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Title: Year 7 Parent Information Evening


1
Jersey College for Girls
  • Year 7 Parent Information Evening
  • 8th October 2014

2
Outline of evening
  • Introduction - Mrs S Smith (Head of Key Stage 3)
  • English Mrs Y Winspear(Teacher of English)
  • Maths Mrs K Watkins (Key Stage 3 Co-ordinator)
  • Science Mrs E. Neethling (Head of Science
    Faculty)
  • French Mrs M Taylor (Key Stage 3 Co-ordinator)
  • Challenge Curriculum Mr S Milner
    (Co-ordinator)
  • BYOD Miss R Lea (Assistant Headteacher)
  • Learner Profile, Subject Reporting, Academic
    Mentoring, homework, safeguarding Mrs E.
    Silvestri-Fox (Assistant Headteacher)

Please note This presentation will be placed on
our website so please dont feel you need to make
copious notes.
3
English
  • Changes
  • Greater emphasis on
  • Reading for pleasure
  • Challenging texts from the literary canon
  • Explicit teaching of grammar, punctuation and
    spelling
  • Contexts of written text

4
English
  • What this means for your daughter-
  • Encourage them to read something every day
    news, novels, literary works
  • Re-writing sentences and paragraphs and proof
    reading work to improve the quality is essential.
  • Use apps which are freely available to aid her
    learning.

5
English
  • 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.
  • Students will usually have a week to complete the
    homework unless otherwise agreed with the teacher.

6
Assessment
  • 6 core tasks which all Y7 complete
  • Variety of other tasks set by teachers
  • Class portfolios help students to follow progress
    and set personal targets.
  • There will be no setting in KS3 English.

7
(No Transcript)
8
Maths - What the girls study
  • At Key Stage 3, we revise and build on the
    Mathematics that your daughters have learned at
    Key Stage 2. They will extend our understanding
    of the Mathematics world by learning about
    algebra, probability and about more complex
    calculations and number forms.
  • Numbers and the number system
  • Calculating
  • Algebra
  • Shape, space and measures
  • Handling Data

9
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

10
Groupings
  • Split into 2 populations
  • Grouped by Key Stage 2 levels and Y5 CATs
    results.
  • 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/6c
7MA2 6b/6c
7MA3 5a/5b


7MA4 6a/6b/6c/5a
7MA5 5a/5b
11
Assessments
  • There are 4 assessment points throughout the
    year
  • November, December, February and June
  • End of year exam will assess a variety of
    material from the National Curriculum as well as
    the students ability to apply their knowledge to
    solving problems.

12
Assessments
  • At Key Stage 3, we revise and build on the
    Mathematics that your daughters have learned at
    Key Stage 2. They will extend our understanding
    of the Mathematics world by learning about
    algebra, probability and about more complex
    calculations and number forms.
  • Numbers and the number system
  • Calculating
  • Algebra
  • Shape, space and measures

13
How to help my daughter?
  • Encourage your daughter to have a go.
  • Get her to explain how she was successful solving
    the problem in class.
  • Ensure she re-reads her notes or text book.
  • Emphasise the need to show workings.
  • www.mymaths.co.uk logon jersey password
    rhombusstudents should all have individual
    logins and password

14
Can she use her i-pad?
  • Yes - needs to be able to print
  • She will need a spreadsheet app documents
  • She will need a graphing app quick draw
  • Geogebra
  • MYMATHS needs FLASH
  • Currently you are not allowed ipads at GCSE so
    your daughter needs a scientific calculator that
    she knows how to use. CASIO fx-85GT PLUS can be
    bought from Maths teachers 7.50
  • Geometry kits are also needed

15
The Sciences
  • Science is taught as separate Sciences
  • Biology, Chemistry and Physics.
  • One lesson per week of each Science.
  • Students are not set.

16
The Sciences
  • Taught by subject specialist
  • ICT
  • Throughout the year plenty of opportunities to
    use develop ICT skills and be creative.
  • eBooks, video, video screen casts, research.

17
Biology
  • Three topics
  • Cells
  • Reproduction
  • Variation and Classification

18
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
  • Research project on classification to be
    completed in the summer term

19
Chemistry
  • Five topics
  • How to spot a chemical reaction?
  • The Periodic Table
  • Atomic Structure Why do elements react?
  • Acids, Alkalis and neutralisation
  • Fuels

20
Chemistry
  • Assessments
  • Practical skills levelled assessment (focus on
    observation and interpretation)
  • Levelled Test (focus on application rather than
    recall).
  • Level ladder assessments (independent study task)

21
Physics
  • Four topics
  • Energy
  • Space
  • Forces and Density
  • Electricity

22
Physics
  • Assessments
  • Four levelled end of unit tests.
  • One Investigation Pendulums
  • (research, planning, collecting data,
    interpretation and evaluation)

23
Year 7 French
  • Topics Covered
  • numbers
  • introducing myself
  • my family
  • the sports and hobbies I like to do in my
    free time
  • describing myself what I look like and what
    I am like
  • my school and what subjects I study
  • where I live
  • description of my home
  • the weather
  • food

24
Year 7 French
  • Homework
  • 30 minutes per week set on Tuesday for Friday
    (all groups)
  • One learning homework focusing on spelling of new
    words
  • One writing or reading homework
  • How can you help your daughter?

25
Year 7 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 for
    which students must be able to use two time
    frames
  • Students will receive explanation sheets on
    levels and will be informed of the level of each
    piece of work, together with specific targets.
  • Students will have a portfolio of their core
    tasks and assessments to inform their progress.
    These will be kept by their French teacher.

26
Year 7 French
  • Grouping
  • Your daughter sat an initial assessment during
    the second week of term and we have used this as
    a basis for our groupings for this half-term.
    The first formal assessment will take place after
    half-term but in the meantime all students will
    undertake core tasks which will enable their
    teachers to track their progress. Following each
    assessment we will review the groupings to ensure
    that students are placed appropriately.

27
Year 7 Challenge Curriculum
28
Year 7 Challenge Curriculum
29
Year 7 Challenge Curriculum
30
Year 7 Challenge Curriculum
31
Shared Language of Learning
32
What are we doing?
  • One lesson per week for all Year 7 classes
    delivered by a team of 5 staff.
  • Introducing a framework (BLP) for thinking about
    learning that is used across the College.
  • 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
    arranging a charity fair to undertaking
    independent research and reflecting on how
    learning capacities are being used and developed
    across all subjects.

33
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.

34
What difference has it made to students?
  • I enjoy the independence we were given. I also
    really like how we learn about how we learn it
    is actually really interesting and very
    beneficial.
  • It makes our class feel more like a team.
  • Its made me give up less and carry on.
  • I now see myself as a proper learner.
  • I have found all the learning capacities useful
    and they have had a big impact on my learning as
    now I really understand what I am doing.
  • I have become more organized and more
    independent as a result. I also found working
    with different people useful too.
  • I think it has made me a better and more helpful
    learner because I know how to help people learn.
  • It has made me more adventurous.
  • I found the most useful thing is learning how I
    learn so that I can improve. It helps me learn
    better.

35
iPad news update
  • Apple IDs for under 13 year olds
  • Setting up Restrictions on an iPad
  • iTunesU and Showbie

36
Apple ID for under 13s
  • Latest software update . iOS 8 allows Family
    sharing
  • With Family sharing a parent / guardian can
    create an apple ID for under 13s.
  • Benefits
  • Students do not receive targeted advertising from
    Apple.
  •  
  • The purchase of Apps or the downloading free
    Apps have parental approval.
  • Email address and date of birth cannot be
    changed.

37
Apple ID for under 13s
Useful websites How to create an Apple ID for a
child http//support.apple.com/kb/HT201084 How
to change payment method. http//support.apple.com
/kb/HT1918 Summary  http//www.macworld.com/artic
le/2686049/get-to-know-ios-8-family-sharing.html
38
Restrictions.
You can setup restrictions on iPads. http//images
.apple.com/education/docs/Apple_ID_for_Students_Pa
rent_Guide_US_0514.pdf
39
iTunesU and Showbie
Over the next few months we will be trialling
iTunesU and Showbie Apps.
iTunesU Designing the best curriculum we
can. Section of the iTunes store where academic
institutions can create and publish courses and
where teachers can create private
courses. Experimenting with creating online
content using iTunes. To encourage students to
preview work to be covered in lessons and to give
them the opportunity to review and
consolidate. Showbie Personalised
feedback. Upload work to be marked, give instant
feedback and students the opportunity to ask
specific questions.
40
Emma Silvestri-Fox Learner Profile, Tracking
and Reporting, Academic Mentoring, Safeguarding
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)
41
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.

42
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 wont 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.

43
  • The Learner Profile descriptors
  • and what they mean.

44
5
  • 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

45
4
  • Commitment to learning is inconsistent. At times
    can struggle to meet deadlines. May lack focus
    and struggle to manage distractions
  • Effort needed to improve approach to learning

46
3
  • 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

47
2
  • Independent and well-motivated learner. Works
    hard and takes responsibility for own progress.
    Shows an interest in the subject and asks
    questions of their learning and involves
    themselves in lessons. Helpful and empathetic
    towards others and has a positive influence on
    the learning of the class.
  • Responsible learner who works well

48
1
  • An exceptional learner who is enthusiastic,
    committed and absorbed in their learning. An
    independent, rigorous, resourceful and
    imaginative thinker. A resilient and reflective
    student who thinks strategically about their
    learning. Collaborative and empathetic when
    working with others and contributes substantially
    to the progress of the class.
  • Notably outstanding approach to learning

49
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.

50
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.

51
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.

52
Main tracking and reporting moments
  • Periodic Report
  • Periodic Report and Parent Evening
  • Full Report

53
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)
  • Likely to achieve level
  • (are they on track to exceed target, achieve
    target or not meet target level)
  • Learner Profile score

54
Periodic Reports
  • Target Level
  • Current Level
  • Likely to achieve level
  • 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

55
Parent Evenings
  • Appointment with subject teacher
  • Parent Evening Booking System

56
Full Reports
  • Target Level
  • Current Level
  • Level they are likely to achieve by the end of
    the year
  • Learner Profile Score
  • Teacher Comment

57
Year 7 dates
  • 3rd or 4th November - Meet the tutor progress
    so far. Mostly about settling. A letter of
    invitation will be posted shortly with the CATS
    results
  • 9th January Periodic reports posted
  • 5th February - Parent Evening
  • 24th April Periodic reports posted
  • 3rd July Full reports posted

58
CATs Results
  • These will be posted shortly
  • The accompanying letter does explain what they
    mean
  • CATs Cognitive Abilities Tests. Your daughters
    have taken test split into three batteries
  • Verbal reasoning (thinking with words)
  • Quantitative (thinking with numbers)
  • Non-verbal (thinking with shapes and space)

59
CATs and our approach
  • We use CATs as just one indicator, together with
    Key Stage 2 levels, and other internal
    assessments and class performance to help us to
    set individual targets
  • From CATs results, we may identify some areas
    where students need help and we would let you
    know if that were the case
  • We are aware that there is often a dip in CATs
    results in Year 7. This may be due to a change of
    environment and students feeling less confident
    at the beginning of Year 7. We do not worry about
    this and we ask that you do not either.
  • There is a tolerance so the marks can vary from
    Year 5 to Year 7 and Year 9.
  • In our current Year 13 some students with lower
    CATs scores have achieved all A and A in their
    GCSEs so it is
  • important to bear this in mind.

60
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.

61
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.

62
Academic Mentoring
  • What should you expect?
  • Student to have two formal academic mentoring
    sessions with her tutor. These take place at
    appropriate times, following periodics
  • 1 session with their buddy
  • 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.

63
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.

64
Homework
  • Expectations
  • Limits
  • Your support

65
Safeguarding
  • Peter Marett and I are the designated teachers
    for Child Protection but
  • Safeguarding is everybodys responsibility
  • I work with the Education Welfare Officer
  • Any intervention is supportive and
    non-threatening
  • If your daughter is unwell and needs to be
    collected from school

66
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

67
Any queries, please feel free to contact
mee.silvestri-fox_at_jcg.sch.je
68
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