Embed Size (px)
Citation preview
Year 9Information Evening
2016-2017
There are to many kids who think school is a pit stop to fame and fortune. I want girls to think education is the coolest, most important thing they could ever do in their lives. Michelle Obama 2015
Aims for the evening
• Ensure you as parents have the information you
require to support your daughters through this
year.
• To ensure channels of communication are open
and clear.
• Give guidance on the students current options
choices, reports and the future.
• Our new Year 9 Logo:
• Who’s who?
• Head of Year – Miss C Ramsay
• Deputy Head of Year – Miss J Collins
Form Tutors
EX Mrs A Callaghan and Mrs C Zidane
MX Miss P Rundle
PX Miss A Krajniewski
CX Miss D Atkins
EY Mrs S Abbes-Muslia and Mrs K House-Lee
MY Miss S Reilly
PY Mrs H Turner
CY Mrs C Brice and Mrs A White
New House system- Malala, Elizabeth, Pankhurst and Curie
Email address- initial, then surname @rosebery.surrey.sch.uk
e.g. [email protected]
Hard workOlympicsEvident that everyone witnesses the athletes winning medals and don’t
often see the hard work put in for the four years before that.
Year 9 Aims for the Year
• Work Ethic- Give 100% effort, high expectations from the start.
• Opportunity- to try something new- extra-curricular activities.
• Supporting and respecting each other. To help others within the school.
• Celebrating success in and out of school! To value individuals and support each other.
• Confidence – to challenge yourself and join new clubs.
The Rosebery Way1. All members of our community are shown the level of respect and kindness
that we would expect for a member of our family.
2. High expectations are never set by creating a fear of failure; they are set by
demonstrating belief in each other’s ability to achieve.
3. Members of our community who do not meet our expectations are supported
to help them to do so.
4. We never ask anyone to do anything that we would not be prepared to do
ourselves.
5. We act with integrity by doing the right thing whether or not anyone is watching.
Year 9
Expectations
• The expectations are higher than ever!
• Students have greater responsibility.
• 100% effort in their GCSE subjects
• Attendance
• Effort
• Uniform
• Tutor Time
What can you do as parents?
• Attendance- this plays a crucial role in attainment.
• Planners
• Challenges
• Uniform
• Option Choices- transition year
• Admin
Events • 3rd October- Harvest Festival
• 17th October- Year 9 House Basketball
• 8th-10th November- Music Festival
• 25th November- PSA Christmas fair
• Communication- Tutors
• Who do I contact?
• Rosebery News
• Website
• Parent Mail
• Planners
Information
Year 9 Rewards• Star of the Week
• Club Cards
• Congratulation letters
• Year Achievement
• Form rewards for highest attendance, and achievement points
HomeworkHomework Timetable for 9x
1Monday 1Tuesday 1Wednesday 1Thursday 1Friday
All En Option B Ma Bi Ch9x Option D Option C Option A
forms
2Monday 2Tuesday 2Wednesday 2Thursday 2Friday
All Option C Option B Option A Ma Ph9x Option D En
forms
Homework Timetable for 9y1Monday 1Tuesday 1Wednesday 1Thursday 1Friday
All Ch Option B En Option A Ma9y Option D Option C
forms
2Monday 2Tuesday 2Wednesday 2Thursday 2Friday
All Option C Option B Option A Ma Ph9y Bi Option D En
forms
Small opportunities are often the beginning of great achievements
Year 9 Reports
What does it look like at Rosebery?
School Report Autumn Term 2016
Molly Good Year 7, Form Group 7PX
Rosebery School Whitehorse Drive
Epsom Surrey
KT18 7NQ
Telephone: 01372 720 439 Email: [email protected] Website: www.roseberyschool.co.uk
Headteacher’s Statement
In this report you will be able to see the progress that Molly has made in each element of each subject that they study at Key Stage Three. Each teacher has given an indication of the learning phase achieved in each element this term, and how secure this progress is. Our expectation is that the majority of students will reach mastery or beyond in at least one element of each subject by the end of Year 9. This report also gives you an indication of Molly’s attitude to learning in each subject, her attendance and the achievement and behaviour points which she has accrued this term.
Learning Qualities Colour Key The student always meets the expectations of the learning quality – this is considered Excellent 1
The student regularly meets the expectations of the learning quality – this is considered Good 2
The student sometimes meets the expectations of the learning quality – which means improvement is required 3
The student rarely meets the expectations of the learning quality – this is of Serious Concern 4
Learning Phase Colour Key
Launching Establishing Developing Consolidating Securing Accomplishing Mastering Beyond Mastering
Beg
inn
ing
Inte
rmed
iate
Pro
fici
ent
Beg
inn
ing
Inte
rmed
iate
Pro
fici
ent
Beg
inn
ing
Inte
rmed
iate
Pro
fici
ent
Beg
inn
ing
Inte
rmed
iate
Pro
fici
ent
Beg
inn
ing
Inte
rmed
iate
Pro
fici
ent
Beg
inn
ing
Inte
rmed
iate
Pro
fici
ne
t
Beg
inn
ing
Inte
rmed
iate
Pro
fici
ent
Beg
inn
ing
Inte
rmed
iate
Pro
fici
ent
Molly’s Conduct Molly’s Attendance The minimum attendance level expected is 96%
Number of Achievement Points 20 Number of registration sessions 30 Number of authorised absence 0
Number of Behaviour Points 0 Percentage of attendance 100% Number of unathorised absence 0
Art Class Teacher: Mrs Painter
Students work from observation to explore drawing and using a sketchbook with a range of line, tone, form, and mark-making. Students investigate symbols and pattern, to design and create a 3D clay piece. Typically in Art by the end of Year 7 a student will have reached Developing.
Molly’s Quality of Learning in Art
Throught the autumn term Molly always participated in lessons, always tried to produce work to the best of her ability, regularly arrived to class with the correct equipment and materials, and regularly completed homework to a high standard.
Engagement 1 Endeavour 1
Organisation 2 Homework 2
Molly’s Progress in Art
Subject Elements Year 7 Autumn Term Year 7 Spring Term Year 7 Summer Term Understanding Art Launching - Beginning Establishing - Beginning Developing - Intermediate
Technical Skill Launching - Proficient Establishing - Intermediate Developing - Intermediate
Developing Ideas Launching - Beginning Establishing - Intermediate Developing - Intermediate
Presentation Establishing - Beginning Developing - Proficient Consolidating - Beginning
Launching Establishing Developing Consolidating Securing Accomplishing Mastering
Understanding Art Students attempt to research artists and can describe what they think or feel about their own and others’ work.
Students select basic information and images about other artists. Students use some technical terms in their comments. Students evaluate their work to explain WWW and EBI.
Students compare the work of artists and makers to demonstrate basic analysis using technical terms in their annotation. Students can use transcription to demonstrate a visual understanding. Evaluations reflect on why WWW and EBI.
Students use technical language with accuracy and select artist research that is relevant to their own work. Students can compare, comment on ideas, methods and approaches in their own and others' work.
Students' transcriptions show a competent visual understanding of artists' work. Students' analysis and comment on artworks clearly relate context to ideas and methods. Students' evaluations discuss new learning and potential improvements.
Students analyse how ideas and meanings are conveyed in their own and others’ work. They explain how context affects their views and practice. Students transcribe effectively or create their own work informed by another artist.
Students use accurate technical terms to discuss their own and others’ artwork. Students' analysis is selective and includes comments on the context of their own and others' work. Students’ evaluations are fluent and reflect on the entire process of creating. Students explain how their own ideas and values affect their practice and how they could extend their work.
Technical Skill Students are able to use materials to show some elements of line, tone, shape, colour, texture and form (formal elements). Students are able to use some elements of scale, perspective, framing and balance (artistic elements) to consider composition.
Students show an emerging use of materials to explore the formal elements. Students show an emerging use of the artistic elements when arranging a composition.
Students demonstrate they know how to use a range of materials and the formal elements to make outcomes. Students demonstrate an understanding of the artistic elements when arranging a composition.
Students are competent in the use of a wide range of materials and the role of the formal elements when making outcomes. Students understand how the artistic elements can be used to make proficient outcomes.
Students demonstrate an assured use of a wide range of materials and the formal elements when making effective outcomes. Students are able to interpret the artistic elements to compose effective visual outcomes.
Students are able to manipulate a wide range of materials and the formal elements to use them confidently when making effective outcomes. Students are able to employ the artistic elements to independently arrange meaningful visual compositions.
Students are able to exploit the qualities of materials and the formal elements to use them confidently to make personal outcomes. Students are able to skilfully employ the artistic elements to arrange visually exciting compositions.
Developing Ideas Students are able to respond to ideas. Students are able to begin to develop a simple idea.
Students are able to explore ideas and collect visual information. Students are able to suggest ways of improving their work.
Students are able to use visual information to help them develop a few starting points for straightforward ideas. Students are able to adapt and improve their own work.
Students are able to generate personal ideas and take into account the purpose of the work. Students are able to test ideas in sufficient media, materials, techniques and processes.
Students have a diverse range of ideas and assess visual information effectively. Students are able to modify and improve their ideas with guidance.
Students are able to use different media, materials and techniques to help develop their ideas. Students are able to independently identify areas for improvement.
Students are able to comprehensively explore and develop their own original, imaginative and creative ideas. Students are able to thoroughly test ideas in a range of materials and techniques.
Presentation Student sketchbooks present ideas in simple ways, using text and drawing. Students attempt to create a final piece.
Student sketchbooks demonstrate an attempt to present work carefully most of the time. Students create a finished final piece which connects simply to initial ideas.
Students' sketchbooks begin to communicate a creative process. Students start to use the sketchbook as a personal tool. Student outcomes link to sketchbook work and show what they have learnt along the way.
Student sketchbooks show consistent hard work to record ideas and observations. Students present work creatively, thoughtfully and skilfully to show off understanding. Student outcomes are finished to a good standard, which is personal and demonstrates competent links to sketchbook work.
Students' sketchbook work demonstrates an effective development of ideas and experiments. Students are beginning to demonstrate a sense of identity through presentation. Students can create an individual and imaginative final piece.
Students record ideas in a variety of ways, making creative use of their sketchbook. Student outcomes are personal, imaginative and skilfully finished, which demonstrate clear and insightful links to sketchbooks, clearly communicating what the student has learnt along the way.
Students' sketchbooks contain a wide range of supporting work which consistently shows enthusiasm for, enjoyment and commitment to art. Students' work presented shows emerging individual qualities and personal responses demonstrate strong connections between sources. Student outcomes are personal, original, imaginative, inventive and exciting and are finished to a high standard and demonstrate consistent hard work and excellent technical abilities. Student intentions are appropriately realised.
Art Class Teacher:
Students continue to develop outcomes from the Spring term, producing a skilful 2D outcome which explores individually chosen personal or world events. The last part of the term is spent on a return to experimental drawing and discussing artists’ styles. Typically in Art by the end of Year 9 a student will have reached Mastering.
Molly’s Quality of Learning in Art Throught the autumn term Molly always participated in lessons, always tried to produce work to the best of her ability, regularly arrived to class with the correct equipment and materials, and regularly completed homework to a high standard.
Engagement 1 Endeavour 1
Organisation 2 Homework 2
Molly’s Progress in Art Subject Elements Year 7 Autumn Term Year 7 Spring Term Year 7 Summer Term Year 8 Autumn Term Year 8 Spring Term Year 8 Summer Term Year 9 Autumn Term Year 9 Spring Term Year 9 Summer Term
Understanding Art Securing - Proficient Securing - Proficient Securing - Proficient
Technical Skill Securing - Proficient Accomplishing - Intermediate Accomplishing - Beginning
Developing Ideas Securing - Proficient Securing - Proficient Accomplishing - Beginning
Presentation Accomplishing - Intermediate Consolidating - Intermediate Accomplishing - Proficient
For information, the content of this subjects elements for each learning phase are as follows: Launching Establishing Developing Consolidating Securing Accomplishing Mastering
Understanding Art Students attempt to research artists and can describe what they think or feel about their own and others’ work.
Students select basic information and images about other artists. Students use some technical terms in their comments. Students evaluate their work to explain WWW and EBI.
Students compare the work of artists and makers to demonstrate basic analysis using technical terms in their annotation. Students can use transcription to demonstrate a visual understanding. Evaluations reflect on why WWW and EBI.
Students use technical language with accuracy and select artist research that is relevant to their own work. Students can compare, comment on ideas, methods and approaches in their own and others' work.
Students' transcriptions show a competent visual understanding of artists' work. Students' analysis and comment on artworks clearly relate context to ideas and methods. Students' evaluations discuss new learning and potential improvements.
Students analyse how ideas and meanings are conveyed in their own and others’ work. They explain how context affects their views and practice. Students transcribe effectively or create their own work informed by another artist.
Students use accurate technical terms to discuss their own and others’ artwork. Students' analysis is selective and includes comments on the context of their own and others' work. Students’ evaluations are fluent and reflect on the entire process of creating. Students explain how their own ideas and values affect their practice and how they could extend their work.
Technical Skill Students are able to use materials to show some elements of line, tone, shape, colour, texture and form (formal elements). Students are able to use some elements of scale, perspective, framing and balance (artistic elements) to consider composition.
Students show an emerging use of materials to explore the formal elements. Students show an emerging use of the artistic elements when arranging a composition.
Students demonstrate they know how to use a range of materials and the formal elements to make outcomes. Students demonstrate an understanding of the artistic elements when arranging a composition.
Students are competent in the use of a wide range of materials and the role of the formal elements when making outcomes. Students understand how the artistic elements can be used to make proficient outcomes.
Students demonstrate an assured use of a wide range of materials and the formal elements when making effective outcomes. Students are able to interpret the artistic elements to compose effective visual outcomes.
Students are able to manipulate a wide range of materials and the formal elements to use them confidently when making effective outcomes. Students are able to employ the artistic elements to independently arrange meaningful visual compositions.
Students are able to exploit the qualities of materials and the formal elements to use them confidently to make personal outcomes. Students are able to skilfully employ the artistic elements to arrange visually exciting compositions.
Developing Ideas Students are able to respond to ideas. Students are able to begin to develop a simple idea.
Students are able to explore ideas and collect visual information. Students are able to suggest ways of improving their work.
Students are able to use visual information to help them develop a few starting points for straightforward ideas. Students are able to adapt and improve their own work.
Students are able to generate personal ideas and take into account the purpose of the work. Students are able to test ideas in sufficient media, materials, techniques and processes.
Students have a diverse range of ideas and assess visual information effectively. Students are able to modify and improve their ideas with guidance.
Students are able to use different media, materials and techniques to help develop their ideas. Students are able to independently identify areas for improvement.
Students are able to comprehensively explore and develop their own original, imaginative and creative ideas. Students are able to thoroughly test ideas in a range of materials and techniques.
Presentation Student sketchbooks present ideas in simple ways, using text and drawing. Students attempt to create a final piece.
Student sketchbooks demonstrate an attempt to present work carefully most of the time. Students create a finished final piece which connects simply to initial ideas.
Students' sketchbooks begin to communicate a creative process. Students start to use the sketchbook as a personal tool. Student outcomes link to sketchbook work and show what they have learnt along the way.
Student sketchbooks show consistent hard work to record ideas and observations. Students present work creatively, thoughtfully and skilfully to show off understanding. Student outcomes are finished to a good standard, which is personal and demonstrates competent links to sketchbook work.
Students' sketchbook work demonstrates an effective development of ideas and experiments. Students are beginning to demonstrate a sense of identity through presentation. Students can create an individual and imaginative final piece.
Students record ideas in a variety of ways, making creative use of their sketchbook. Student outcomes are personal, imaginative and skilfully finished, which demonstrate clear and insightful links to sketchbooks, clearly communicating what the student has learnt along the way.
Students' sketchbooks contain a wide range of supporting work which consistently shows enthusiasm for, enjoyment and commitment to art. Students' work presented shows emerging individual qualities and personal responses demonstrate strong connections between sources. Student outcomes are personal, original, imaginative, inventive and exciting and are finished to a high standard and demonstrate consistent hard work and excellent technical abilities. Student intentions are appropriately realised.
Flightpath
Reality
What skills will your daughter need at GCSE?
English Language
- Reading a variety of fiction and non-fiction texts from the 18th Century onwards
- Retrieving information from a text
- Selecting evidence
- Analysing the use of language and structure to impact an audience
- Summarising what they have read
- Creative writing in a range of forms and a for a variety of purposes and audiences
English Literature
- Coming up with their own responses to and interpretations of writers’ ideas
- Carefully selecting quotations to support their views (some of this will involve quotations they have learned in closed book examinations)
- Analysing how writers use language, form and structure to create meaning
- Linking texts to the contexts in which they were written and set
- Comparing how 2 texts present ideas and use language
Year 9: building towards GCSE
In year 9 your daughter will cover a range of reading and writing focused units to prepare her towards the core GCSE skills
These include:- A novel (Of Mice and Men, Jane Eyre and To Kill a Mockingbird) (literature
papers 1 and 2)- A Shakespeare play (Romeo and Juliet) (literature paper 1)- Conflict poetry (literature paper 2)- Analysing media and non-fiction texts (language paper 2)- Writing to argue and persuade (language paper 2)- A history of fiction (language paper 1)
Read... Read... Read!• Encourage reading time- Fiction and Non-Fiction
• Ask about your daughter’s reading – can she summarise what she has read? Can she remember her favourite line?
• Discuss books with her – ask about characters/events/feelings.
• Encourage her to express, justify and expand her opinions
How can you help your daughter?
Writing
• Ensure she proofreads all work; ideally out loud, to ensure that her work is accurately spelled, punctuated, paragraphed, appropriate for the reader etc.
• Encourage the use of a dictionary/thesaurus • Encourage her to use her reading to support her
writing. She could look out for vocabulary, characters etc. and adapt them for her own writing
How can you help your daughter?
Year 9 MathsThere are three main strands which are assessed in
Year 7, 8 and 9
Conceptual Understanding
Problem Solving
Mathematical Fluency
Students will study topics from:
Algebra, Fractions, Decimals and Percentages, Data Handling, Ratio and Proportion, Probability, Constructions and Loci, Measures, Area and Perimeter, Probability, Geometrical Reasoning, Graphs and Transformations.
Please visit the Rosebery Hub for a detailed Scheme of Work
ability to transfer their knowledge into new situations and
apply it to new contexts and
different topics in Mathematics
How can your daughter improve at maths?
Think positive – you can do Maths
Don't leave homework to the last minute. Encourage your daughter to complete H/W punctually.
‘’Maths is really hard. I just can't do it’’
‘’Maths needs a lot of practice, just like anything else in life’’x
www.mathswatchvle.comCentre id: rosebery
www.mymaths.co.ukUsername: rosebery
www.supermathsworld.comUsername: 2611rose
nrich.maths.org
Work to the best of their ability.
Bring their maths equipment to every lesson.
Catch up on missed lessons.
Use the resources on the Rosebery Hub and maths websites to revise topics.
Ask your teacher for help.
Rosebery Science Department:Year 9 Curriculum Evening
HeaderScience: Results 2015-16
Qualification GCSE gradesA* - C (A*-A)
Y10 Core Science 83%(9%)
Y11 Core 89%(7%)
Y11 Additional 82%(11%)
Biology 100%(62%)
Chemistry 99%(68%)
Physics 100%(65%)
HeaderOfqual Consultations
Acknowledges the steps already taken to increase the demand of the content of Science GCSE’s…
“We have strengthened other GCSEs too; introducing marks for spelling, punctuation and the use of grammar, requiring that assessment takes place at the end of the course of study and limiting resits.”
“We have also required exam boards to address specific concerns in some subjects…… in science GCSE’s where more challenging syllabuses have been introduced.”
HeaderGCSE Reforms:
• ‘At the level of what is widely considered to be a pass (currently indicated by a C) there must be an increase in demand, to reflect that of high performing jurisdictions. This is something we believe the vast majority of children with a good education should be able to achieve.
• At the top end the new qualification should prepare pupils properly to progress to A Levels or other study. This should be achieved through a balance of more challenging subject content and more rigorous assessment structures.
HeaderScience: Course ContentTriple and Combined
Year 9
• Cell biology• Organisation
• Atomic structure and Periodic Table• Properties of matter• Quantitative Chemistry
• Energy• Forces
• All students are taught in ability set groups based on their examinations in year 8
• All groups will initially follow the GCSE combined route, taught be specialist teachers
• At the end of year 9 students will have three assessments which will determine whether they continue on the combined route (gaining 2 Science GCSEs at the end of year 11) or the separate Sciences route (gaining 3 Science GCSEs at the end of year 11)
HeaderAQA: Separate Sciences (3 GCSEs – all exams in year 11)
Qualification Papers Content Length
Biology 2 papers equal weighting
Topics 1-4 Topics 5-7 Under arching principles
1 hour 45 mins100 marks
Chemistry 2 papers equal weighting
Topics 1-5 Topics 6-10 (topics 1-3 on both common content)
1 hour 45 mins100 marks
Physics 2 papers equal weighting
Topics 1-4 Topics 5-8
1 hour 45 mins100 marks
• Usually sets 1 and 2 follow this pathway in year 10• Extra content covered and much faster pace• 10.5 hours in total of exams• No controlled assessment
HeaderAQA: Combined Science (2 GCSEs – all exams in year 11)
Papers
Six papers, 1¼ hours each, 70 marks
Two papers for each subject
Assessment split by content as separates
Questions on practical work in all papers
• Less content than the separate sciences course
• Slower pace• 7.5 hours of exams at the end of
year 11• No controlled assessment• Higher and foundation tiers
available
• Please note that entry into A-level Sciences can be with either route. Likely to be a 6 for entry on combined or separate science
Header
Heads of Biology, Chemistry and Physics
Progress Leader: Mr [email protected]
Head of Science: Miss [email protected]
HeaderHow can we work together to support your daughter?
• Spend 10 minutes reading through previous work with your daughter.
• Have high expectations of your daughters work and progress.
• Ensure that your daughter completes homework and practises examination questions.
www.aqa.org.uk/subjects/science/gcse - past papers and specifications• CGP revision guide – can buy through school• Be aware of the science news around us. BBC website has a science section of
magazines like ‘Focus’ and ‘How it Works’.• BBC bitesize is great for revision
