revision techniques

3. AMBITION FOR KS4 ‘Embracing the present to shape the future’ Opting to get involved in the vast array of activities on offer Seizing every opportunity to learn Enjoying and caring for those around you Natalie Hopkins – Head of Key Stage 4

4. YEAR 10 CHALLENGE DAY ReciprocityResourcefulnessResilienceReflection

5. AMBITION FOR KS4 ‘Embracing the present to shape the future’ All paths are open to you Use your experiences, strengths and passions to guide you in your subject choices......and your future career!

6. Good Choices = Good Placements

7. TRIDENT WORK EXPERIENCE

8. Why Work Experience?  Opportunity to develop new, and use existing skills and put these into a vocational context  Gain an insight into the world of work and help make decisions about future study paths  Work as part of an adult team  Gain generic skills that will help in work or further studies  Take on commitment and responsibility

9. Own Placement  Job / company that is not already in the scheme.  Form can be downloaded from the website. Attach the own placement form to the student application form.  Students must still make 6 selections from the database.  Trident will visit the employer to check Health & Safety and insurance policies are in place.  Students should not work with close family or friends  Can be organised in the UK School will provide the Own Placement form or it can be downloaded from the website under ‘work experience literature’ Students should not work with close family or friends with the exception of UK placements

10. Trident Database Students should log on to http://jersey.learnaboutwork.org using their school name, their name and 4 digit pin numberhttp://jersey.learnaboutwork.org When they click on search they will find around 570 opportunities listed either alphabetically or by category. They need to select six equal choices by clicking ‘Add to selections’. The student will need to put in their pin number each time they do this. Do not press ‘print’ until you and your child are happy with the selections as this locks in their choices. Complete the remainder of the form making sure that you fill in any medical details and sign to confirm that you are happy with their selections.

11. The Trident Process.. All forms to be returned to school by November 4 th 2011 We allocate opportunities by placement period – not individual schools If an employer says ‘No’ the student may need to make further selections – we will write to your home address if this happens. Students will find out which placement they have been given approximately three weeks before the start date. The school will visit each student during their work experience to make sure all is well. Students can be ‘fired’. Students should not use social media to discuss placements! Employers will produce an employer report for each student.

12.  Discuss different options with your son/daughter – don’t focus too much on ‘careers’ at this stage.  Prepare them for the realities of the working day.  Check that you are both happy with the job description, working hours and the location.  Encourage them to prepare for the interview – what will they wear? How are they getting there? What questions might they be asked?  Help them to plan their journey to work.  Make this a positive experience for your child. How you can help…

13. Like to know more? http://www.youtube.com/watch?v=DiNV5e m6Ogchttp://www.youtube.com/watch?v=DiNV5e m6Ogc http://www.youtube.com/watch?v=XZNnni EJGSghttp://www.youtube.com/watch?v=XZNnni EJGSg

14. facebook.com/careersjersey twitter.com/careers_jersey trident@gov.je gov.je/careers 449431

15. OVERVIEW OF GCSE COURSES Staff to contact: Janet Vernaglione, Head of the Language Faculty Lucy Batty, Head of KS4 English Lizette Neethling, Head of Science Faculty Tomi Owens, Head of Maths Faculty Fiona Hutchings, Head of Humanities Faculty David Jones, Head of Technology Faculty

16. PLANNING YOUR WORK Homework Homework Club Assessment Calendar

17. ASSESSMENT CALENDAR 18 SeptemberParent Information Evening 23 September -10 October Academic mentoring 17 OctoberGCSE French practice speaking controlled assessment 3-4 NovemberMeet the Tutor evenings 25 NovemberGCSE French practice writing assessment 5 DecemberPeriodics completed (posted 12 December)

18. GCSE MFL An overview

19. The four units There are 4 units for GCSE: Unit 1 – listening Unit 2 – reading Unit 3 – speaking Unit 4 – writing

20. Controlled assessment rules Once the task has been given to students they can not seek assistance from anyone If students write drafts at home they must not bring them into school and vice versa Students will have to sign a statement to say that they have not sought help from anyone else

21. Preparation for controlled assessment Class work and homework to provide students with useful material for controlled assessment prior to task being given Homework is extremely important! Organisation Attendance

22. Parental support: Test your daughter on her vocabulary learning each week Be aware of when controlled assessments are taking place and encourage your daughter to practise drafting in a conducive environment For speaking ask her the questions

23. Encourage her to participate in the Rouen trip if possible Get across to France Watch French films / listen to French radio Get in touch if you have any concerns Communicate and be aware

24. GCSE ENGLISH LANGUAGE & GCSE ENGLISH LITERATURE An overview

25. Rules for controlled assessment Essay question given out at start of term Girls are allowed to bring in notes but no drafts Any sources used must be credited No access to internet No access to spellcheck for Imaginative Writing

26. Preparation for controlled assessment Class work and homework Organisation Attendance Catch up sessions every Thursday 1.15 – 1.45 in C21

27. How you can support your daughter’s learning Read through the texts yourself Watch film versions together Check school website for updated lists of local performances If in the UK, visit any productions and the Globe Theatre

28. Look through the OCR website Encourage your daughter to use the spelling strategies in her planner Keep on encouraging your daughter to read for pleasure Encourage your daughter to read the newspaper regularly and discuss stories Please do feel free to contact your daughter’s teacher, tutor or myself with any concerns

29. iGCSE Science Overview All students have opportunity to study for an iGCSE in Biology Chemistry Physics All sciences follow the Edexcel iGCSE specification

30. For example in Chemistry we have Chemistry Paper 1 - 2 hours (120 marks) 66.7% of total iGCSE marks Chemistry Paper 2 - 1 hour (60 marks) 33.3% of total iGCSE marks. Assessments: Each iGCSE is made up of 2 units There is no coursework. However, students are expected to know specific experiments.

31. Exam Support Past papers and mark schemes. Revision Guides Science teachers available at lunchtimes to assist with any difficulties. Subject specific revision sessions prior to study leave.

32. GCSE Mathematics Overview

33. GCSE Mathematics 2014-16 All current Year 10 students will study for the Higher tier Paper (grades A*-D). It is expected that all students achieve at least a grade C. The course is linear (with no coursework) over two years, with no modular examinations All current Year 10 students will sit their GCSE Maths in summer 2016 The course is Edexcel GCSE Mathematics, syllabus code 1MA0 There are 2 terminal exams (50% weighting each), one is non-calculator, one is calculator. Each paper is 1hour 45 minutes. There is an internal end of year examination at the end of Year 10 Students need a scientific (not graphical) calculator, for example the Casio fx-85GT Plus which can be bought from the Maths department for £7.50 Students are strongly advised to keep clear, thorough, annotated notes and to review these regularly Students who are unsure of any aspect of their learning ( classwork or homework) are strongly recommended to seek help from their teacher, or from any of the Maths department teachers, outside lesson time.

34. GCSE Further Mathematics Year 10 Maths sets 1 and 2 also study GCSE Further Mathematics GCSE Further Mathematics extends the GCSE course into A Level and includes (amongst other topics) Matrices, Calculus, Functions, Trigonometrical Identities and an introduction to Polynomials This is an excellent preparation for students who wish to take A Level Mathematics The course deepens all students’ understanding of GCSE Maths Students study this linear course in Year 10 and Y11 alongside their GCSE Maths and sit both exams in June 2016 The examination is graded A**- C, with A** meaning “A* with Distinction”

35. Individual Student Needs (ISN) Educational Needs Co-ordinator (ENCO) Mrs Ros Cleave

36. Individual Student Needs The term Individual Student Needs refers to the fact that every student will learn at different rates and in different ways; no two students are the same. All students have differing needs that have to be addressed to ensure they achieve academic success and excel at JCG.

37. Special Educational Needs – SEN High Potential learners - HPL Individual Student Needs

38. SEN The term Special Educational Needs has a legal definition, referring to students who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age.

39. Support in Place Voluntary Teaching Assistants (VTAs) 1:1 literacy / numeracy sessions Academic prefects Personalised curriculum My Learning Individual Learning Plans (ILPs)

40. High Potential Learners High potential learners are those who by virtue of their outstanding abilities are capable of high performance. They are students for whom a traditional educational program is not always sufficient. They may require a different approach for meeting their Individual Needs.

41. High Potential Learners Extension work within classrooms Personalised curriculum Extra curricular opportunities Links with other schools Ogier Gifted and Talented programme Inquiring Minds

42. Emotional Support Judy Benest School Counsellor

43. My qualifications are: Qualified counsellor and have worked in adult services since 2005 2010 Accredited with British Association of Counsellors and Psychotherapist. Worked at Colleges since 2010.

44. What is my Role in School? Provide counselling - Students - Parents - Staff Raise awareness of mental wellbeing issues and provide support through: - a display of information. - attending assemblies and giving presentations - Producing leaflets and posters for students and parents.

45. What is counselling?

46. Important Aspects of Counselling Confidential Safety Voluntary Not Advisory A space to talk and be heard For anyone

47. Emotional wellbeing. Keeping healthy Recognising our strengths and weakness Asking for help Being kind to yourself – value yourself. Making time for pleasurable activates

48. Imagine you have a rucksack? And you put all your worries, fears, sadness and doubts in it? How Heavy Would It Be?

49. and COMPROMISE. The key is….

50. F R I E N D SF R I E N D SF R I E N D SF R I E N D S Keeping contact with friends is very important at this stage of a young person life as sharing experiences can offer vital support.

51. Girls, the SUPER IMPORTANT STUFF Focus on yourself, not on what anyone else thinks or does. Do your - it’s all anyone can ask of you!

52. My contact. Email me at j.benest@jcg.sch.je j.benest@jcg.sch.je OR Speak to the ladies at reception to book a time to see me OR pop up to see me opposite the library. I work here at the school on Friday’s 10am until 3.30pm.

53. Study Skills Mrs Michelle Bolton Assistant Head of Key Stage 4

54. What type of learner are you? Learning to learn

55. You’ve just received a disappointing exam result. Do you:- a) Blame yourself. You’re just not very good at that subject and this has confirmed it. b) Try to ignore it and maybe work a bit harder when you reach the next exam. c) Try and work out what went wrong. Evaluate the way you work, talk it through and set yourself some new targets.

56. You’ve been given an essay to do and you’re not quite sure what it’s all about. Do you:- a)Leave it until the night before and then optimistically type the title into Google. If nothing shows there’s always a memory stick, printer or email account you can blame. b) Ask a friend if you can work together on an initial plan so you’ve got some ideas to get started with. c) Go to find your teacher and ask for some help, leaving plenty of time to get the work done afterwards

57. a project to work on and you’re not sure how you’re going to manage. Do you:- a)Complain about how much work you have to do. Maybe one of the exams will disappear or a teacher might cave in on a deadline b) Leave it a few days and then try and work out what the priorities are. You can’t be expected to get it all done. c) Get started early and draw up a timetable. Use time after school, share tips with friends and get advice early if you see a problem ahead – show that you’ve put the effort in. You’ve got a couple of exams, two controlled assessments, homework and

58. Study Skills ~ learning to learn We remember … 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss with others 80% of what we personally experience 95% of what we teach others

59. What is an Active Learner? Active learners do not wait for learning to happen — they make it happen. You learned to crawl, to stand up, to walk, and many other things because you wanted to learn them. This desire to learn something made you ask the people around you for help. Active learning is an instinct with which you were born.

60. WHAT IS AN ACTIVE LEARNER? Task Passive LearnersActive Learners Class powerpoint Try to write everything downDecide what is important and then write it out in own words Textbook Readings Read then get bored or fall asleep, forget what you read by the time you get to the end of the paragraph or page Read, think, underline key concepts, question, try to link ideas, create a structure for the topic, map out the structure, summarise in own words StudyingRe-read notes, texts and handouts; can waste a lot of study time, feeling as if there isn’t enough time to ‘remember it all’ Find it difficult to understand the information out of context Organise study materials and topics / themes; make outlines, graphs, charts, diagrams; search for patterns or trends; figure out possible exam questions; look for comparisons or contrasts

61. WHAT IS AN ACTIVE LEARNER? TaskPassive LearnersActive Learners Written class assignments Follow the instructionsDiscover the purpose and significance of the assignment, identify the concepts and principles associated with it ProjectsDo only what is requiredTry to gain knowledge and make connections Learn materialApproach learning as ‘remembering’ Try to memorize things by rote, may give up easily when work becomes very difficult, interested only in grades Approach learning as ‘thinking’ Use meaningful memory skills as well as rote, are interested in the challenge of learning, do not give up easily, believe they can get smarter by working hard

62. Why is good organisation important? To make sure that you have everything to hand and the right environment in which to work effectively To maximise your academic performance To minimise the stress that results from bad organisation

63. Set up the right place to study Somewhere you need to concentrate to work undisturbed Where you can sit at a desk or table Where you have the space to spread out everything you need Space for computer Where you have access to what you need Good lighting Either warm or cool depending on the season

64. Organising your equipment Pens Highlighters Calculator Other equipment you need for your subjects Notepaper Files Shelf-space for books and files Dictionary

65. Organising your Notes Make sure you are able to keep notes and handouts in an organised way in folders so that work is kept in the correct order and can be accessed quickly This applies to material on computer too. Make sure you have an effective retrieval system with individual documents in a range of clearly marked folders

66. Organising your time Be clear about what you have got to do, how long it will take and when it has got to be done by. Use a term planner to help gauge your productivity over time. Use a week planner to set a clear agenda for the week ahead. Use a 'to do' list as a prompt to remind you of the tasks you have dedicated to that day. Use time effectively by setting and sticking to clear realistic objectives.

67. Organising your commitments Make sure that others understand that you need to concentrate and need to work undisturbed. Make sure they know when you are working and what your study plans are. Make it clear when you are really under pressure, to get an essay written or revising for exams, for example. On the other hand, be understanding of other people’s needs too!

68. Some suggestions: 1.Reduce and Colours 2.Verbal mnemonics 3.Look, cover, write, check 4.Make a gap fill exercise 5.Make up a song or a rhyme STUDY SKILLS 6.Pictures / diagrams 7.Mind map 8.Teach another person 9.Make a test 10.Cue cards

69. Let’s have a go … STUDY SKILLS

70. Aspire Inquire Excel Belong Year 10 Information Evening Thank you for coming