Welcome to the Year 8 Curriculum Evening Inspiring Learners For - - PowerPoint PPT Presentation

…Inspiring Learners For Their Future

Welcome to the Year 8 Curriculum Evening

We are committed to inspiring learners for their future through a vibrant, innovative and supportive environment where students develop resourcefulness, resilience, accept responsibility and are challenged to take risks in order to succeed.

• Types of feedback:

Book checking Marking Homeworks/Model answers Formal assessments (QLA feedback)

• 2 x Assessment weeks (QLA) - Formalised & formative
• Preparation strategies (including Revision, Exam technique etc) in mentoring and immersion days
• Intervention sessions

Cycle Assessments (4 per year) + Mentor day: 6th October + Parents Evening: 11th January and 7th March

Assessment FOR PROGRESS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Assessment Window 1 Assessment Window 2 Assessment Window 3 Half Term 27-Nov Christmas Hols Half Term 19-Mar Easter Hols Half Term 02-Jul Summer Hols Content 1 Content 2 Content 3 Content 4 Content 5 End of Year Faculty Synoptic Assessment Mid term assessment Y11 PPE cyc Rep 1 (Yr10-13) WS Assessment cyc Rep 2 (All Years) Mid term assessment Y11 PPE cyc Rep 3 (Yr11-13) WS Assessment cyc Rep 4 (All Years) cyc Rep 5 (Exam Grp Int.) Mid term assessment cyc Rep 6 (Yr7-10 + 12)

…Inspiring Learners For Their Future

…Inspiring Learners For Their Future

Cycle Reports And Progress

Year 11 GCSE Grade Old GCSE Year 10 9 A** Year 9 10.9 8 A* Year 8 9.9 10.8 7 A+ Year 7 8.9 9.8 10.7 6 A/B+ 7.9 8.8 9.7 10.6 5 B/C+ 7.8 8.7 9.6 10.5 4 C/D+ 7.7 8.6 9.5 10.4 3 D/E+ 7.6 8.5 9.4 10.3 2 E/F+ 7.5 8.4 9.3 10.2 1 F/G 7.4 8.3 9.2 10.1 7.3 8.2 9.1 7.2 8.1 7.1

Each student will arrive in Year 7 with an expected end of GCSE grade from Primary School. We are now looking at a 5 year GSCE journey The Table shows a student should achieve a grade 5 by the end of Year 11 Therefore by the end of year 7 they should be working at 7.5 By the end of every year they should be working at Year . 5. Reports to parents will inform student progress: Working AT Expectation Working BEYOND Expectation Working TOWARDS Expectation

Each student will have a target in each of their subjects based on the expected end of GCSE grade from their prior (Primary School) SATs attainment. Across Yr11 the current grade recorded will be based on performance ‘if they sat their GCSE today’ The end of year expected grade Y11 reflects the grade the student’s teacher believes they will achieve by the end of the year (at current rate of progress/work) The progress grade will identify whether students are; Working AT Expectation Working BEYOND Expectation Working TOWARDS Expectation

Engaging and contributing in all lessons Catch up on any work missed in lessons Be on time and ready to learn for all lessons Students book presentation is to a high standard

…Inspiring Community

Behaviour for Learning and Attendance

KS3 Curriculum Evening

Mr Andy Marshall

Assistant Principal Student Development and Wellbeing

Attitude to Learning

Reward Points

Behaviour for Learning

Behaviour for Learning

Winter Uniform

Item Acceptable Not Acceptable Additional Information Blazers  School range blazer  School badge  Black in colour  Full length body  Full length sleeves  Button up front  Collar  Colour trims  ¾ length, rolled up sleeves  Short waisted jackets  Fashion blazers We encourage them to be removed for practical lessons to avoid damage. Trutex blazers are “easy care” polyester Black blazers may be purchased from other retailers in conjunction with a school badge available from Reception for £4.95 Trousers  School range  Plain black  Flat or pleated front  Bootleg or straight style  Regular length  Cropped  Skinny or flared leg  Jeans or denim  Leggings  Zips that show  Large belts  Buckles/ laces  Pin stripes Skirt  School range  Plain black  Modest length  Pleated, straight and A- line styles  Large belts, buckles, laces, pin stripes  Denim  Tube or skinny fitting styles  Slits  Coloured Skirts must cover 2/3 of the upper leg Ref: Behaviour for Learning Policy May 2017

Winter Uniform

Item Acceptable Not Acceptable Additional Information Shirt  School range  Plain white  Long sleeved  Tucked in  Must button to the neck  Designed to take a tie  Untucked  Coloured  Embroidery  Capped sleeves  Patterned  Midriff on show Students may choose to wear a short sleeved shirt in the summer providing the sleeves are elbow length. Long sleeves may be rolled to the elbow when summer uniform is authorised. Blouse  School range  Plain white  Fitted/ tailored  Must button to the neck  Designed to take a tie  Coloured  Embroidery  Capped sleeves  Patterned  Midriff on show Ties  The Ridgeway School tie worn correctly  Proper knot by the top button of the shirt  Waist length and showing 5 stripes  Untied  Large loose knots  Shorter than waist length Clip on ties will now be optional. Students may be allowed to remove ties in summer terms at the discretion of the Principal Sweatshirt/ Cardigan  Black with school logo Can be worn underneath blazer if desired. Cannot be worn without a blazer. Shoes  Plain black  Boots  Trainers (including black)  Daps  Flip flops  Heels over 2” Trainers are only to be worn when participating in sporting activity Socks  Plain black

Ref: Behaviour for Learning Policy May 2017

C1

 Initial verbal warning. Logged on SIMS

C2 15min detention

 Second warning. A 15 minute detention (break or lunchtime) with the class teacher and an email or telephone call home informing the parent and logged on SIMS.  Restorative meeting with student during the detention.

C3 Isolation & Senior Detention

 Removed from lesson or school to Isolation. Students will remain in Isolation for 5 lessons following the incident and remain until 3.25.  Friday Senior detention for 1.5hrs. Logged on SIMS. Teacher or Faculty Leader will inform parents via phone or email. Staff to meet with student during the isolation period for restorative meeting.

C4 2 day isolation to 4.30pm & Sat detention

 Removed from lesson or school to Isolation. Students will remain in Isolation for 10 lessons following the incident/disruption and remain on school site till 4.30pm on the second day.  Saturday morning detention. Logged on SIMS. Teacher or Faculty Leader will inform parents via phone, email or letter. Staff to meet with student during the isolation period for restorative meeting.

Fixed Term Exclusion

 Depending on the level and seriousness of the incident, students would either be educated in Isolation for two full days or Excluded from school for 1,2,3,4,or 5

• days. Once a student has been excluded they will automatically be placed on an

exclusion level as part of the exclusion level process (see page 10).

Expectation Reminder

Expectation Reminder

Our old ‘green slips’ are being replaced by a new ‘orange slip’. The slip has been modified to fit with

• ur new B4L

expectations and to represent a warning Now needs to be singed by a parent and returned to their Mentor for discussion

How can attendance affect progress? Look at Progress 8 score & average GCSE grades

Anything above 0 is positive and 0.5 very good progress which is over half a grade on average better than targets across all subjects

0-0.5 Good +0.5 and above outstanding

Anything below 0 is negative and below -0.5 is very concerning and shows target grades not achieved in many subjects

• 0 and below

Attendance Matters

Attendance Matters

Avg Grade Progress 8 % Attendance B 0.47 100.00 B+ 0.50 100.00 A+ 2.22 100.00 B- 0.07 100.00 B+ 1.75 100.00 B+ 0.77 100.00 B+ 0.40 99.74 A+ 0.50 99.74 A 0.75 99.74 A*- 1.35 99.74 D 1.16 99.74 B+ 0.99 99.74 B-

• 0.07

99.74 B+ 0.79 99.74 A- 0.45 99.74 A+ 0.73 99.47 C

• 0.24

99.47 B+ 1.09 99.47 A* 0.53 99.47 C- 0.02 99.47 C 0.45 99.47 B+ 1.32 99.47

Compared to

Avg Grade Progress 8 % Attendance

• 3.00

40.74 D+

• 1.23

56.08

• 2.09

59.23 D

• 0.73

68.52 C

• 0.21

71.16 E-

• 1.25

71.96 D+

• 0.94

73.02 E+ 0.10 75.40 D

• 1.05

76.19 D-

• 1.14

78.04 B

• 0.15

78.31 E-

• 1.84

78.31 C-

• 1.14

79.89 D-

• 1.32

80.95 C+

• 0.80

84.13 E-

• 0.78

84.66 C+

• 0.21

84.66 D+

• 1.67

85.71 D

• 0.43

86.24 D+

• 88.89

HIGH ATTENDANCE LOW ATTENDANCE

Attendance Matters

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Mr T Care

Progress Mentor Coordinator for Year 8 caret@ridgewayschool.com

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Progress

How do we support your child?

• Extended learning hours targeted at students
• Assessment weeks
• Question level analysis feedback (QLA)
• Diagnose, therapy, test approach to support (Mastery)

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Progress

What does a Year 8 lesson look like? –High expectations –Homework –Exam questions –Modelling answers

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Extended Learning Hours

• After school from 3.15 – 4.30 pm
• Students are expected to attend if they have been asked to fill

gaps in knowledge

• To be treated as an extended day
• Offer a late bus for transport
• Any problems with transport contact

caret@ridgewayschool.com

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Assessment Weeks

• 2 PPE sessions

– Beginning week of 27th November – Beginning week of 19th March

• Examination timetables
• In examination rooms (where possible)

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

How to Prepare

Personalised Learning Checklists

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Question Level Analysis

• Question by question break down
• Colour coded highlighting priorities

for learning

• Formulate revision plans

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

How can you help?

• 1. Encourage students at home
• 2. Ask about homework and coursework
• 3. Use PLC’s and QLA
• 4. Remind students about assessment weeks and support with

revision.

• 5. Encourage a bedtime routine and healthy eating.
• 6. Communicate with the school –
• 1. Subject Teacher
• 2. Mentor
• 3. Progress Mentor Coordinator

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Mentoring

Mrs R Giles Assistant Mentor Coordinator gilesr@ridgewayschool.com

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Mentoring Programme

A programme to enable all learners to best equip themselves for the challenges that school, further education, higher education and life present. Term 1 – Organisation Term 2 – Communication Term 3 – Resilience Term 4 – Initiative Term 5 – Leadership Term 6 – Reflection

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College Term 1 – Organisation

• Organisation of Revision
• Organisation of Time
• Organisation in School

Monday Tuesday Wednesday Thursday Friday Year 8 Silent Reading and numeracy Assembly Mentoring Enrichment ‘In the News’

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Student Booklets

Research Tasks Quizzes Debates Reflection

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

Learning Conversations

The aim of the conversations are;

• Reflection and expand student capacity to learn
• Identify what hasn't worked and eliminate those

barriers to student learning and progress

• To identify the way forward and the strategies needed to

achieve this

• To set goals and monitor the pathway to achieving them

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

In addition students reflect

• n their cycle report and

identify subjects they have made progress in and why (WWW) They then identify what improvements they need to make for the next cycle (EBI).

Year 8 Maths

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

• Pupils are grouped according to ability and

knowledge from previous year

– both the end of year assessment and mid-year assessment points are used to help determine this

• Set movements can take place following each

assessment period

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

• Teaching is focused on:

– Consolidating previous work – Learning Main content – Opportunities to Extend

number algebra geometry statistics

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College Assessments during assessment week: – Based on two term’s content – Topic self-assessment sheets in exercise books – Revision support materials will be placed on SMHW before each assessment and reviewed in the lesson – Areas of strength and weakness identified and lesson time after assessment spent consolidating – Access to the online resource www.mymaths.co.uk

…Inspiring Learners For Their Future

The Ridgeway School & Sixth Form College

The new GCSE emphasises and encourages

• Sound understanding of concepts
• Fluency in procedural skill
• Competency to apply mathematical skills in a

range of contexts

• Confidence in mathematical problem solving

Year 8 English

English – GCSE Ready

Four units – Y8 Unit 1 Outsiders – Trash, Wild Boy, Stone Cold. Unit 2 Good and Evil – Canterbury Tales, Dracula, Frankenstein Unit 3 Literary Heritage – Sherlock Holmes Unit 4 Shakespeare – Macbeth, Twelfth Night.

Links to GCSE

• Read whole texts- class readers.
• Secondary texts - non fiction, poetry.
• Explore the writer’s craft.
• Analytical skills - PEAEA
• Spoken Language
• Performance Poetry – learning by heart
• Academic writing
• Linguistic Features and effects
• Sophisticated vocabulary/specialist terms

Assessments – using the AOs

• Formal Assessments in class –

preparation for GCSE exams.

• Creative homeworks
• Independent learners
• Explore
• Enjoy
• Expand Knowledge

Accelerated Reader

• Minimum of 20 mins a day
• To increase potential across all subjects.
• Timetabled library lessons
• Encourage reading/language opportunities at home.

Enjoyment of English

• Read for pleasure –

Novel Night

• Develop curiosity – ask

questions

• Spoken language

Year 8 Science

Year 8 content

Biology (units 1 + 2) The body, muscles/bones, respiration and photosynthesis, Ecology. Chemistry (units 3 + 4) Reactions, changes in state, particle models, acids and alkalis, combustion, the environment. Physics (units 5 + 6) Electricity, static electricity, magnets, pressure.

5 year plan

• Removal of unnecessary content or content too

advanced.

• Maintenance of material to stretch and challenge.
• Introduction of skills necessary to access the

demand of the new GCSEs.

Set Teacher Split Topic 8R1 HLP 4 2.1 2.2 2.3 LRD 3 2.5 2.6 2.4 8R2 CMG 7 2.1 2.2 2.3 2.4 2.5 2.6 8R3 MCT 6 2.3 2.4 2.5 2.6 2.1 2.2 TSP 1 8R4 MRW 6 2.5 2.6 2.1 2.2 2.3 2.4 TSP 1 8R5 AVC 5 2.1 2.2 2.3 2.4 2.5 LRD 2 2.6 8S1 LJG 4 2.1 2.2 2.3 ARM 3 2.5 2.6 2.4 8S2 AVC 6 2.3 2.4 2.5 2.6 2.1 2.2 MAF 1 8S3 MCT 5 2.1 2.2 2.3 2.4 2.5 LAM 2 2.6 8S4 LRD 6 2.5 2.6 2.1 2.2 2.3 2.4 MRW 1 8S5 HLP 4 2.3 2.4 2.5 CMG 3 2.1 2.2 2.6

Assessment

2 assessment weeks and an end of year test: Week 1 (comm 27th November):

• Synoptic elements from year 7
• A choice of question from one of the units covered in term 1.

Week 2 (comm 19th March):

• Synoptic elements from year 7 and terms 1 and 2
• A choice of question of units covered in terms 3.

End of year test (TBC):

• Test covering elements from year 7 and year 8.

(please note teachers will also perform small, informal assessments to gauge progress and identify gaps in knowledge throughout the year)

Changing opportunities:

• Possible introduction of two year degrees;
• Degree apprenticeships;
• Universities becoming increasingly focused on

student employability rates following graduation.

• Brand new jobs that have never been done

before.

Pearson, (2017) ‘The Future of Skills’

Full report can be found here: https://futureskills.pearson.com/#/welcome-video

https://futureskills.pearson.com/#/welcome- video

• By 2022, around 54% of all job openings will be for

managers or professionally qualified individuals.

• Approx. 40.1% of these jobs will require a level 4

qualification or above. This could be a degree, foundation degree, higher apprenticeship, NVQL4, HND.

• By 2022 just 12% of jobs (down from 16% in 2012)

will need people with low or no qualifications.

• SWLEP Economic Plan 2016 -

https://www.swlep.co.uk/resources/document63 5997701081146000.pdf

Changing nature of work in Swindon

Sectors that are likely to see the bigg iggest growth by 2030:

• IT Services
• Residential and social care
• Construction

What does this mean for you now?

• Seize any opportunities that come your way that give

you the chance to experience new careers or options for your future.

• Work with the school staff to secure the grades you

need to move forward in whatever you want to do.

• Keep an open mind.