1. Year 7 Transition Evening 2016

2. The Planner
B Hancock

3. The Planner Used to: Record Home Learning Record merits
Communicate both good & bad comments
Authorise daily absences (not holidays)
Access key information (dates/prayers/uniform/code of conduct etc)

4. The Planner Responsibility
Student:
To remember it
To get it out at the start of every lesson
To record Home Learning accurately

5. The Planner Responsibility
Teacher:
To set Home Learning
Give merits & praise
To communicate any issues home as appropriate

6. The Planner Responsibility
Form Tutor:
To sign it weekly
To check it has been filled in correctly
Authorise absences
Give merits and praise
To check for any issues

7. The Planner Responsibility
Parent/Guardian:
To sign it weekly, at the end of each week
To check it daily, ideally
To use it to help pack correct equipment
To check for merits – praise
To check for bad comments – action
To check for late marks
To give reasons for absence (see page 115)

8. The Planner: Home Learning
Timetable to found on page 110 at the back of the planner
Two or three subjects nightly

9. The Planner: Organisation
A perfect planner page
All subjects filled in
Detail regarding Home Learning
Dates correctly identified
Neatly filled in
Signed at home

10. The Planner: Organisation
Your child’s Planner
Is it filled in with detail?
Can you understand what the Home Learning set is?
Are dates recorded?
Is it neat?
Have you signed it?

11. PE & Extra-Curricular Activities

12. PE
The kit is different for Games and PE – students should remember the correct kit!
Boys are transported to their games lesson but then need to be picked up either from the fields at 3.35pm or from school at approx. 3.55pm
Students can be late from games on a Friday if they have to walk back to school.

13. PE & Extra-Curricular Activities
If a practice is being held at the Michelin Sports Fields after school, you will need to pick them up from there if possible.
Most practices finish at 5pm – please be there for 4.50pm prompt.

14. PE & Extra-Curricular Activities
If you would like your child to walk home or to the bus stop, they need a note from you authorising this.
If chosen for the Rugby team, boys must be available to play in matches on Saturdays.
Year 7 Girls’ Football is on a Friday 3.45pm-4.45pm at school.

15. PE & Extra-Curricular Activities
Extra to PE, we currently have in excess of 40 different clubs/activities
Target for all Year 7s to attend at least one club
Co-ordinated by Mrs Jones – please feel free to contact her

16. Our Trip
The school is running a (insert number of days) day trip at (Insert location) on (insert date).
(Either)
a. There are (x) places available which will be on a first come first served basis.
(Or)
b. The entire year group will be attending.
A letter will go home to your parents with all of the details and a kit list. Today I'm going to talk to you about who The Bushcraft Company are, the activities you will be doing what you will be eating and where you will be sleeping.

17. WHO
You have all seen Bear Grylls and Ray Mears on TV.
The Bushcraft Company was set up in 2009 by someone who was trained for many years by Ray Mears.
The company now works with hundreds of schools across the UK providing camping residential’s from 4 unique centres.
These range from 1 to 5 days in woodland centres.
All of the programmes are exciting and specifically designed to allow you to have fun with the rest of your friends away from school.

18. WHAT
The trip is a woodland based camping and activity programme set in the heart of a private woodland.
You will be living, sleeping and doing activities with the rest of the year group while staying in a tented village.
There will be no other schools present and you will have a fantastic trip with your friends where you will be learning the fundamentals of bushcraft and many other fun activities.
You will be split into groups of ten called tribes. 
A typical day will start with a cooked breakfast at about 8 o’clock, followed by a morning of activities with your tribe.
You will then cook your own lunch followed by a full afternoon of activities before a central dinner round the campfire.
After dinner you will have free time or night time stalking games with lanterns in the woods.
Finally, you’ll go back to camp for hot chocolate and marshmallows followed by bed in the tents. The last day will end with a big BBQ before getting buses back to school.

19. ACTIVITIES
Activities will include tracking and stalking, campfire cookery, fire-lighting, leadership, archery, survival, wild camping, emergency shelter building, orienteering, wild swimming and camouflage and concealment. You will also work within your groups to prepare a short skit for the final night where we will have a competitive ‘tribes got talent’ in the main tent.

20. FOOD
You will eat fantastic food throughout your stay starting with a big cooked breakfast of bacon and eggs; the rest of the menu will include meals such as: roast venison, homemade pizzas cooked in a clay oven (made by you!), campfire roast salmon, campfire puddings, fry ups, bannock, marshmallows around the camp fire, and spaghetti Bolognese with cheese and garlic bread, stews and jungle goat curry.

21. ACCOMMODATION
At night the woodland will be lit with lanterns and camp fires; you will sleep in separate gender groups in big bell tents laid out in a circle around the main camp.
In the centre of the circle will be Bushcraft Company leaders in an open sided parachute with lights in case you need them at night.
You will also have the opportunity to sleep in your own survival shelters if you want to!

22. LEADERS
The Bushcraft Company will run all of the activities. Our teachers will be there too and we will decide on who is in what group nearer the time.
The Bushcraft Company have many highly trained staff that will be with your for the whole trip. Each tribe will have their own tribe leader who will also be with you for the whole trip.

23. For more info; follow The Bushcraft Company on Facebook and look at their galleries and videos to get a fuller picture of what you will be doing.

25. Attendance and Punctuality
Mrs C Slattery

26. Attendance Procedures
Telephone on first day of absence
Written reason in planner
Medical appointments
Students whose attendance falls below 90 % will be closely monitored
If absence persists and deteriorates to below 85%, the EWO will be informed

27. Action Below 90% - a letter of concern will be sent home
Continued poor attendance will result in a meeting being held at school
A referral to the EWO will take place should attendance fall below 85%
The school is under no obligation to accept reasons given for absence should there be any doubt of its validity

28. Punctuality Procedures
Students should arrive by 8.45
Morning Registration/Assembly starts at 8.50
Please inform the school if your child is going to be late
Students arriving after 8.50 will be marked as late

29. Action
Students who are late to school 3 times during a term will be given a lunchtime pastoral detention
3 lunchtime pastoral detentions/term = Friday night detention
Persistent issues with poor punctuality (arriving after the register closes) will be referred to the EWO

30. Managing Leave of Absence
Parental responsibility to contact the Headteacher.
‘Leave of Absence’ in exceptional circumstances. Form can be downloaded from our website.
If leave of absence is granted during term time it is done so at the discretion of the Headteacher and is not a parental right
Please avoid holidays during term time

31. Good attendance is essential!
90% attendance = ½ day missed every week
1 school year at 90% = 4 weeks of lessons missed
It is suggested that 17 missed school days a year = one GCSE grade drop in achievement

32. LEARNING Support
Mrs A J Pearson: SENCO

33. The Department: SENCO: Amanda Pearson Asst SENCO: Kelly Jackson
5 LSPs: Bev Barnett
Hannah Rowley
Emily Edwards
Paula Keever
Neil Aston
Pat – literacy, Becks – behaviour, Sarah – numeracy, Liz works with sensory impairment

34. Code of Practice New Code of Practice September 2014
Single school based category – SEN support
Statements to be replaced by EHCs
Face to face meetings to review progress with Study Support and the form tutor

35. Graduated Response Additionality Differentiation QFT Not SEN
SEN Support
Statemented/EHC Plan

36. Identification Year 7 screening test
Further targeted assessments might include:
Reading accuracy
Reading speed
Comprehension
Spelling
Phonic processing
Phonic awareness
Numeracy skills
Processing speed
Auditory processing
Receptive language acquisition
Handwriting

37. All interventions are driven by individual need.
SEN Register (School Support and Statement/EHC Plan
Pupil Passport
In-class support
Targeted Literacy and Numeracy Programmes
Targeted Social Skills Programmes
Break / Lunch time support
Exam Access Arrangements- SENCO’s role
Specialist advisors – SEND and Education Psychology
Close links with Cath Machin, Inclusion Manager, and Learning Mentors
IEPs, Range of need
Cross over with LM Iman for BESD, SPLD,

38. E-Safety
Mrs C Slattery

39. E-Safety e-Safety refers to:
‘…all fixed and mobile technologies that children and young people may encounter, now and in the future, which allow them access to content and communications that could raise issues or pose risks to their wellbeing and safety’.
Mobile phones
Social Networking
Instant Messaging
Podcasting s
Chat rooms
Video broadcasting
Online gaming
Blogs
Music downloading

40. E-Safety
Half (49%) of young people questioned say they have given out personal information, such as their full names, ages, addresses, phone numbers, hobbies or names of their schools, to someone they met on the internet.
By contrast, only 5% of parents think their child has given out such information. (Source: UK Children Go Online.)

41. E-Safety Do not allow under age social networking
Monitor social networking activity
Check your computer’s history
Engage parental controls
Treat a password like a toothbrush!
Keep computers in a common room
Year 7 complete E-safety course in ICT lessons

42. Online Support www.becta.org.uk www.iwf.org.uk www.ceop.gov.uk

43. Safeguarding Designated Safeguarding Lead – C Slattery
Deputy Safeguarding Lead – C Machin
Latest Statutory Guidance – Keeping Children Safe in Education (2016)
Safeguarding Education throughout yrs 7-13
Referral routes – Children’s Services
Safeguarding Policies
Child Protection
Safer Recruitment
E-Safety

44. Assessment and Reporting to Parents D. McKenna

45. Year 7 Key Dates Year 7 test week begins Monday 16th January 2017
Report sent home Friday 3rd Feb. 2017
Year 7 Parents’ Eve. Thursday 9th February 2017
Year 7 exams begin Mon. 19th June 2017
Report sent home Wed. 19th July 2017

46. Teacher Assessment (%)
Report Layout
Name: Anne Student Form: 7CA Attendance: 99.5%
Subject
Teacher Assessment (%)
Progress
Attitude to Learning
Art 74
Good 2
Design and Technology 82
Very Good 1
English 65
Less than expected 3
Plus comment from tutor on wider contribution and development.

47. Attitude to Learning Ambitious, challenging yourself
Are you:
always (1), usually (2), sometimes (3) or never (4)
Ambitious, challenging yourself
Resilient, accepting mistakes as normal
Flexible, prepared to try new things
Curious, asking questions
Self managing, being well organised
Collaborative, contributing to team work

48. How to become an effective learner at St Joseph's College
D. McKenna

49. In response…
…Marginal gains

50. "The whole principle came from the idea that if you broke down everything you could think of that goes into riding a bike, and then improved it by 1%, you will get a significant increase when you put them all together,“ Sir David Brailsford

51. “I kept it all in check and I just went through the process, just one step at a time, not thinking about the gold and that’s hard when all of your team mates are winning medals around you…”

52. “It's all of it, the science, the training, the coaches, but most of all we point the mirror at ourselves and ask 'how can we get better?”
Sir Chris Hoy

53. What Makes Great Teaching? (Oct 2014)

55. ‘School shouldn’t be a place where students go to watch teachers work’
Paraphrased from Harry Wong (US educationalist)

56. 1. Carol Dweck

57. Where The Research Began:
Carol Dweck has conducted research over the last 30 years with children and young adults in the USA
She is particularly interested in how students view themselves as learners
Their self-theory is likely to have a major effect on their self-belief, their motivation to learn and their resilience

58. Self Theory = Mindset
Dweck’s research into Self-Theories has shown that most people have one of two Mindsets:
Fixed Mindset, or
Growth Mindset

59. Mindset Related to your belief about ability
Creates a whole mental world for you to live in
Fixed mindset – ability cannot change
Growth mindset – ability can change (grow)

60. Fixed Mindset Fixed Mindset I believe that intelligence is fixed
I don’t like challenge because it makes me look stupid
I was born bright/not very bright
I like easy goals & being told I’ve done well & am smart

61. Growth Mindset: Growth Mindset
I believe that intelligence is not fixed.
My intelligence can be improved through learning
I thrive on challenge & throw myself info difficult tasks.
I have learning goals & like feedback so I can improve!

66. Learning helps our neurons GROW.
The more we learn, the more connections they make.

67. We learn by making mistakes.
Learning something new opens new pathways in the brain, practice strengthens these pathways
The brain grows and apparently even gets heavier!

69. Engendering a Growth mindset

70. Four misconceptions about Mindset:
Belief: Children with high ability are more likely to display a growth mindset
Truth:
You might think that students who were highly skilled would be the ones to relish a challenge and persevere in the face of setbacks. Instead, many of these students are the most worried about failure, and the most likely to question their ability and to wilt when they hit obstacles (Leggett, 1985)

71. Four misconceptions about Mindset:
Belief: Success in school or in life directly fosters a growth mindset.
Truth: You might also think that when students succeed, they are emboldened and energized to seek out more challenging tasks. The truth is that success in itself does little to boost children’s desire for challenge or their ability to cope with setbacks. In fact we can see that it can have quite the opposite effect. (Diener & Dweck, 1978, 1980)

72. Four misconceptions about Mindset:
Belief: Praise, particularly praising a student’s intelligence, encourages mastery-oriented qualities (growth mindset).
Truth: This is a most cherished belief in our society. One can hardly walk down the street without hearing parents telling their children how smart they are. The hope is that such praise will instill confidence and thereby promote a host of desirable qualities. Instead, this type of praise can lead children to fear failure, avoid risks, doubt themselves when they fail and cope poorly with setbacks. (Mueller & Dweck, 1998)

73. Four misconceptions about Mindset:
Belief: A child’s confidence in his/her intelligence is the key to mastery-oriented qualities (growth mindset).
Truth: It seems only logical to assume that children who have confidence in their intelligence—who clearly believe they are smart—would have nothing to fear from challenge and would be resilient. But many of the most confident individuals do not want their intelligence too stringently tested, and their high confidence is all too quickly shaken when they encounter difficulty. (Henderson & Dweck, 1990; Dweck & Lin, 1998)

76. Hermann Ebbinghaus the exponential nature of forgetting (1885)
His premise was that each repetition in learning increases the optimum interval before the next repetition is needed (for near-perfect retention, initial repetitions may need to be made within days, but later they can be made after years). Later research suggested that, other than the two factors Ebbinghaus proposed, higher original learning would also produce slower forgetting

80. Leading Cognitive Scientists
Paul A. Kirschner is University Distinguished Professor at the Open University of the Netherlands
Robert Allen Bjork is Distinguished Professor of Psychology at the University of California, Los Angeles.
Daniel Willingham is currently Professor of Psychology at the University of Virginia,
Research focuses on human learning and memory and on the implications of the science of learning for instruction and training.

81. We need your help…
Encourage hard work and focus at home, greater self-reliance, practice and retrieval
Accept that students are likely to struggle, will be taken out of their comfort zone and will feel pressure. This is learning.
Ensure time and space is provided to work at home and limit other commitments such as part time jobs
Support our efforts to change mindsets…

83. Home learning and independent learning at St Joseph’s College
D McKenna

84. Home learning
Emphasis has shifted to ‘learning’ rather than ‘work’, this is an extension of what happens in school. This is not a chore but an opportunity to continue to learn.
Sometimes this will be a set task to complete at home.
On other occasions it may be a suggestion to enrich, extend or develop learning such as researching a website or visiting a place of interest.

85. Home learning guidance 1 hour minimum and 2 hours maximum for every 3 lessons Ongoing revision for 2 key assessments per year, per subject
Independent learning guidance students that have struggled with any concepts in class should seek advice from the teacher

86. VLE – Virtual Learning Environment

87. Link from the school website

88. Student access
Students will be given login details and will, be able to access lessons, home learning tasks, extension activities, revision materials and useful links from anywhere they have internet access.
Tasks can be set as quizzes and there is the facility for student assignments and activities to be uploaded and marked online.
Username – This is the same as their School Network Login
Password – This is their postcode. All lowercase with no space e.g. st45nt

89. All subjects

90. Lessons

91. Home learning

92. Marking and Pupil Response

93. Marking Policy Consistent across the school
Predominantly ‘comment only’
‘CAR’
C – Comment
A – Action
R – Response
Students are expected to respond to feedback using a green pen so it is clear how they are learning and extending their learning

94. Attitude to learning grades
Ambitious – expect the best of yourself and set challenging goals
Resilient- Never give up, persevere, accept mistakes and learn from them
Flexible – Prepared to try new ways of learning
Curious –you ask questions of teachers and other students to help your learning
Self-managing – On time, bring the right equipment, respond to feedback and find answers for yourself?
Collaborative – Offer ideas in group or pair work , listen to others and get the job done
Always (1) Usually (2) Sometimes (3) Rarely (4)

95. St Josephs College P. T. F. A.
Bank Charity Match / Company Match Funding
School WebShop
800Club – Chance to WIN £200 each month
Arrange a fundraiser with friends
Join the Committee and/or help and school PTFA events
enjoy the “School Family” and attend events
or add us on St Joseph's College PTFA