1. Thank you for attending we trust the evening has been useful
Holy Cross
Guidance Evening
2016
Thank you for attending we trust
the evening has been useful

2. Welcome
Curriculum
Pupil Targets & Tracking
How to succeed
Pastoral Support

3. Curriculum

4. Curriculum Issues All GCSEs are now linear
Controlled Assessments continue in some subjects
English Baccalaureate (EBacc) – combination of subjects to be passed at A*-C (English, Maths, 2 Sciences, Language, Humanity) continues
The new grading structure comes into force for all subjects Year 10 will study. It is important to understand the structure:

5. About the same % will achieve 7 as currently achieve A
About the same % will achieve 4 as currently achieve C

6. Curriculum Issues
Currently, if Grade C is not achieved in English and Maths, students must continue to study them up to the age of 18.
With the new grading this will be grade 4 for the next two years and then grade 5.
It is the clear intention of the government to make achieving Grade 5 more difficult than the old Grade C and to distinguish at the very top between a good A* and a very good A* using grades 8 & 9. Grade 9 will be rare.

7. Why do GCSEs matter? Doorway to further study post-16
Colleges looking for 5A*-C GCSEs to study advanced and vocational subjects (Newman, Runshaw, St John Rigby). This could now become grades 5 – 9.
GCSE English & Maths Grades 5-9 will be needed for all A-level courses, Universities and some apprenticeships although the Government does not expect Colleges, Employers or Universities to alter their grade requirements to grade 5 if a grade 4 meets their requirements.
Employers also consider these two subjects the most important so whatever grade is achieved is vital.

8. Timetable Changes
We have changed the structure of the school day from 6 periods of 50 minutes to 5 periods of 1 hour.
Why?
Deeper learning in lessons
Reduces lost time due to movement between lessons
Longer morning = shorter afternoon
Less double lessons
We have also reduced the number of GCSE subjects studied at the end of Year 11 to help students achieve even higher grades. Maximum is 9.

9. Timetable Changes
Previously the timetable worked on a 5 day week Monday to Friday. The new timetable works on a 10 day cycle and so there can be differences in lesson times over the two weeks.
This is why we have Week A and Week B
For Year 10 the weeks will actually be very similar with only minor differences (such as RE).
Students MUST be organised!!

10. Subject Specific Information
Religious Education (2.5 lessons per week)
ALL Pupils work towards examination in Religious Education This is a single tier examination.
The exam board is Edexcel

11. Subject Specific Information
English (4 lessons per week)
ALL Pupils work towards examinations in English Literature (end of Year 10) and English Language (end of Year 11). These are single tier examinations.
The exam board is WJEC (Welsh Board)
There has been significant changes made to the English Literature syllabus and it is now a much more difficult qualification to achieve.

12. Subject Specific Information
Mathematics (4 lessons per week)
ALL Pupils work towards the examination in Mathematics. There is a Higher Tier (Grades 4 – 9) and a Foundation Tier (Grades 1 – 5)
The exam board is AQA
There are now 3 exam papers of which two are calculator allowed and one is non-calculator
The content has also been made more challenging.

13. Subject Specific Information
Science (5 lessons per week)
Double Award Science is the study of Biology, Chemistry and Physics towards two GCSEs. This is compulsory for all pupils (apart from option group)
The exam board is AQA
Grading will not be as two separate GCSEs. It will be a total score translated to a double grading such as 66, 67, 77, 78 etc

14. Subject Specific Information
Separate Sciences (7.5 lessons per week)
Separate Sciences is the study of Biology, Chemistry and Physics towards three separate GCSEs
The compulsory 5 science lessons per week will be supplemented by an additional 2.5 lessons per week by using up an option choice.

15. Subject Specific Information
Physical Education
Students no longer work towards a qualification in PE unless they elect to do so through an option choice.
They receive two lessons of “Core PE” which will expose them to physical activity and the opportunity to experience a range of different exercise activities.
Lessons will focus on health and well being and there will be no classroom time. We believe that regular exercise is a key component of academic success as well as a healthy lifestyle.
The BTEC course is more appropriate to students who can only offer one or two sports at a practical level.

16. Subject Specific Information
Summary
Maths = 4 lessons per week (1 GCSE)
English = 4 lessons per week (2 GCSEs)
Science = 5 lessons per week (2 GCSEs)
RE = 2.5 lessons per week (1 GCSE)
PE = 2 lessons per week
Option subjects = 2.5 lessons/week each (3 GCSEs)
Total 25 lessons per week (max 9 GCSEs)

18. Pupil Target Setting

19. Targets We set every pupil an individual target for every subject.
Targets have several functions:
to inspire pupils to aim high
to inform teaching staff of their potential
to enable us to monitor performance
to identify underachievement and focus intervention

20. Targets
After 3 years at school we have a large amount of information about ability and potential
We use a Nationally recognised target setting system called FFT Aspire to inform targets
Reports will refer to performance related to these targets
Due to the significant changes to GCSE content, grading structure and schemes of work, we will not be confirming pupil targets until half term.

21. Targets Target grades should be treated with some caution because…
these are completely new courses with a completely new grading system
just setting targets does not guarantee their achievement
personality is not accounted for
home background/support is not accounted for
a lot can happen between the ages of 11 and 16 (good and bad) which could have an effect on achievement
there are lots of examples of pupils achieving as much as 3 grades higher or lower than their target grade
Important to recognise that individual achievement is what counts

22. HOLY CROSS CATHOLIC HIGH SCHOOL
Anne Uther 10H
Attendance %
Subject
Class
Teacher
Target
Predicted
Learning
English
10a/En3
Miss Seddon 5 6 −
Mathematics
10a/Ma4
Mrs Croft +
Science (Combined)
10a/Sc3
Mr Power
Religious Education
10x/Re2
Mrs Shepherd 7
English Literature
Spanish
10Y/Sp1
Miss Marcroft
History
10Y/Hi2
Mr Murray
Product Design
10Y/Pd1
Mr Smith
Core PE
10A/Pe1
Mr Ryder
N/A +
A highly motivated pupil, who always takes full responsibility for his/her learning. He/she independently and always completes work to the best of his/her ability. −
A committed pupil, who always demonstrates a keen interest in their work and is determined to achieve. Most of his/her work is completed to the best of his/her ability.
A hardworking pupil who completes all work to a standard that reflects his/her ability. They demonstrate some initiative when completing tasks.
A pupil who is generally working well but who has the potential to achieve more. Work is produced to a basic standard and effort could be improved. x
An underachieving pupil, who demonstrates a lack of commitment and whose efforts are inconsistent, making progress difficult at times.

23. Targets – Tracking for Success
September
Staff work on target setting within subject areas
Attendance tracking commences
Year 10 Guidance Evening for parents and pupils
Information collected from teachers identifying really good and really poor starts. Contact with parents if any concerns (HOY)
November
First set of central subject grades provided by teaching staff
Identify under achievement, contact with parents if any concerns
Year Head and Form Tutor tracking. Targets finalised.
December
Interim reports sent to parents – full term completed

24. Targets – Tracking for Success
January
Tracking by Form Teacher and Head of Year continues.
Year 10 Parents Evening Thursday 12th January 2017
February
Pupils off timetable to assess their own progress and talk to tutors. Set individual targets for rest of the year along with enrichment and careers activities
March
Second set of central grades submitted by teaching staff
Assess progress of every student

25. Targets – Tracking for Success
April
Full reports with teacher comments to parents
June
End of year internal exams
Cardinal Newman, St John Rigby and Runshaw taster days
July
Final tracking grades submitted by teaching staff and sent home
Pupils assess their own progress over the year with their tutor Individual targets set for year 11
Prefect training & Awards Day

26. How to Succeed

27. vs Fixed mind-set Growth mind-set
Leads to a desire to learn and therefore a tendency to:
EMBRACE CHALLENGES
PERSIST IN THE FACE OF SET BACKS
SEE EFFORT AS A PATH TO MASTERY
LEARN FROM CRITICISM
FIND LESSONS AND INSPIRATION IN THE SUCCESS OF OTHERS
Leads to a desire to look smart and therefore a tendency to:
AVOID CHALLENGES
GIVE UP EASILY
SEE EFFORT AS FRUITLESS OR WORSE
IGNORE USEFUL FEEDBACK
FEEL THREATENED BY THE SUCCESS OF OTHERS
CHALLENGES
OBSTACLES
EFFORT
CRITICISM
SUCCESS OF OTHERS

28. Impact on the students
Pupil progress data shows that those students who demonstrate growth mind-set characteristics radically out-perform other students by as much as 4 grades, even though their CAT tests show they have similar raw intelligence.

29. Growth mind-set in action
Reading regularly
Arriving to lessons well-prepared
Maintaining excellent attendance
Home learning completed on time and to a high standard
Asking questions to improve understanding
Sharing ideas with others
Respond to teacher’s feedback in books and lessons
Never waste time talking in lessons
Find out how other people have achieved high marks
Reflect on success: What was it that made you succeed?

30. Show My Homework

31. Supporting your child Attendance
95% attendance (10 days) = 2 weeks off school
Expectation is to achieve at least this figure
90% attendance (20 days) = 1 month off school
Missing 17 school days in an academic year can result in
dropping a full grade in every GCSE subject taught
80% average attendance over 5 years
Equates to a whole year of schooling missed
If a child has 89% attendance or less, there is only a 1 in 4 chance they will achieve 5 A* to C grades at GCSE

32. Get the basics right Ensure they get sufficient sleep
Teenagers between 13 and 19 need 9 to 10 hours a day
to consolidate learning
Maintain a balanced diet and lots of water
A good diet is scientifically proven to improve
concentration
Regular exercise
Exercise stimulates the flow of oxygen around the body and to the brain
Control distractions
A sensible balance between work and play!!

33. Supporting your child
Encourage your son/daughter to reflect on attitude, work rate and state of mind to make small changes that will sustain their sense of self-belief and self-confidence.
It is ok to get things wrong!
Your teachers are there to support you so make sure you ask for help with any problems (academic or otherwise) that may be hindering your progress.

34. Pastoral Support

35. Form Tutors & Head of Year
Pastoral Support
Form Tutors & Head of Year
A vital link between home and school
Regular daily contact with the pupils and are available for all parents to contact with any concerns
Track pupils progress closely throughout KS4
Focused on your child achieving their potential and higher

36. Year 10 Tutors Miss Moore 10C Mr Ryder 10Y Mrs Whittle 10L
Mrs Waugh 10H
Mr Sanderson 10R
Mr Power 10S

37. Alternative Curriculum
Mrs Mitchell
Head of Year 10
Mr Smith
Pastoral Support
Attendance Officer
Alternative Curriculum
Miss Chapman
Assistant
Head of Year 10

38. Please ensure that it is signed weekly
Pupil Diaries
Diaries are checked weekly by tutors
Parents can use the diary for messages to school as well as and telephone
Contains the work your child is expected to carry out at home for individual subjects
Have a calendar indicating assessments and the dates of any external examinations
Please ensure that it is signed weekly

39. Parental Involvement/Support
Ask about School
Read through reports together
Structure, routine and rules are important – consistency and fairness really helps

40. Thank you for attending we trust the evening has been useful
Holy Cross
Guidance Evening
2016
Thank you for attending we trust
the evening has been useful