Y7 Parent Information Evening 1 st October 2012 Jersey College for Girls

Introduction - Mrs S Smith (Head of Key Stage 3) English – Mr S Milner (Representing Mrs Winspear, Key Stage 3 Co-ordinator, who is at Crabbé) Maths – Mrs K Watkins (Key Stage 3 Co-ordinator) Science – Miss R Lea (Head of Science Faculty) French – Miss A Renaud (Key Stage 3 Co-ordinator) Challenge Curriculum – Mr S Milner – Co-ordinator Learner Profile, Subject Reporting, Academic Mentoring, homework – Mr P Marett (Assistant Headteacher) Outline of evening

English Topics Covered Imaginative Writing Spelling Strategies Persuasive speeches Reading for meaning – a novel or a play Writing formal and informal letters Greek Myths Project

Homework 7-1 Wed for Tues 7-2 Fri for Tues 7-3 Wed for Tues 7-4 Tues for Thur 7-5 Tues for Thur The homework will normally be 30mins and usually set by the teacher who has the class for the majority of the time. From time to time your daughter will take longer to complete the task set, if, for example, she is drafting an essay.

Assessment 6 core tasks which all Y7 complete Variety of other tasks set by teachers National Curriculum levels used Class portfolios help students to follow progress and set personal targets. Students can share their progress with you through the summary chart at the back of their exercise books. There will be no setting in KS3 English.

Maths - What the girls study At Key Stage 3, we develop further all the areas the girls studied at Key Stage 2 and extend their understanding of the maths world by learning about algebra and about more complex calculations and number forms. Algebra Numbers and the number system Calculating Using and applying mathematics Shape, space and measure Handling Data

Becoming a Mathematician Learning in Maths is about solving problems and using key processes such as: reasoning and developing mathematical arguments. looking for patterns and relationships between numbers communicating and presenting maths using words and diagrams Progression in maths involves using and applying these processes and skills with increasing demand and independence.

Groupings Split into 2 populations, students are grouped by their end of Key Stage 2 teacher assessments. Movements between sets can occur and all classes will have a degree of challenge and consolidation. Maths Class Targets for end of Y7 (+2 sublevels from EOY 6) 7MA1 6a/6b 7MA2 6c 7MA3 5a/5b/5c 7MA46a/6b/6c 7MA55a/5b/5c

How to help my daughter? Encourage your daughter to have a go. Ensure she re-reads her notes or text book. Emphasise the need to show workings. Be prepared Attend Maths clinic – Monday 1.30 in R12 logon: jersey password: circle students all have individual logins and password.

The Sciences Science is taught as separate Sciences: Biology, Chemistry and Physics. One lesson per week of each Science. Students are not set.

The Sciences Taught by subject specialist. ICT –In at least one lesson your daughter will have the opportunity to use an iPad. –Research, eBooks, video, video screen casts

Biology Three topics –Cells –Reproduction –Variation and Classification.

Biology Assessments –Three levelled tasks, one for each unit. –Completed in class –Each assessment has a specific task. e.g. Reproduction Produce a diary of foetus development

Chemistry Five topics –How to spot a chemical reaction? –The Periodic Table –Atomic Structure – Why do elements react? –Acids, Alkalis and neutralisation –Fuels

Chemistry Assessments –Practical skills levelled assessment (focus on observation and interpretation) –Levelled Test (focus on application rather than recall). –Research project: Fuels

Physics Four topics –Energy –Space –Forces and Density –Electricity

Physics Assessments –Four levelled end of unit tests. –One Investigation ‘Pendulums’ (research, planning, collecting data, interpretation and evaluation)

Year 7 French TOPICS COVERED numbers introducing yourself family sports and hobbies describing yourself (physically and personality) school where I live house description weather food

Y7 French HOMEWORK 30 minutes per week- set on Thursday- for Monday or Tuesday. One learning homework focusing on spelling of new words One writing or reading homework How can you help your daughter?

Y7 French NATIONAL CURRICULUM LEVELS - Slightly different to the other subjects - Students will mainly work towards a level 4 in Year 7 and the maximum target is level 5C. (include future tense) - Students will receive an explanation sheet.

Y7 French SETTING We use National Curriculum levels from primary schools and changes will take place if needed after assessments.

Year 7 Challenge Curriculum

What are we doing? One lesson per week (Friday period 2) delivered by a team of 5 staff to teaching groups. Introducing a framework (BLP) for thinking about learning. Planning learning-centered enrichment activities (or ‘challenges’) which will encourage students to use all of their learning capacities more frequently, more skillfully and in a wider range of contexts. Guiding students through these varied challenges, from presenting television programmes and opening a 1-night- only restaurant to undertaking independent research and reflecting on how learning capacities are being used and developed across all subjects.

Why are we doing it? To cultivate learners who: Are confident when facing challenge. Are willing to take calculated risks. Understand that ‘spoon-feeding’ does not and cannot constitute meaningful learning. Are tolerant of making mistakes. Are self-conscious about themselves as learners and understand that they can learn to learn more effectively. Are ready for their future as learners.

‘Every school wants to do the best it can for all its children - to give them the best start in life, equip them with the educational skills to make the most of the learning opportunities available to them, and help them succeed in fulfilling their personal goals.’ (Guidance for Local Authorities on Setting Education Performance Targets - October 2008) Peter Marett – Learner Profile, Tracking and Reporting, Academic Mentoring

What is the Learner Profile? It is a statement about your daughter as a learner. It tells your daughter and you about her effort, homework and participation. There are five Learner Profile statements carrying a score of 1-5. You will be able to compare Learner Profile scores in different subjects and work out an average overall.

Why do we have the Learner Profile? It is not about academic achievement. It is about what makes a good learner. It should be aspirational. Students won’t start with a top score but they should aspire to get there. A student with an excellent approach to learning, who does not always achieve top grades, will have her good qualities recognised and valued. It will help teachers to talk to each individual about how they can improve as a learner. We live in a dynamic, information-rich world where the ability to learn is more important than knowledge itself.

The Learner Profile descriptors … and what they mean.

Rarely motivated to learn and rarely completes tasks or meets deadlines. May distract others and may be inattentive. Commitment to learning is a serious cause for concern. Lots of room for improvement 5

Commitment to learning is inconsistent. At times can struggle to meet deadlines. May lack focus and distract others. Effort needed to improve approach to learning 4

Consistent approach to learning, completes tasks and meets deadlines. Attentive and participates when required. Approach to learning is very promising and moving in the right direction 3

Independent and well-motivated learner. Works hard and takes responsibility for own progress. Shows an interest in the subject and involves themselves in lessons. Helpful and considerate towards others and has a positive influence on the learning of the class. Responsible learner who works well 2

An exceptional learner who is enthusiastic, committed, highly motivated and hardworking. An independent, rigorous and imaginative thinker with well developed learning skills. Works extremely well with others and contributes substantially to the progress of the class. Notably outstanding approach to learning 1

Overview Learner Profiles scores are not about ability or achievement in a subject. We expect few Learner Profile Scores of 1 or 5. We expect many of our students to receive a Learner Profile 3 but would hope that they aspire to improve and that they actively find out how to do so.

What now? Your daughter should learn about the Learner Profile in an assembly and from her tutor in due course Please talk about the Learner Profile descriptors with your daughter and refer to them when you receive subject reports. Help her to aspire to be an excellent learner.

Tracking and reporting We must: ensure that students make the best progress possible. track student progress throughout their time at JCG. supply information obtained to students, parents and colleagues. Take action and give support to students in order for them to further their learning.

Main tracking and reporting moments Periodic Report Periodic Report and Parent Evening Full Report

Terminology we use Target Level (National Curriculum) (NC) Targets are set using baseline testing like CATS, baseline levels provided by primary schools, performance so far and professional judgement. We encourage colleagues to be optimistic but realistic. Current level (where the student is now) Performance +-O (are they on track to exceed target, achieve target or not meet target grade/level) Learner Profile score

Periodic Reports Target Level* Current Level Performance +-0 Learner Profile Score *Please ensure you have the handout explaining National Curriculum Levels *Note – variation in levels and some subjects or skills within subjects are quite new in Year 7 and this can affect the level at this stage

Parent Evenings/Periodic report Appointment with subject teacher Parent Evening Booking System trial Target Level Current Level Performance +-0 Learner Profile Score

Full Reports Target Level Current Level Performance+-0 Learner Profile Score Teacher Comment

Year 7 dates 8th November - Meet the tutor – progress so far. Mostly about settling. 11 th January – Periodic reports posted 29 th January - Parent Evening 22 nd March – Periodic reports posted 21 st June – Full reports posted

Academic Mentoring Each student receives individual help, support and guidance to fulfil the aim of the College to create an environment which enables everyone to perform at their best. It is an opportunity to have a focused conversation about learning with teachers.

Academic Mentoring Why do it? Students to have high expectations and be empowered to achieve successful learning outcomes. Students to feel valued and realise that there is somebody available whose role it is to know them well and support them in their learning. Students to be self-confident and take on more responsibility for their own learning.

Academic Mentoring What should you expect? Student to have three formal academic mentoring sessions with her tutor. These take place at appropriate times – Y7 - October/November, January and June. Conversation - progress with her learning and areas for improvement. Setting of specific and achievable targets. Similar discussions with her subject teachers and setting of subject-specific targets.

What is your role? As a parent you should ask your daughter about her learning and ask her to share the targets that she has noted in her planner. Review targets set and encourage and support her to achieve them.

Homework Expectations Limits Your support

Jersey College for Girls Aspire … to be the best learner possible by using the Learner Profile. Inquire … by asking questions and engaging in learning Excel … by achieving the best grades they can Belong …by being known through academic mentoring sessions

Any queries, please feel free to contact me: There will be a survey on our website regarding the usefulness of this information evening. You will receive information on where to access the survey. Please could I ask you to take the time to complete the survey. Thank you.