Y7 Support Evening
• Welcome!
Purpose of the evening
• Welcome you to Range High School
• Provide the opportunity to discuss
and issues or concerns you have
with appropriate staff
• Give an overview of how we
approach some aspects of school
life so you can support your child
PTFA Y7 Welcome Event
• FRIDAY 16TH OCTOBER 7PM
• Disco for Year 7 Pupils
• Quiz and hot pot supper for
Parents/Carers
• Activities for siblings
• Bring your own drinks
• Come and meet our Year 7 families – All
Welcome
• Tickets available tonight or at Visitor
Reception
Items covered tonight
•
•
•
•
Attendance (Ms Quinn)
E-safety (Ms Quinn)
Homework (Mr Dolly)
Assessing progress and reporting to
parents/carers (Mr Aldridge)
Attendance
• We hope for 100% attendance
• Leave of Absence is only granted by
the Headteacher in exceptional
circumstances
• This is in line with DFE guidance for
all schools in England
• Check our attendance policy on the
website
• Requests must be made in writing
no later than 10 working days
before the requested leave
• A family holiday in itself is not
considered exceptional
E-Safety
• This forms part of your child’s
curriculum in PHSE and in ICT
• The internet is a positive force
• You are the best judge of what
access your child should have to the
internet
• On our website under families – esafety we have put some general
guidelines and some detail about a
number of frequently used
applications
• This will be updated and you will be
Parentmailed and given information
in the Range Report about it
How many “friends”
• Check how many friends your child
has and if you would approve of this
in the real world
Contents
Show My Homework
A simple online homework platform for teachers to
upload and mark homework, and students and
parents to view details, deadlines and attachments.
Contents
1. Why we have chosen to use
Show My Homework
2. What the tool looks like?
3. Our plan.
4. Problems and Questions.
The Homework Chain
1)
2)
3)
4)
5)
6)
7)
8)
9)
Realise homework is set.
Understand what the task is.
Record the task accurately.
Remember to bring the correct books or other
materials home.
Begin homework and complete it in a
reasonable time.
Prioritise work being done.
Put completed homework in place to remember
it the next day.
Take completed work to school.
Hand in homework.
The Dinner Table Battle
• Lack of visibility for parents
• Forgotten or misunderstood
homework  stress for child
• Feeling of disconnectedness from the
school day
• The dinner table homework battle
• Unpleasant surprises when it comes
to parents’ evening
• Understanding what’s set to help
Parental Feedback
These issues are all
about how we
communicate and
manage homework.
Not homework itself.
Benefits for Students
• See all homework at the click of a button
• Access to description and resources
wherever they are
• A personalised experience to help stay
organised
• Automatic notifications to remind them in
advance
• Students have more time to listen in
lesson
Year 7
• Year 7 have been issued with a planner.
• The planner has lots of information that you
and they will find useful.
• They will be able to use it to record homework
if they wish and any other reminders.
• In future years they will not be given a planner
at all.
• They will get a timetable and a small
notebook.
SET UP, COMMS AND TRAINING
What does the tool look like?
Future Plans
• Show My Homework has other functions
that we may choose to use.
• Initially our aim is to set all homeworks
using SMHW.
• In the future we may:
• Use SMHW to indicate if a homework has
been submitted, handed in late or not at
all.
• It also has a ‘gradebook’ function.
The Gradebook
Problems
• So far these have generally related to
logging in successfully.
• Contact Mr Dolly at school by
telephone or by emailing
[email protected] and marking
the subject line ATTN MR DOLLY.
Assessment and Reporting
Curriculum
• Maths and English
3hrs a week
Classes are set based on KS2 data
• Science
3 hrs a week
Taught in teaching sets
• All other subjects taught in mixed ability
groups
• Published H/W timetable based on child’s
timetable – see the website)
Future developments
• Government have talked about this
cohort all taking a GCSE in MFL
and a Humanities subject
(History/Geography)
• At our school they CAN but are not
yet REQUIRED TO
• This has not yet passed into law
• We are watching this space
Year 7 September 2015
• 2nd year of the NEW National
Curriculum
• Level descriptors (eg 5a or 6b) used to
report pupils attainment and progress
removed.
• (Also GCSE grading system, A*- G is
being phased out and replaced with
Grades 9-1)
Target setting in Year 7
• Continue to be based upon prior
attainment data - KS2 SATs
• Will be informed by CAT’s and
ACCESS test information
• Baseline testing for some subjects
(Physical Education, Music, Drama
and Art)
• All pupils will be placed in a
THRESHOLD (BAND) based upon their
prior attainment. Pupil progress will be
judged against this THRESHOLD
• (Pupils will also be given a provisional
end of KS4 target (GCSE grade) in year
7 BUT this target will be reviewed at the
start of year 8)
Assessment in Year 7
• 4 thresholds for each subject, for
each curriculum year in KS3.
• All subjects have established the
expectations for pupils in each
threshold in year 7 based upon the
current GCSE’s.
• (Adjustments will need to be made
when NEW GCSE’s are introduced)
• These were introduced for the first
time last year. We are reviewing
them and will give you a copy of
each just after October half term
• Pupils will be assessed against these
expectations for key pieces of work, the
interim card and the final report.
• 3 phase judgement
– Working towards/ Meeting/
Exceeding
• Pupils will be given specific feedback in
line with their threshold
Reporting to parents in
Year 7
•
•
•
Year 7 parents evening : January 21st 2016
Year 7 interim card 11th December 2015
Year 7 full report July 2016
•
The interim card and full report follow the same pattern:
Attainment and Progress information:
Whether a pupil is WORKING TOWARDS/ MEETING/ EXCEEDING the expectations of a pupil,
in a particular year and in the identified prior attainment band.
Student Leadership Information
A snapshot of classroom behaviours which support learning such as organisation, collaboration,
independance
Threshold
entry to KS3
GCSE
(Current)
MINIMUM
Expected Grade
GCSE
(New)
Minimum
Expected
Grade
Level 3 and
below
Level 4
Developing
D-G
1-3
Secure
Level 5C/5B
Level 5A/6
Extending
C
B
A
4/5
6/7
8/9
Prior
Attainment
KS2
Excellence
Physics Forces
Developing
Identify some forces acting on objects in
everyday situations
Identify an interaction pair
Use a newtonmeter to make predictions
about the sizes of forces
Secure
Explain what forces do
Describe what is meant by an interaction
pair
Make predictions about forces in familiar
situations
Extending
Explain the difference between contact
and non-contact forces
Make predictions about forces in
unfamiliar situations
Enhancing
Explain which
pairs of forces
are acting on
an object
State an example of a force deforming an
object
Recognise a support force
Use Hooke’s Law to identify proportional
stretching
Present data in a line graph and identify a
pattern
Describe how forces deform objects
Explain how solid surfaces provide a
support force
Use Hooke’s Law to predict the extension
of a spring
Present data in a line graph and identify a
quantitative relationship in the a pattern
Apply Hooke’s
Law to make
predictions
about
unfamiliar
materials
Identify examples of drag forces and
friction
Describe how drag forces and friction arise
Carry out an experiment to test a
prediction
Describe the effect of drag forces and
friction
Explain why drag forces and friction arise
Plan and carry out an experiment choosing
suitable equipment
Explain how forces deform objects in a
range of situations
Explain how solid surfaces provide a
support force using scientific
terminology and bonding
Present data in a line graph and
recognise quantitative patterns and
errors
Explain the effect of drag forces and
friction in terms of forces
Plan and carry out an experiment stating
the independent, dependent and
control variables
Identify gravity as a force that acts at a
distance
State that gravity changes with distance
Draw a table and present results with help
Describe the effect of a field
Describe the effect of gravitational forces
on Earth and in space
Present results in a simple table
Explain how the effect of gravity
changes moving away from the Earth
Present results in a table ensuring they
are reliable
Apply the
effect of forces
at a distance to
different fields
Identify familiar situations of balanced and
unbalanced forces
Define Equilibrium
Identify when the speed or direction of an
object changes
Present observations in a table with help
Describe the difference between balanced
and unbalanced forces
Describe situations that are in equilibrium
Explain why the speed or direction of an
object changes
Present observations in a table including
force diagrams
Explain the difference between
balanced and unbalanced forces
Describe a range of situations that are in
equilibrium
Explain why the speed or direction of an
object changes using force diagrams
Predict and
present
changes in
observations in
unfamiliar
situations
Explain why
drag forces and
friction slow
things down in
terms of forces