2. Presentations Welcome – Mr. Henry Behaviour for Learning and Attendance – Mr. Reynolds Introducing the Curriculum -Ms. Field Why English iGCSE? -Mrs. McConville Maths- Mr Wilde Achievement – Mr. Waring Head Boy and Head Girl

3. Mr. Henry Principal

5. Mr. Reynolds Vice Principal

9. Equipment – be ready to learn!

10. Charity

11. P.T.A. – Parent & Teacher Association!

12. Ms. Field Assistant Principal

13. Year 10 lessons per week SubjectYear 11 lessons per week 5English/ English Literature5 5Mathematics5 6Double Award Science6 4Option 14 4Option 24 4Option 34 1 PE 1 1 RE 1 Curriculum

14. Marking and Feedback WWW (what went well) EBI (even better if) Teachers indicate areas for improvement with a pink highlighter During ‘MAD Time’ corrections and revisions should be made by pupils in green pen A literacy marking key can be found in planners

16. Homework establishes consistent study patterns reinforces subject matter learned in class or prepare for new learning develops research skills establishes independent learning skills enables students to show progress and understanding provides differentiated and challenging work for all students Gives teachers feedback in the evaluation of learning.

17. Mrs. McConville English KS4 Co-ordinator

18. IGCSE English Fulwood Academy currently follows the Cambridge IGCSE syllabus for English Language

20. Coursework Assignment 1: argue/persuade Assignment 2: descriptive/narrative Assignment 3: persuasive response to a text

21. Speaking and Listening Individual task: 3-4 minutes, 10 marks A lively and interesting speech Cue cards allowed Discussion: 6-7 minutes, 20 marks Discussion with teacher about topic, asking questions, developing ideas Both tasks to be recorded onto CD

22. Mr. Wilde Maths KS4 Co-ordinator

23. GCSE Mathematics Edexcel exam board 2 exams at the end of year 11 1hr 45min each, P1 Non Calculator, P2 Calculator Already studied the GCSE syllabus in Year 9 Regular assessments throughout year 10

24. Mathematics Support Five lessons per week Lunchtime and before/after school support Support, encourage and ask questions Be positive and show an interest Contact class teacher or myself if concerned about Maths

25. Mr. Waring Assistant Principal

26. Target Grades – Tracking Progress Why do we set targets ? 1. The purpose of a target is to motivate a person to higher achievement 2. It is not designed to place a limit on what your child is able to achieve How do we use targets? 1. Helps us to monitor progress and provide support or challenge where necessary 2. Acknowledge and celebrate progress

27. How do we calculate your student’s target grade? KS2 (end of year 6) Lisa got a level 4 in English and maths. 1000s of students across the years have achieved the same. The National Statistics used to predict her outcome at the end of year 11.

28. How do we calculate your student’s target grade? Using this information we know the MINIMUM grade that Lisa should achieve in each of her subjects. This is the grade Lisa should achieve if she makes EXPECTED progress. We AIM HIGH and expect our students to do the same. As a result, we don’t set expected progress we set BETTER than expected progress.

29. How do we calculate our student’s Y11 target grade? Y7 Baseline Target if based on ‘Expected’ Progress Fulwood Target based on better than expected progress Level 3 or lessDC Level 4CB Level 5 or better BA*

30. Flight-paths Y7 Baseline Year 10 ‘flight path’Year 11 Target Grade Level 3 or lessDC Level 4CB Level 5 or better AA*

31. Fine Grades Fine gradeMeaning A1 Secure at this grade A2 Good chance of getting this grade but would benefit from in class support to secure the grade A3 Vulnerable at this grade. As likely to get the grade below. Requires additional support, perhaps outside the classroom

32. How will we report your child’s success? Progress Report Written Report Parents’ Evening

33. Mr. Graham Assistant Principal

34. Parental support is EIGHT times more important in determining a child's academic success than social class. The campaign for learning found that parental involvement in a child’s education can mean the difference between an A* grade and failure at GCSE.” The Times Educational Supplement Nothing is more important !

35. Objective

36. whether…

37. or…

43. or even…

50. Daniel Goleman “At best IQ contributes about 20% to the factors that determine life success, which leaves 80% to other factors”

51. “The difference between the possible and impossible lies in a person’s determination”

52. Attendance After School Support Behaviour Revision Check planners and homework

53. “Relentlessly helpful and faithful in our students potential”