Year 8 & 9 Information Evening

Excellence for allin an ever changing world

Bedale High School2016 onwards

Mr Iddison – Progress monitoring and performance

Mr Barber – English Department – New specifications

Mr Moulding – Maths Department – New specifications

Mr Mills – Extra-curricular support - Show My Homework.

Aims of this evening’s session

• To share with you our core values which underpin all our work and decision making. We are building a culture of:

• Achievement• Aspiration• Confidence• Responsibility• Respect

• To highlight the importance of a consistent approach to achieving success and how parents and schools can work in partnership.

• To give you the opportunity to raise any individual questions you have with the staff

after the presentation.

Years 8 and 9 will do new GCSE’s in English and Math’s but who will not have studied the new KS2 curriculum.

Exams will be more difficult in terms of: • Content testing pass mark

•There will be a focus on a knowledge and understanding based curriculum.•There will be more extended writing and consequently fewer ‘bite-sized’ questions.

Subjects will all be judged at the end of the course (linear structure). This means: No modules No coursework No controlled assessments

• Exams will become the default method of assessment.

School

StudentsParents

Bedale High School

Progress MonitoringProvides evidence so that the best decisions are made for your child

• Ask probing questions about performanceProgress, attitude to learning, attainment, ability

• Assess pupils’ progress within individual subjects and whole school

• Make important decisions with studentsOptions (bespoke pathways), Higher/Foundation, Parents/Carers

• Helps Parents/Carers and Teachers to monitor performance and help plan for improvement.

Looking for what may make a difference - Expectation plus challenge

• LEA, Ofsted – judgements about our effectiveness and capacity to improvevalue for your commitment?

Estimates, Predictions and Targets

Estimates – produced by external agencies (FFT), based upon prior achievement at Key Stage 2, show how similar students have achieved in the past.

Predictions Produced by teachers, show what you are likely to achieve, based upon individual performance during the course.

TargetsProduced by YOU and your teacher, based upon estimates, predictions and REALISTIC AMBITION.

Student

Teacher

Assessments

Reviews

TargetsForm Tutor

SLT

Teacher

Parents

Sharing progress data

0

1

2

3

4

5

6

6 7 8 9 10 11

Equ

ival

ent

GC

SE G

rad

e

End of Academic Year

Average Level (1+/4b) on entry

Example of “Flight Path” for a pupil used to calculate target grades

Grading Category Definition

4 Exceptional

Is an organised, resourceful and highly motivated learner who demonstrates a high level of initiative and resilience when working on complex tasks. A very committed and reflective individual who learns from, and acts upon, past experiences. Asks perceptive questions and demonstrates a high level of reasoningwhile being prepared to take risks in order to improve performance. The ability to take responsibility and self-manage, set targets and practice is very evident through exceptional examples of class activities.

3 Above

The learner is objective, demonstrates curiosity, responsibility and shows initiative and resilience on a regular basis. Is persistent, learning from, and reflecting upon previous experience. Asks good questions and is developing reasoning skills while also being prepared to take risks. Examples of resourcefulness are evident through the ability to self-manage; set targets and practice, examples of class activities are often a standard above expected.

2 Expected

Works well and is resourceful when provided with clear instructions. Work is usually completed to the satisfaction of the teacher, often showing resilience but more invention, reasoning or extension of the task may further improve performance. Feedback is acted upon and progress is evident between class assessments. The learner is willing to take positions of responsibility in collaborative tasks. Targets are known, recorded and reflected upon by the learner.

1 Below

Occasionally shows curiosity for learning but has frequent lapses of attention. Progress in learning is inhibited as too often resilience and responsible participation when set challenging tasks is variable. The learner repeats mistakes by not reflecting and acting upon advice or by not learning from previous experience. Sometimes lacks resourcefulness by being unwilling to complete work in the classroom. At present there is little attempt to take learning risks and finds it very difficult to be objective and reason. Setting individual targets proves difficult unless guided by the teacher.

The categories for Attitude to Home Learning

Grading Category Definition

4 ExceptionalIndependent learning frequently produces examples of work that could include wider research which develops the original task, creating a new perspective on the theme. The student demonstrates a clear understanding and use of the five attributes of learning.

3 AboveIndependent learning demonstrates the capacity to extend beyond the set task, occasionally producing original ideas which complement their work. Initiative is used to demonstrate clear development in the five attributes of learning.

2 ExpectedIndependent Learning is invariably completed to a quality that meets expectations, enabling the student to fully engage in their learning. Reflecting on their learning students may wish to be more resourceful in approaching tasks.

1 BelowStudents have missed several opportunities to complete independent learning tasks. They have not taken responsibility for their learning and have not demonstrated resilience. Development in these areas is essential to further their learning.

House Learning Leaders

Africa House Mr A Smith, smitha@bedalehighschool.org.uk

Asia House Mrs A Coombs, coombsa@bedalehighschool.org.uk

Europe House Mrs L Pratt, prattl@bedalehighschool.org.uk

The categories for Attitude to Independent Learning

Targets must be aspirational but also attainable –build ethos based upon Expectation + Challenge

Influences on Student Learning by Prof John Hattie (Visible Learning) 2003

Key Factors in how teachers make a difference to student achievement

1 Challenging tasks

2 Regular constructive feedback - The most powerful feedback is provided from the student to the teacher

3 Focus on key concepts

Year 8

• How much time (hours)? In a week…

• English 3

• Maths 3

• Science 3

• Art 1

• Drama 1

• French or German 2

• ICT 1

• Music 1

• General Studies 1

• PE 2

• Geography 2

• History 2

• Technology 3

Year 9

• How much time (hours)? In a week…….

• English 3

• Maths 3

• Science 3

• Art 1

• Drama 1

• French or German 3

• ICT 1

• Music 1

• General Studies 1

• PE 2

• Geography 2

• History 2

• Technology 2

Dear ……..

Re: Parent and Carer Portal Access

Communication between Bedale High School staff, Parents and Carers is key to ensuring our whole school community is working together in the learning process to support and boost students’ achievement.

With our forthcoming online portal, SIMS Learning Gateway (SLG), we will soon be able to share information with parents instantly and securely by enabling online access to real-time data. Accessible, anytime, anywhere, information will be available to all those who may need it.

SLG will enable parents to be better engaged. Information will be provided to support students effectively; this includes giving instant access to achievement, progress and attendance information. Further benefits include;

1. Parents will be able to access their child’s attendance details.2. Parents can fill in their contact details as and when they need to with the online data collection form.3. Parents can access data on their child’s achievement and behaviour, and click through to the assessment graphs for more detail.4. Parents can see their child’s timetable, lesson times and teachers.5. Parents can access their child’s termly assessment reports.

Please note your personal log on name and find the return slip below. Once returned to Mr S Senior the schools MIS Manager a password will be sent which will allow access.

Log on Name: BHSch.xxxxxxx

Bedale High School Parent and Carer Portal Access

Instructions for using Learning Gateway can be found on the school website www.bedalehighschool.org.uk/parents.

Pupils Full Name: ________________________________________Form: _____________

Parent/Carer Forename: _____________________________________________________

Parent/Carer Surname: ______________________________________________________

Parent/Carer Email Address: _________________________________________________

In order to help ensure the confidentiality of your child(ren’s) information, you should choose a strong password when given the option to change. Strong passwords are eight or more characters in length and contain upper and lower case letters, digits and symbols. Please do not share your username or password with anyone. Staff at Bedale High School will never ask you to divulge your login details.

Parent/Carer Signature: ________________________________ Date: _______________

For GCSEs: From 2016: ‘Progress8’

• Reforms recommended for implementation 2015• In particular:

No qualification can count for more than one GCSE

Encourages students to take a broad set of eight qualifications ratherthan current minimum 5.

More benefit to less-able students to strive for good grades in fewer subjects, with the emphasis on doing well in English and mathematics

How is ‘Progress8’ calculated?

• Based on Points Score calculation:

Progress 8 measures in 2016 will change from the current A*-G scale to a 9-1 point scale

If a pupil has not taken the maximum number of qualifications that count in each group then they will receive a point score of zero for that empty slot

Grade 5 is the new CCurrent Year 9

Not studied the new primary curriculumNew GCSEs – transition curriculum to be in placeWill have to re-sit if they get a 4 (however, 6th form entry may be at 5)

Current Year 8

Will take new GCSE’s in 2019 - 20Not studied the new primary curriculumMust re-sit if they get a 4

Why does this affect my child now?

• Will be measured in the new framework without experiencing new KS2 curriculum

• In particular for new estimates of measure:

No KS3 teacher assessment as of 2014

With removal of levels, how will the school know how any student is making expected or better progress?

Need to understand progress as a broader measure, not simply in English & mathematics to adjust to ‘Progress8’ style measure

Year 9 2016/17 Assessment Timetable

20th October – Information Evening

24th November – Assessment Point 1 (AP1) Data, attitude to Learning, homework report

4th January – Options Evening – Options Booklet

10th January – Year 9 Parents Evening

3rd February – Options choices returned

9th February – Assessment Point 2 (AP2) Data, attitude to Learning, homework report

19th June - (specific dates TBC) – Maths and English exams

17th July – AP3 Data, attitude to Learning, homework report

Year 8 2016/17 Assessment Timetable

20th October – Information Evening

24th November – Assessment Point 1 (AP1) Data, attitude to Learning, homework report

8th December – Year 8 Parents Evening

9th February – Assessment Point 2 (AP2) Data, attitude to Learning, homework

17th July – Assessment Point 3 (AP3) Data, attitude to Learning, homework report

Bedale High School

Year 9 Options Evening

4th January 2017

• January is fast approaching – we need to plan ahead and create a curriculum that best meets the needs of our Year 9 students.

• How much time?• In a week……• English Language and Literature 4 hours• Maths 4 hours• Science (2 or 3 GCSE’s) 5 hours• Other options 3 x 3 hours• Games 2 hour• General Studies 1 hour

• So students could leave Bedale with 9 or 10 GCSE passes depending on which Science course is followed………..and you need to have 8.

• Choosing: advice

• Choose subjects you are confident with, and believe you will enjoy

• Consider the requirements of any future study or career plans

• Aim for a balance of subjects and workload

• Think of the ways you like to work

• Talk to the teachers of subjects you are considering

SUPPORTING AT HOMEWhat has the biggest impact on my child’s learning that I can

control?Getting regular feedback

• Use the Planner to contact the school• Increase dialogue between yourselves and school

(Teachers, Tutors and Head of House)

Effective mentoring (however hard it gets!)• Ask questions about their learning, subjects, challenges• Help them develop a routine• Make sure they are prepared the night before• Continue to support the school in decisions made

Completing homework• Students must know that they will be supported, challenged and held to

account by both parents and the school

17 days off in a year (over 90% attendance) leads to an average drop of a full grade for each GCSE subject.

Mr Iddison – Progress monitoring and performance

Mr Barber – English Department – New specifications

Mr Moulding – Maths Department – New specifications

Mr Mills – Extra-curricular support - Show My Homework

Mr Iddison – Progress monitoring and performance

Mr Barber – English Department – New specifications

Mr Moulding – Maths Department – New specifications

Mr Mills – Extra-curricular support - Show My Homework

GCSE Mathematics.EDEXCEL 9 to 1.

First exam - May/June 2017

Mr MouldingMiss Pendlington

Mr WardMrs SellersMrs Barry

GCSE Mathematics.EDEXCEL 9 to 1.

First exam - May/June 2017.

Yr9 – Three Year GCSE Course.

Yr8 – Preparation for the GCSE Course.

What is the same - Content

• Number

• Algebra

• Ratio and proportion

• Geometry and measures

• Probability

• Statistics

What is the same - Tiers

• Higher – grades 9 to 4.

• Foundation – grades 5 to 1.

What is the same - Tiers

• Students will need a grade 5 to progress to in further education or apprenticeships.

What is new - ContentHigher content into Foundation Paper

• e.g. Trigonometry.

A-level content into Higher Paper

• e.g. Use algebra to support and construct arguments and proofs.

• Venn Diagrams.

What is new – The exam.

• Three papers.

• 80 marks each paper.

• 1hr 30 minutes per paper.

• 1 non-calculator and 2 calculator.

• All the content in all of the papers.

• Problem solving. Few direct questions.

What is new – The Grades.Grades 2017 GCSE

2016% Higher % Foundation

9 88% - 71 per paper N/A

8 A* 77% - 61per paper N/A

7 A 65% - 52per paper N/A

6 53% - 43per paper N/A

5 42% - 33per paper 75% ?

4 C 30% - 24per paper 65%

3 D N/A 55%

2 E N/A 45%

1 F/G N/A 35%

U U

B

What is different – Weighting.

• FOUNDATION

• Number – 22 to 28%

• Algebra – 17 to 23%

• Ratio and proportion – 22 to 28%

• Geometry and measures – 12 to 18%

• Probability and Statistics – 12 – 18%

What is different – Weighting.

• HIGHER

• Number – 12 to 18%

• Algebra – 27 to 33%

• Ratio and proportion – 17 to 23%

• Geometry and measures – 17 to 23%

• Probability and Statistics – 12 – 18%

What is new – Problem Solving.

Noah buys coffee sachets to use in his coffee maker.

There are 16 coffee sachets in a pack.

A pack costs £3.99.

Noah uses 5 coffee sachets each day.

Work out the minimum amount that Noah spends on coffee sachets in one year. 4 marks.

What is new – Problem Solving.

Noah buys coffee sachets to use in his coffee maker.

There are 16 coffee sachets in a pack.A pack costs £3.99.Noah uses 5 coffee sachets each day.

Work out the minimum amount that Noah spends on coffee sachets in one year. 4 marks.

£454.86/£455.11

What is new – Mixed Themes.

8x x

The diagram shows three sides of a regular polygon.

The size of the exterior angle is x0.The size of the interior angle is x0.

Work out the number of sides the regular polygon has.

8x + x = 180

9x = 180X = 200 The exterior angles of all polygons add up to 3600.

360/20 = 18.

The polygon has 18 sides.

Our plan for Yr8 and 9.

• Teaching, learning and marking.

• Sets – students sitting the right paper.

• Intervention – in class/HLTA/TA.

• Cover the course in detail.

• GCSE questions as in class assessments.

• Teach students about problem solving.

The students’ plan.• Every lesson counts.

• Homework counts – Move towards problem solving.

• Scientific calculator.

• Revision for assessments by doing – questions, formulae, facts.

• Ask questions.

Parent/Carer Plan.

• Every lesson counts.

• Problem Solving homework – parental help is welcome but don’t do it for them.

The harder I practice, the luckier I get –

Gary Player.

I was practicing in a bunker down in Texas and this good old boy with a big hat stopped to watch. The first shot he saw me hit went in the hole. He said, “You got 50 bucks if you knock the next one in.” I holed the next one.

Then he says, “You got $100 if you hole the next one.” In it went for three in a row. As he peeled off the bills he said, “Boy, I’ve never seen anyone so lucky in my life.” And I shot back, “Well, the harder I practice, the luckier I get.” That’s where the quote originated.

Mr Iddison – Progress monitoring and performance

Mr Barber – English Department – New specifications

Mr Moulding – Maths Department – New specifications

Mr Mills – Extra-curricular support - Show My Homework

Show My HomeworkFor Parents

Bedale High School

October 2016

Our student voice said that challenges with homework are …..

Forgetting that homework is due

Leaving it until the last minute

Misunderstanding the assignment

Catching up after absence

Hassle from parents about what is due!

Proving that you’ve got too much homework

…... And not being given long enough to do it !

Why have we introduced this ?

These issues are all about

how we communicate

and manage homework.

Not the homework itself.

communicate

manage

What is Show My Homework?A simple online homework calendar showing homework information, deadlines and

attachments for students. The length of the bar indicates how long until due date.

56

See all your homework at

the click of a button

Free smartphone app –

No need to write long notes

in planners.

Only the subject & due date

Access to description and

resources if you need them

A personal organiser

Automatic notifications to

remind you

More time to ask

questions in class

Benefits for students

57

The no-login back up!

You can view the overall school homework calendar without even

logging in. Here the black circled numbers indicate how long until

the homework is due in.

Getting startedThree steps for you to take next to make homework work better for you:

Got to http://www.

showmyhomework.co.uk/pin

Enter your PIN details found in

the letters handed out by the

school and click ‘Log in’.

Create a memorable password

and enter your school email

address then click ‘Update you

details’.

Download the free App on your

smartphone.

1

2

3

NotificationsIn Settings, you can manage Notifications.

Make sure to download the

Show My Homework App, for

iPhone, iPad, iPod Touch

and Android Devices.

What extra help can I get ?

Thank you for your time thisevening