WELCOME TO HEATHFIELD COMMUNITY COLLEGE SIXTH FORM

Exam Results 2014 A2 Results 2014 52% A* to B, 78% A* to C Top 25% Best Results in East Sussex

Level 3 Study AS and A2 levels were revised for first examination in 2009. First A* grades at A2 level were awarded in August 2010. (90% on A2 Units, A in AS units) AS level grades: A-E, U A2 level grades: A*-E, U BTEC grades – Distinction* (A*) Distinction (A), Merit (C) , Pass (E), Fail (U) No more exams or re-sits in January

HEATHFIELD COMMUNITY COLLEGE Sixth Form Expectations Registration and Coaching Expectations A Entitlement to Coaching Responsibility for progress Study Periods, Supervised Study and Independent Study Effective use of 2 – 3 Hours Per Night Balance between academic work, leisure and part time work Time Management 9 Hours should be the limit Attitudes Intellectual curiosity Enthusiasm Growth Mindset

Thinking shapes behaviour The way we think about ability shapes attitudes towards: Revision Homework Independent study Attendance & punctuality Concentration in class Organisation Internal & external examinations Social skills Relationships Sport Leadership

Two types of thinking about ABILITY Ability is FIXED – you have it or you don’t Ability GROWS with effort - practise makes you more able

Effort? A growth mindset puts in effort…because they consider that it pays off A fixed mindset avoids effort…prefers effortless success….because it ‘proves’ the fixed talent is there.

What makes people successful? In 1991, Anders Ericsson (Psychologist at Florida State University) carried out a study into what caused success ….. Studied violinists at renowned Music Academy of West Berlin in Germany. Source: Malcolm Gladwell, Outliers: the story of success (2008)

Three groups identified Group 1 - Top group - super talented -expected to become international soloists Group 2 - Middle group - very good - expected to play in world top orchestras but not as soloists Group 3 - Bottom group - training to be music teachers

Each group were interviewed Long interviews with students in all three groups revealed same experiences - age began to play violin similar –around 8 years old - similar number of music tutors (4 tutors) - similar number of additional instruments played (average of 1.8) - similar age when deciding to become a musician (average 15 years old)

BUT… one key difference Average number of hours practised for EVERY member of the top group was far greater than the other groups. Group 1 - 10,000 hours Group 2 - 8,000 hours Group 3 - 4,000 hours No member of the top group had practised any less than 10,000 hours. Not even one! Source: Malcolm Gladwell, Outliers: the story of success (2008)

Is 10,000 hours enough? Many people drive every day, every week, every month - for years. Most people clock up at least 10,000 hours of driving yet rarely do we end up excellent drivers. The key to success is NOT just the NUMBER of hours but WHAT WE DO in those hours.

A case study UK National table tennis champion, Matthew Syed Matthew Syed in his book 'Bounce' describes being coached by a world famous Chinese player The first day of coaching revealed why the Chinese dominate the world of table tennis.

A case study Chen Xinhua, the new coach, presented Syed with far more challenge in his training eg did not train with a single ball back and forth, instead a bucket of balls were spread on the table and fired at him quickly and at different angles and speeds Incidentally this example is also about seizing opportunity. The Chinese coach had married a women from Yorkshire and so moved to the UK and Syed asked Chen Xinhua to be his coach.

Purposeful Practice Chen Xinhua made Syed's side of the table wider so he had to run more, stretch more and be even quicker. Syed claims that the training was much harder than he had been used to and so he made more progress than ever before. With even more challenging hours spent practising, Syed progressed more and his world rankings increased.

Case study Serena and Venus Williams - the famous sister tennis champions - were trained with challenge. Their father would get them to train to hit a ball with a baseball bat rather than a racket. The sisters would aim their serves at traffic cones, not just a large area of the court. Training was made up of challenge ie purposeful practice.

A case study Ericsson's study of violinists revealed that as well as 10,000 hours spent practising, the top violinists introduced harder pieces and pushed themselves harder in practice sessions than other (very talented) violinists. Source: Malcolm Gladwell, Outliers: the story of success (2008)

Attendance in Sixth Form: does it matter? ‘attendance has a significant positive effect on academic achievement’ ‘61% of the variation in grade can be attributed to attendance’ Nigel Halpern - London Metropolitan University - 2007

Attendance Policy Student Expectations If a student misses lessons, for whatever reason, illness or otherwise, there is a clear expectation that the student must email the teachers concerned with an explanation and apology for missing the lesson. The deadline for this is at the end of the college day. The student should copy their tutor and Amanda Hollyman( Key Stage 5 Administrative Support) into the email.

Attendance - Consequences If overall attendance across all subjects falls below 90% then there will be a meeting with student and parents to attend with the Head of Sixth Form. A support plan to enable that student to improve their attendance will then be agreed. Failure to meet attendance targets set can result in a student being asked to leave the college. This will be checked on a weekly basis.

MONITORING SYSTEMS - Individual target setting and monitoring by coaches - Target setting and monitoring within subjects - Yellow ‘Cause for Concern’ Slips - Praise – letters home and certificates - Report system - Head of Sixth Form monitoring - Self referrals - Parental concerns - Coach/Parents evening – 16 October 2014 - Teacher/Parents evenings – 15 January 2015 - Reports produced and sent home (via student) in December and March prior to parents evening

PROGRAMME OF STUDY Year 12 students will study the equivalent of 4 or 5 level 3 subjects (AS or BTEC). AS courses are one year of study progressing to one year of A2 studies BTEC courses are 1 or 2 years of study equivalent to AS and A2 (Single or Double)

COMMUNITY SUPPORT All Year 12s mentor a Year 7 student In addition: Classroom Support SEN Support Paired Reading Scheme Tutor group support Voluntary work with the local community

ASSESSMENT All subjects assessed externally through a combination of examinations and (in some subjects) coursework. Examinations in May-June Final AS level results published on August 13 2015.

MINIMUM TARGET GRADES - based on GCSE point score - are used to calculate the MINIMUM expected grades each student should be capable of achieving - students will be given these grades on Monday - will be moderated by classroom teachers in discussion with students over this term

PROGRESSION In order to progress to Year 13 students should: - pass at least 3 AS subjects at grade D or above (students who achieve E grades but have consistently worked to the best of their ability may also be allowed to progress) - have shown a positive attitude towards work and the college during Year 12. - have good attendance.

YEAR 13 Students study the equivalent of 3 or 4 subjects at A2/2nd year BTEC level.

Next Steps and University Applications Information from coaches and in assemblies throughout year, PSHE lessons at end of Year 12 and start of Year 13 – Extended Learning Day – February 2015 Students start researching courses from February 2015 and start completing UCAS forms and personal statements from May 2015. Applications can be sent from September 2015 and should be sent as early as possible. Students strongly encouraged to attend Open Days at universities throughout Year 12 and beginning of Year 13 – students to liaise with staff regarding lessons missed – most universities run open days at weekends Mrs Hollyman, Sixth Form Administrator – future absence forms must be completed. Students should gain relevant work experience during holiday periods

Priorities for Students Maintain excellent attendance and punctuality Establish an effective study timetable for college and home Organise folders and notes Keep up to date with homework and coursework Seek help when challenged – growth mindset Seek to enhance sixth form experience by taking part in other activities and opportunities

It’s not all work… Students are encouraged to support the sixth form team in arranging fun activities. Future events include 6th form cabaret and a Sixth Form Ski Trip – April 2015. We are very proud of the charity support that Sixth Formers provide, we will be raising funds for Think Pink in aid of Breast Cancer Awareness (October).

Sixth Form Support Coaches (October Meeting) Subject Teachers Mr Howard, Head of Sixth Form Mrs White, Assistant Head of Sixth Form Mrs Holmes, Student Support Officer Key Stage 5 Mrs Hollyman, Sixth Form Administrator