1. Welcome to Years 9 & 10

2. GCSE Results 2018

3. TED A* Computer Science A* Maths A* Further Maths A* Physics
Reading Computer Science
at Cambridge

6. Richmond School - Our Values

7. Teaching and learning are the most influential factors in improving outcomes for children

8. Experience and Engagement
Tutor routines and expectations
Behaviour and rewards
E-safety- link to drugs
Emotional resilience

9. Am Registration structure
Year 7
Year 8
Year 9
Year 10
Year 11
Monday
Assembly
Planner
Wednesday
Topic
Thursday
Quiet Reading/ Attendance
Friday
Wk 1 Assembly Wk2 Current affairs.
Wk 2 Assembly Wk 1 Current affairs

10. Why do we need to record our homework?
To stop you from forgetting to complete homework
To encourage you to take responsibility for your own learning
Please get your planner signed every week by your parent or carer

11. School rules –School expectations

12. Results of our “Consequences system”
Calm orderly behaviour around school and less low level disruption
Good progress in lessons for all
Improved behaviour from a number of the regular C4 students
Reducing numbers of days in C4 over time
Reduced number of after school C3 detentions
Fewer challenging conversations with parents
Drive towards a positive language in behaviour management

13. Rewards and recognition
Star Performers for:
Teamwork, Resilience, Creativity, Respect, Independence, Excellence
Weekly tutor competition for Star Performers
Student of the Month
Rewards cards home
Attendance awards
ATL awards
We give more STPs for good work than we do Cs for behaviour issues

14. E-Safety Parental controls Snapchat, Sexting and App awareness
Cyber bullying-Cyber fuelled conflicts
Assemblies and E-safety advice for students
The Dark Web

15. Key terms
The Internet
Surface Web
Deep Web
Dark Web (Dark Net)

16. The Dark Web Beyond the Deep Web is the Dark Web (Dark Net)
The Dark Web is a network, built on top of the Internet, that is purposefully hidden, meaning it has been designed specifically for anonymity. Unlike the Deep Web, the Dark Web is only accessible with special tools and software - browsers and other protocol beyond direct links or credentials. You cannot access the Dark Web by simply typing a Dark Web address into your normal browser.

17. The Dark Web: Knowing Your Onions
TOR is the most well-known and most-used Dark Web browser. TOR stands for THE ONIONS ROUTER. It routes traffic to dark web sites through layers of encryption to allow for anonymity. In Tor's case, these Dark Web addresses all end in .onion. It is just like any other browser except that it is implemented by encryption, nested like the layers of an onion. It encrypts data, including destination, multiple times and sends the original data to its destination without revealing, or even knowing, the source address.
TOR can be downloaded very easily from the ordinary internet and is not illegal to download or use. Just like the surface web, the Dark Net is not illegal but can be used for both legal and illegal purposes.

18. The Dark Web: legal vs. illegal
Legal uses…
Privacy advocacy
Law enforcement
Military use
Research
Political regime
Journalism
Whistleblowing
Illegal uses....
Drug dealing
Counterfeit and forgery
Stolen information
Weapons dealing
Hacking
Terrorism
Abusive images
Extreme pornography

19. How does this affect our young people?
Abusive images and sexually abusive behaviour
Different ways to access drugs markets
Body image and mental health
Social media bullying
Radicalisation and extremism

20. Resilience for learning
Decreased resilience is a contributory factor in the increase in mental health issues, anxiety and stress related illness in young people
Why is it becoming harder for young people to bounce back after setbacks ? (fears, doubts, worries, failures, challenges, accidents)

21. Resilience – bouncing back
Treating young people like infants
Wrapping them up in cotton wool
Belief that negative emotions are wrong
Ignoring the importance of bad feelings
The need to be perfect and a “perfect” parent

22. Resilience – bouncing back
What can be done help young people bounce back?
•Remember, bad feelings are normal, don’t last, have purpose and galvanise us to do things differently
•Try to normalise young people's setbacks. Help them to see they are not abnormal in having difficult times in life
•Help them see that problems can be solved/overcome

23. Resilience – bouncing back
What can be done help young people bounce back?
Remember that learning anything is often frustrating and difficult. Encourage young people to persist and believe that they can get there
Develop a culture of celebration of overcoming anxieties and challenges. Not removal and over protection
Create a positive environment that emphasises the importance of relationships and a sense of purpose: there is more to life than the way we feel

24. Aim Higher Time
•Students complete at least one formal assessment per Aiming High Cycle
•Assessment is “deep marked” and used to inform the current grade given for Aiming High
•As part of their feedback, students are given scores/levels/grades as appropriate to the subject area and key stage
•Detailed feedback is given through WWW (what went well) and EBI (even better if). Where possible, this is linked to the grading criteria used to assess the piece of work
•Work is returned to the student, they are given time to read and then respond to the feedback
Each student in each class/year is expected to complete at least one formal assessment per Aiming High cycle.
The expectation is that this piece of work will be “deep marked” by the staff member and then used to inform the current grade given during the associated Aiming High cycle.
As part of their feedback, students are given scores/levels/grades as appropriate to the subject area and key stage.
Detailed feedback is given through WWW (what went well) and EBI (even better if).
Where possible, this is linked to the grading criteria used to assess the piece of work.
Work is returned to the student and they are given time to read the feedback provided by the teacher.
They are then given a set amount of time to respond to the feedback by improving the standard of their work. This is known as Aim Higher Time and is completed by the student in green pen. This may involve finishing an unfinished answer; redrafting an answer to a higher standard or attempting an extension which would result in a higher grade.
Incorrect spelling, punctuation and grammar are also identified and it is expected that corrections are made
Last year we introduced aim higher time and we monitored progress of students over time – we have done this through looking at student work in all key stages and subjects over the year. It is clear that over the year the students have developed and are responding well to the feedback given. Many show that they are now starting at a higher level.
We also had discussions with groups of students - these show they increasingly value the time given to improve, they like Aim Higher Time and feel it has a clear purpose, especially before a more formal assessment as they feel they learn from their mistakes and try not to make them again.
Some AHT approaches work better for some students, such as using coloured sheets to complete improvements, and over the course of the year we will continue to develop our use of assessment so we support the students to be able to complete their work to the best of their ability.

25. •Talk to your child about the improvements they make to their work
How can you support?
•Green pen!
•Talk to your child about the improvements they make to their work
•Are they able to transfer skills between different subjects
•Are they improving over time and making progress
Are they improving over time and making progress – this may not just be through grades or score going up, they may start to write in more depth, spelling may be improving, they may be staring to use more complex vocabulary, all which should lead to improvements in scores or grades in time

26. •To explicitly develop subject and exam based vocabulary
Language for Learning
•Explicitly developing students’ reading, writing, listening & talking skills
•Focus: Writing
•Direct vocabulary instruction.
•To explicitly develop subject and exam based vocabulary
•Support for subject spelling
We are also developing a further focus on the language for learning. We want to focus on improving the students access to higher level general vocabulary and also subject specific vocabulary. So we are looking at 2 types of words, those that are used frequently in everyday talk but less so in writing for example words like delighted, converse, ecstatic, concentrate, inevitable. And those words that are encountered infrequently and are tied closely to a specific topic or subject, so words such as atom, molecule, migration, reparation, capitalism and so on. We also want to support the correct spelling for these words

27. •Encourage them to complete homework to the best of their ability
How can you support?
•Encourage them to complete homework to the best of their ability
•Talk about the words and terms they are using in their subject areas
•Help develop their vocabulary in your conversations
Students who complete homework and independent study do build up more resilience and confidence in their abilities to solve problems - they can in effect un stick themselves and this gives them increased confidence in the exams as they have been in this situation before and been successful .

28. Year 9 Year 10 Noticeboard Information Parents evening
Thursday 4th April
Pre Public Exams (PPE)
June 24th - 29th
PPE results
Tuesday 16th July
Year 10
Parents evening
Thursday 9th May
Pre Public Exams (PPE)
Practical exams
February 18th - 22nd
Written exams
March 4th - 8th
PPE results
Tuesday 26th March

29. Noticeboard Information
Year 10 Work Experience
A side - Week beginning 24th June
B side - Week beginning 1st July
School contact is Ms Mannion
More information to follow