Year 10 In Information Evening 2018 Selfless, Self Assured, - - PowerPoint PPT Presentation

Year 10 In Information Evening 2018

Selfless, Self Assured, Successful

Selfless, Self Assured, Successful

Selfless, Self Assured, Successful

Key Changes

• Grading 1-9 for all subjects
• No coursework or controlled assessment in the vast majority
• f subjects.
• The exceptions will be Child Development, Product Design,

Food Technology, Art, Graphics, Drama, Music and Creative iMedia – these all have elements which are assessed prior to the main written examinations.

• This means there is much more emphasis on the end of Year

11 exams – one chance to be rewarded for all you have learned Selfless, Self Assured, Successful

What can students be doing?

• Regularly revisiting notes – there is a much greater emphasis on

memory and the ability to recall now. If this becomes self-generated it will help so that everything is not left until Year 11

• Making sure homework tasks are done thoroughly and well – these

are often opportunities to practise exam technique and receive valuable feedback – the more you put in, the more you will get out

• Getting the balance right – pace yourself and make sure you maintain
• ther interests
• Think carefully about work experience
• Making the most of lessons – use reflection opportunities fully

Selfless, Self Assured, Successful

Being 14-16 16

Student Support – Assistant Principal: Cal Knight Senior Student Support Officer: Tony Walters Learning mentor/pupil premium champion: Liz Tinsley Pupil premium mentor: Lizzie Robey School Counsellors: Elaine McGrath, Rosie Levick, both qualified in child and adolescent counselling. School nurse service (CHAT) – every Thursday lunch time External agency support if needed, e.g. Kooth / BEAM Plus the House system – Form tutor, Head of House and wider staff body.

Selfless, Self Assured, Successful

Working in partnership

• This is the real key to success for every student, that

home and school are clearly and effectively communicating with each other to support each child.

• Email contact, parents evenings, Personalised

Planning Day.

• Please keep us informed of anything you think

relevant and we will do everything we can to ensure your son or daughter enjoys and values their time with us.

Selfless, Self Assured, Successful

Workshops

• Please attend your allotted slot and time or rooms will

not be able to meet capacity. These can be checked

• n the large sheets near the entrance to the hall.
• It is important for the study skills session that you

attend with your son or daughter.

• Study skills – with Cal Knight in the B&E centre.
• Teen anxiety – with Rosie Levick in the hall
• E-safety – with Tony Walters and police in Room 1

Selfless, Self Assured, Successful

Year 10 Information evening

Maths Changes to the GCSE and how parents can help Mr B.Warr - Head of Mathematics Selfless, Self Assured, Successful

Selfless, Self Assured, Successful Changes to Foundation tier

Selfless, Self Assured, Successful

Selfless, Self Assured, Successful Changes to Higher tier

Selfless, Self Assured, Successful

Some students likely to sit AQA Further Maths qualification as well.

Selfless, Self Assured, Successful

Selfless, Self Assured, Successful Changes to Examinations

Selfless, Self Assured, Successful

Selfless, Self Assured, Successful

Selfless, Self Assured, Successful

What can you do to help?

Be positive

“I was never very good at Maths…” “I always hated Maths when I was at school…”

Selfless, Self Assured, Successful

• Please trust us when we advise students to study Foundation tier

instead of higher – this is the trickiest part of the new specification for us and we have the best interest of the students at heart. Universities do not ask if a student achieved a grade 5 at Higher or Foundation – a 5 is a 5!

• Encourage students to get into the habit of revising now. We

subscribe to the best resource your child can use for revision –

• Mathswatch. Logon at www.vle.mathswatch.com Speak to a

member of the maths team if your child does not have their login and password.

• Work through problems at home with your child. They may need

the help - and you may learn something!

• If your child struggles with maths do they know their tables?

Times tables unlock many areas of mathematics – such as arithmetic, fractions and factors. Learning them is not an onerous task and can be done relatively quickly.

Selfless, Self Assured, Successful

• Encourage your child to ask for help with topics that they do not

understand

• Download copies of old exam papers and get your child to go

through them. The specifications change but the maths doesn’t. The only way to get better at maths is to do maths.

• Buy CGP revision guides as early as possible – students then get

into the habit of referring to them early in their GCSE course. We will buy them a workbook.

• Invest in a scientific calculator and a maths set now. The sooner

students get used to a calculators’ functions the better.

• Any questions? Please email me at info@tpstrust.co.uk

• ENGLISH LANGUAGE

AND LITERATURE

• Mr P Stacey

Selfless, Self Assured, Successful

Selfless, Self Assured, Successful

Three GCSEs – separate sciences Two GCSEs – double science

• Combined GCSE is a

double award, you will be awarded two grades.

• Three separate

grades are awarded.

Selfless, Self Assured, Successful

A grading scale with 17 possibilities will be used.

9-9 9-8 8-8 8-7 7-7 7-6 6-6 6-5 5-5 5-4 4-4 4-3 3-3 3-2 2-2 2-1 1-1

Selfless, Self Assured, Successful

Topics

Biology Chemistry Physics Paper 1

• 1. Cells
• 2. Organisation
• 3. Infection and response
• 4. Bioenergetics

Paper 2

• 1. Homeostasis
• 2. Inheritance and

evolution

• 3. Ecology

Paper 1

• 1. Atomic structure and

the periodic table

• 2. Bonding and

properties

• 3. Quantitative chemistry
• 4. Energy change

Paper 2

• 1. Rates of reactions
• 2. Organic chemistry
• 3. Chemical analysis
• 4. Chemistry of the

atmosphere

• 5. Using resources

Paper 1

• 1. Energy
• 2. Electricity
• 3. Particle model of

matter

• 4. Atomic structure

Paper 2

• 1. Forces
• 2. Waves
• 3. Magnetism and

electromagnetism

Selfless, Self Assured, Successful

Questions are based around 3 areas: AO1: Demonstrate knowledge and understanding of: scientific ideas; scientific techniques and procedures. (40%) AO2: Apply knowledge and understanding of: scientific ideas; scientific enquiry, techniques and

• procedures. (40%)

AO3: Analyse information and ideas to: interpret and evaluate; make judgments and draw conclusions; develop and improve experimental

• procedures. (20%)

Selfless, Self Assured, Successful

Assessment of practical work

• Required practicals for each subject
• Assessed via questions in the exam
• These could be up to 6 marks
• Skills could also be assessed with questions about non-

required practical’s

• Maths skills – about 40% of marks on Physics paper

Selfless, Self Assured, Successful

Trilogy Separate Sciences Number of papers per qualification 6 3 x 2 Questions Multiple choice, structured, closed short answer, and open response Length of papers 1 hour and 15 mins 1 hour and 45 mins Marks per paper 70 100

Selfless, Self Assured, Successful

What can you do to help:

• Be positive
• Offer support with

homework

• Visit science museums
• Watch documentaries
• Buy revision guides and

workbooks

• Encourage your students to

attend revision sessions wherever possible

Selfless, Self Assured, Successful

Managing Teenage Anxiety

The Priory School 4.10.2018

Rosie Fraser-Andrews MBACP School Counsellor

Pair Activity invitation: parent/s with son/daughter

1) Parents please briefly share with your young person: a) some of your own experiences with anxiety at 14/15 years old b) your concerns about anxiety for them 2) Young person: What, if any, connections do you see between a) and b)?

What is anxiety?

What is anxiety? Anxiety is a form of fear - of being overwhelmed and of being unable to meet life’s demands. It is concerned with the future. What are the symptoms of anxiety?

 Physical: FIGHT, FLIGHT or FREEZE. Arousal of the sympathetic

nervous system – tight chest, feeling faint or sick, tense muscles, excessive sweating; insomnia; digestive trouble.

 Emotional: feelings of dread, worry, panic, disconnection  Behavioural: nail-biting/skin-picking; repetitive, ritualistic behaviours; self-

harm.

 What is reasonable level of anxiety?

Appropriate before a test, a presentation or important match.

 How much anxiety is too much?  When social relationships, sleep patterns, eating habits are affected. When

someone seems to be ‘stuck’ on anxious mode.

What is different about adolescent anxiety?

• 1. Anxiety is central to the vital task of transitioning from childhood

to adulthood: there will be doubt – can I do it?

 Other cultures arguably have stronger frameworks to contain these anxieties

than we do Eg: The males of tribal Okiek of Kenya (Kratz, 1990) undergo various rituals between the ages of 14 and 16, including circumcision. They live secluded from adults of the opposite sex for up to 24 weeks, are painted with white clay and charcoal to appear wild, and esoteric knowledge is imparted to them by elders.

• 2. The teenage brain is undergoing huge changes and the cerebral

cortex is not mature until around 25

(image of the triune brain (Maclean, 1967))

• 3. Young people tend to live within systems in which they are

relatively powerless

a) School

• Ofsted demands;
• teacher demands;
• exam demands;
• friendship demands;
• attendance demands…

• 3. Young people tend to live within systems in which they are

relatively powerless

b) Family At this stage of the ‘Family Lifecycle’ families can be under a lot of stress:

• parental financial and work stress
• pressure of newly questioning, critical, angry or sad young person
• needs of older relatives or younger children
• trying to be more flexible to allow for growing adolescent

independence, whilst maintaining authoritative parenting and close contact

Risk factors for anxiety

 Being of an anxious disposition/genetics  Coming from a family where there is/has been anxiety  Past experiences of trauma and loss

What do you need to minimise anxiety?

 Multiple good quality relationships with

family and friends

 Physical exercise, to get rid of adrenaline  Practices that allow a focus on the

present: mindfulness; being with nature; music; art or a craft

 Family attitudes that see the world and its

people as fundamentally positive

Any more?

 Music,  meditation,  deep breathing,  watching comedy  Journaling – writing about the strong feelings  …What do people do in your family to relax?

Supporting your anxious teenager (i)

Be present, even if they are often not. Encourage them to talk about their feelings and a) Respond to their experience with empathy (not just sympathy) b) - and with the the capacity to contain their anxiety (that means having taken care of yourself first – see previous slide)  An example of maybe how not to re self-harm

Teenager:

“ Mum/Dad, I feel so miserable about taking my exams, I might fail. It feels just too much to learn and I really don’t understand a lot of the maths. I’m so scared of failing, letting myself down, feeling like I’m a failure.”*

*This exchange is taken from Conversations that Matter: Talking with children and teenagers in ways that help, Margot Sunderland (Worth, 2015)

Mum/Dad replies:



A: “Never mind. Look, what you need to do is just keep up that revision. Discipline yourself to do an hour every night – no TV or Facebook for that

• time. I will help you.”
• r

 B: “Ah, sorry to hear you are feeling so wretched about the pressure, all

those subjects must sometimes feel like a huge mountain to climb, you’re worried about failing, and you’re feeling just awful at the moment.” Which of A or B would you go for, and why?

Supporting your anxious teenager ii

Explore solutions with them:

 How to cope with the party rather than whether to go: ‘I hear that you’re

worried about this. What can you do that’s going to help?’

 - With honesty in reference to your own experiences – young people tend

to assume that their parent/carer have fully solved their own past problems, where of course that is not always the case.

 - Learn about anxiety with your son or daughter. The physical symptoms

they are experiencing are real: the body is in fight-flight mode and it will help them to understand that. Practise breathing and relaxation techniques.

Resources

 The NHS Choices webpage on ‘Anxiety in Children’ is a useful and practical place to start,

with sensible sections on ‘How to support your anxious child’ and ‘When should we get help’.

 For the young person, I like the Hey Sigmund blog at heysigmund.com. There’s a good

post called ‘Anxiety in Teens – How to help a Teenager Deal with Anxiety’ which is actually written for them. The neuroscience is good.

 Young Minds has a free parent helpline on 0808 802 5544 (Monday-Friday 9.30am-4pm)

for help and advice around children’s mental health issues.

 Headspace is an app that clients of mine have found useful.