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WELCOME TO ASHBY SCHOOL YEAR 10 INFORMATION EVENING.
SEPTEMBER 15, 2009
ASHBY SCHOOL LECTURE THEATRE
P.M.O’Brien
I.Gibson
AIMS OF THIS EVENING
To explain our aims for your children To introduce our tracking and monitoring
systems including My Child at School To introduce the Parental Consultation System To show the relevance of good attendance to
high achievement To introduce our on-line learning systems at
Ashby School To show you where school information can be
found on our school website and MCAS web browser.
Our Aims for you and your child
The highest possible achievement for every individual by fostering a sense of individual responsibility in students
To be at a school with a good reputation both locally and nationally
To develop academically, socially and personally To enjoy learning experiences at Ashby
becoming a successful learner To offer parents high quality information about
the progress of their child at all times
The science behind increasing your chances in life
Look into my eyes, the eyes, the eyes, look into my eyes not around the eyes, the eyes... the eyes... the eyes... into the eyes, 3.2.1 you're under.............
Think of a numberbetween 2 and 9
Take that numberand multiply it by
9
You should nowhave a 2 digit
number
Take the twodigits and addthem together
Take that numberand subtract
5 from it
Take that numberand correspond itto a letter in the
alphabet (eg. A=1)
Take that letterand think of acountry thatbegins with it
Take the secondletter in the
country and thinkof an animal that
begins with it
Hold the countryand animal in your
head....
How is it done?
1. It’s a maths trick... Everyone gets an answer of four after the first bit.
2. Then that always equals a D! How many countries begin with a D? Can you think of any?
3. Denmark is the most probable. The second letter is then E. How many animals can you think of?4. Elephant is the most probable! We think the same!5. This is how most mind tricks work.
6. It’s all about increasing my chances...
Gambling is for mugs.... (famous saying by someone)
The probability (chance) of winning the Lotto draw is 1 in 13,983,816 (14 million).
Which of these sets of numbers is likely to come up in the Lotto?
For all sets there is a 1 in 14 million chance that you will pick the six numbers!
That’s why it’s called a Lottery
Here is a chance graph for ‘winning’ a grade at GCSE (or equivalent) in English:
Results in GCSE English for students with average SATs results
1 1 3
12 91 1
3736
010203040
U G F E D C B A A*GCSE Grades
Results in GCSE English for students with average SATs results
1 1 3
12 91 1
3736
010203040
U G F E D C B A A*GCSE Grades
These people came in with average SATs and got an F, G or U!
Some people came in with average SATs and got an A*, A or B!
What did the winners do that the losers did not?
How did the winners increase their chances of gaining a good GCSE?
Be in the classroom
when lessons are being
taught
Do all
coursework
and hand it in
Be responsible for your own
behaviour
Not blame other
people for failure
Use learning as much as you can in
the real world
GCSE
Turn up
for
Exams!
• Most people are happy with 80% or above.
• 90% sounds even better…
• How often do we get 90% in a test or exam?
• Percentages lie to us!
90% attendance is half a day off every week
In a year that is 20 days off (nearly 4 weeks)
In secondary school (Yr 7-11) that is half a year off!
38 school weeks
10
20
30
40
50
60
70
80
90
100
92%
60%
46%
35% 2
7%
20
%
GCSE/GNVQ achievements for year 11 2007 by total absence
5+ A*-C grades (including English and Maths)
Total absence
% w
ho a
ch
ieved
>15 days
15-19 days
20-24 days
25-29 days
30-34 days
35+ days
The minimum qualification for a service industry job will soon be this…
Taking time off and its impact on your future!
90%
80%
QualificationsPote
nti
al Earn
ing
s a
vera
ge p
er
hou
r
no qualifications no qualifications
£8.14 per £8.14 per hourhour..
GCSE’s/GCSE’s/Equivalent Equivalent
£9.85 £9.85 per per hour.hour.
A A levels/Equivalenlevels/Equivalen
t t £11.16 £11.16 per hourper hour
Graduate Graduate degree degree
£17.44 £17.44 per hourper hour
Didn’t get
5 A*-C grades or equivalent including maths
Did get 5 A*-C including maths GCSE at grade C or above
Gets 5 A*-C and goes onto college/university/FE/work
Leaves school with 2 GCSE grades/equivalent
Earns on average = £17.44hr Earns on average = £8.14hr
Wayne earns £9.30 an hour more than Shanika
In his lifetime (8 hours a day, 5 days a week, 46 weeks a year for 40 years), he would earn £684,480 more than Shanika in a lifetime! That’s two thirds of a million pounds!
Wayne Shanika
A hypothetical situation using raw data
Each day he takes off costs him:
£17,000
How will we monitor your child’s progress in Year 10?
Individual subject tutors monitor through assessment of classwork, coursework and homework
Faculty Heads monitor by reviewing these assessments
Mr O’Brien, myself and Personal Tutors monitor progress by using our student progress data base called ‘TRACKER’ which is informed by the grades you see on the MCAS system
What information will you receive from the school? Each term we take a set of progress grades for each
student from all full GCSE subjects Each student has two grades from each subject The ‘Target’ grade represents the teacher’s assessment
of the highest possible grade the student could achieve based upon available evidence of prior achievement at KeyStage 3 matched against FFT data. We try to make these grades as positive as possible to motivate our students
The ‘Now’ grade is the level the student is working at when the grades are collected. At the start of Year 10, in November, this will inevitably be lower than the Target in most cases but we would expect it to improve during Years 10 and 11
From SAT Teacher assessment grades to GCSE grades The FFT indicator is based on the performance of
students across the country who achieved a similar average points score at the end of Key Stage 3 (the average points score is the average, decimalised, of the English Science and Mathematics SAT scores)
We aim to improve on this indicator wherever possible by at least 2 grades.
That means we aim to convert a level 5 in English at KS3 to at least a ‘C’ at GCSE
How do we use this data
We report it to you termly on MCAS. The report will contain not just data about grades but also attendance, behaviour and effort
We analyse the data and use it to identify potential underachievement and high achievement
We may interview students who appear to be underachieving and offer them a range of support
We monitor coursework and offer support to those who are not completing pieces successfully
But at any time if you are worried please contact us.
Part of this support may include the provision of catch-up sessions after school with late buses provided on Monday, Wednesday and Thursdays
We offer advice regarding study-skills and effective techniques for revision. (www.ashbyschool.org.uk)
We encourage students to use our VLE called Ashby Learning Online and our revision/study site called SAM learning at home and in school.
We keep you informed of any concerns regarding your child’s progress in order that we can work in partnership to help them to achieve positively
School communication.
The school website: www.ashbyschool.org.uk We intend to use e-mail as much as possible to
e-mail all communications to parents. Our reasons are immediacy, cost and ease of
contact Please ensure at all times that we have up to
date e-mail addresses for you and that the addresses are appropriate for confidential information
MY Child At School.
Home Page
Settings To Change Contact Details
Contact School
Detailed Attendance
School Reports
Detailed Behaviour and Rewards
Detailed Behaviour and Rewards
Detailed Homework or Coursework
Student Timetable
Fundraising
The School website
The website is updated dailyCurricular informationSchool Shop – Parent payUpcoming eventsSchool newsSchool policies
Intervention
Faculties have programmes to improve performance in the run up to exams. This could include revision workshops and support with individual students weaknesses
“Target Groups” will receive support based around their particular needs-
AttendanceUnderachievement
Crossing the 5 A* to C borderline which is important for entry into the sixth form
Reaching maximum potential in Maths & English (minimum ‘C’ grade) which is vital for entry into the sixth form.
Mentoring
Students identified will have their Form tutor as an academic mentor.
If appropriate some students may have a 6th form mentor.
Their objective will be to help the mentee achieve their potential
Parents will be informed if their child is to be offered a 6th form mentor
PARENTAL CONSULTATION
There will be a Form Tutor based Parent’s Evening on November the 30th in the evening starting at 5.30 p.m.
In November all subject tutors will negotiate Targets for improvement with Year 10 and 11 students
Parents will have these grades and targets before the day in order to discuss them with their child
Year 10 students with their parents will have a 15 minute appointment with their Personal Tutor to discuss progress in all subject areas and to raise any issues
The major aim of the evening is to ensure that students are responsible for their own progress and understand this
This offers parents an overview of their child’s progress across the curriculum
It is early to allow time for significant improvement
Personal tutors and subject tutors will monitor and review these targets throughout the year and negotiate new ones when appropriate
In Y11 parental consultation is by individual appointments with subject staff during the evening.
In Conclusion
If we act in partnership our students / your children will benefit
If we trust each other to have the best interests of the child at heart then progress, both academic and personal will be made
Ashe, Erdington – Mr Willoughby Bullen, Crewe . Mrs Lane Gylby, Loudoun – Mrs Allen Hastings, Ferrers – Mr Demetriou But you can also contact your child’s Form Tutor, Mr
Gibson and myself at any time if you have academic concerns.
Thank – you for attending the Year 10 Information Evening.