1. The longer I live, the more I realise the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company...a church....a home. The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past...we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude...I am convinced that life is 10% what happens to me and 90% how I react to it. And so it is with you...we are in charge of our attitudes.

2. September 2014

3.  Share key messages given to students  Provide information which will help us to work in partnership  Clarify expectations in the core subjects

4.  Standards  Responsibility  Opportunity ………………………………for All

5. Pupil Needs to be told what to do. Only do what they are told to do Teacher enforces work rate and behaviour. Motivation comes from others. Student Independent Responsible Well motivated Well organised and prepared.

6. Fixed Mindset: Cleverness is a fixed thing. You’re either clever or you’re not. Growth Mindset: Cleverness can be developed. Everyone can get smarter. Neuroscience tells us that the brain is like a muscle; exercise makes it grow and develop

7.  Look clever at any cost. Don’t get into situations where you will not look smart.  Don’t make mistakes. If you make mistakes you must be inadequate  Don’t work hard. Success should come naturally, because you are smart. If you can’t do something, don’t work at it; act as if you could do it if you tried.

8.  Learn at all costs. These students care very much about doing well. Learning is more important than grades which, ironically, leads to better grades  Take on challenges. If offered a choice between a difficult task they can learn from, and a task that will make them look smart they take the task they can learn from.  Work hard. These students believe the harder you work the better you will be.  Confront weaknesses and correct them. Students with this mindset are keen to tackle the things they aren’t so good at, and get better at them.

9. You can’t fall if you don’t climb. There is no joy in living your whole life on the ground.

10. Believe you can and you’re halfway there

11. Bite off more than you can chew and chew like mad

12. Hard work beats talent when talent doesn’t work hard.

14.  There should be no graffiti anywhere in your work  Students should write in black pen and draw diagrams and graphs with pencil  Pages should not be ripped out of your exercise books or folders  Each new piece of work should have a title and date underlined with a ruler  Loose sheets should be stapled in at the appropriate place  Any mistakes should be crossed out using a line through the incorrect piece of work  At the end of each piece of work, a line should be drawn with a ruler and the next piece of work should begin underneath the line  All pages should be used - you must not leave blank pages  Any rough work should be done in the back of your book or folder, unless an integral part of the work in progress

15. STANDARDS: To promote high standards of presentation RESPONSIBILITY: To encourage students to become more independent by understanding that they have a responsibility for taking care with their work OPPORTUNITY: To help students to realise that having high standards for simple things such as presentation of work can lead to improved opportunities in later life FOR ALL: To support each other through all applying expectations consistently

16.  Students should write in black pen  Teachers will mark and give feedback in purple  Peer assessed comments using G and I should be in blue.  Self assessed comments using G and I should be in red.  Students should act on feedback, re-draft, correct in green

17. STANDARDS: To promote high standards in the quality of work RESPONSIBILITY: To encourage students to want to improve work and aim higher OPPORTUNITY: To help students to realise that skills gained from acting on feedback or helping their peers to do so can be transferred to other areas of life FOR ALL: To ensure that consistent use by all will help students to improve in all their lessons

18. Fail to prepare and you must prepare to fail

19. The world is run by those who show up. Attendance

20.  Missing just 17 days in one year (90%) can cause a drop of a full grade at GCSE.  Only about one in four students with attendance less than 90% achieve 5 A*-C GCSEs.  Only about one in ten students with less than 80% attendance achieve 5 A*-C GCSEs

23.  Interim 1 – 12 th Dec 2014  Interim 2 – 27 th Feb 2015  Tutor Evening – 5 th Mar 2015  Parents’ Evening – 14 th May 2015  Reports -8 th May 2015  Exam weeks – starting 15 th June 2015  Work Experience – 29 th June 2015

24.  Feedback in books  E mail info@trinity.cumbria.sch.ukinfo@trinity.cumbria.sch.uk  Schoolcomms  E mail and text system  PC, laptop, tablet or Smartphone app  Leave your name with us or contact us and we will send you a form to sign up Text notification of absenceText Urgent information (snow) E –mail rewards informationText reminders of e.g. Parents evenings E-mail behaviour informationE Mail invitations to events E-mail student and exam timetablesText/e-mail deadlines for students E-mail newsletters, trip information, clubs, etcE-mail homework

25. Students School Parents/carers

27.  “Before you were born, your parents weren’t as boring as they are now. They got that way from paying your bills, cleaning your clothes...”

28.  If you think your teacher is tough – get a boss!”

29. Key Stage 4 Mathematics at Trinity School.

30. To give information about the maths courses and exams To give advice about maths revision To give practical information about preparation for exams Learning Objectives

31. Year 11 GCSE Maths Higher Grades A*-D GCSE Maths Foundation Grades C-G Entry Level Maths Level 1 and 2 GCSE Statistics Higher Grades A*-D GCSE Statistics Foundation Grades C-G Further Mathematics Level 2 Certificate

32. Linear GCSE Maths: 2 papers 50% each EDEXCEL Paper 1 Non Calculator Paper 2 Calculator Results Late August 2016 No Coursework Year 10/11 MATHS DETAIL

33. End of Year 10; syllabus completed Full Mock exam in June Groups re-set to reflect progress Year 11 identify and work on areas of weakness: pixl 2 nd Mock in December Year 11 Final preparation for exam in June 2016 No Coursework Year 10/11 MATHS DETAIL

35. Edexcel GCSE Mathematics A

37. MyMaths website : Login Trinschool password cylinder

40. Mathswatch website : Centre id Trinityschool username apupil password mathswatch

41. an

45. Key Stage 4 English at Trinity School.

46. GCSE English Language & English Literature

47. Familiar? I haven’t got any homework... You can’t revise for English...

48. Skills... Understanding what you’ve read Finding Quotes Inferring and Deducing Analysing Language, Form & Structure Developing interpretations of symbolic meanings of texts Spelling & Vocabulary Grammar (Advanced) Extended, Developed Written Pieces Whole-Text Organisation Finding an Individual Voice

49. The Times They Are A-Changin’ English GCSEs are no longer modular. Results are norm-referenced. Your child’s year group will be the last to sit this specification.

50. English Language 3a Extended Reading 3b Producing Two Creative Texts 3c Spoken Language Unit UnitContent 1 Non-Fiction Exam 2 Speaking and Listening 3 Understanding written texts and writing creatively

51. English Literature UnitContent 1 Exploring Modern Texts (Exam) A - Modern prose or drama B – Exploring cultures 2 Poetry (Exam) 3 Shakespeare and English Literary Heritage vs.

52. Exam = 60% Unit 1: Reading & Writing Non Fiction Can your child write for 2 hours 15 minutes? How much non-fiction does your child read every day?

53. Unit 2: Presenting, Discussing/listening, Role-play FormalInformal

54. Unit 3 - Understanding written texts and writing creatively 40% Understanding what you’ve read Finding Quotes Inferring and Deducing Analysing Language, Form & Structure Developing interpretations of symbolic meanings of texts Spelling & Vocabulary Grammar (Advanced) Extended, Developed Written Pieces Whole-Text Organisation Finding an Individual Voice

55. I’m Sure You’ve Heard...

56. So... Start now... Be an independent learner... Use all the resources available...

57. Moodle – http://vle.trinity.cumbria.sch.uk Scroll Down

58. Podcasting – http://www.trinityenglishrevision.blogspot.co. uk/ OR http://feeds.feedburner.com/TrinityEnglishRe vision

59. GCSE English Language & English Literature

60. Who was recently voted the greatest sports coach in the history of the world?

61. “Give Your Best When Your Best IS Required… …here it is required every day”