The longer I live, the more I realise the impact of attitude on life. Attitude, to me, is more...
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The longer I live, the more I realise the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past,
The longer I live, the more I realise the impact of attitude on
life. Attitude, to me, is more important than facts. It is more
important than the past, than education, than money, than
circumstances, than failures, than successes, than what other
people think or say or do. It is more important than appearance,
giftedness or skill. It will make or break a company...a
church....a home. The remarkable thing is we have a choice every
day regarding the attitude we will embrace for that day. We cannot
change our past...we cannot change the fact that people will act in
a certain way. We cannot change the inevitable. The only thing we
can do is play on the one string we have, and that is our
attitude...I am convinced that life is 10% what happens to me and
90% how I react to it. And so it is with you...we are in charge of
our attitudes.
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September 2014
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Share key messages given to students Provide information which
will help us to work in partnership Clarify expectations in the
core subjects
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Standards Responsibility Opportunity for All
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Pupil Needs to be told what to do. Only do what they are told
to do Teacher enforces work rate and behaviour. Motivation comes
from others. Student Independent Responsible Well motivated Well
organised and prepared.
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Fixed Mindset: Cleverness is a fixed thing. Youre either clever
or youre not. Growth Mindset: Cleverness can be developed. Everyone
can get smarter. Neuroscience tells us that the brain is like a
muscle; exercise makes it grow and develop
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Look clever at any cost. Dont get into situations where you
will not look smart. Dont make mistakes. If you make mistakes you
must be inadequate Dont work hard. Success should come naturally,
because you are smart. If you cant do something, dont work at it;
act as if you could do it if you tried.
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Learn at all costs. These students care very much about doing
well. Learning is more important than grades which, ironically,
leads to better grades Take on challenges. If offered a choice
between a difficult task they can learn from, and a task that will
make them look smart they take the task they can learn from. Work
hard. These students believe the harder you work the better you
will be. Confront weaknesses and correct them. Students with this
mindset are keen to tackle the things they arent so good at, and
get better at them.
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You cant fall if you dont climb. There is no joy in living your
whole life on the ground.
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Believe you can and youre halfway there
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Bite off more than you can chew and chew like mad
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Hard work beats talent when talent doesnt work hard.
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There should be no graffiti anywhere in your work Students
should write in black pen and draw diagrams and graphs with pencil
Pages should not be ripped out of your exercise books or folders
Each new piece of work should have a title and date underlined with
a ruler Loose sheets should be stapled in at the appropriate place
Any mistakes should be crossed out using a line through the
incorrect piece of work At the end of each piece of work, a line
should be drawn with a ruler and the next piece of work should
begin underneath the line All pages should be used - you must not
leave blank pages Any rough work should be done in the back of your
book or folder, unless an integral part of the work in
progress
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STANDARDS: To promote high standards of presentation
RESPONSIBILITY: To encourage students to become more independent by
understanding that they have a responsibility for taking care with
their work OPPORTUNITY: To help students to realise that having
high standards for simple things such as presentation of work can
lead to improved opportunities in later life FOR ALL: To support
each other through all applying expectations consistently
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Students should write in black pen Teachers will mark and give
feedback in purple Peer assessed comments using G and I should be
in blue. Self assessed comments using G and I should be in red.
Students should act on feedback, re-draft, correct in green
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STANDARDS: To promote high standards in the quality of work
RESPONSIBILITY: To encourage students to want to improve work and
aim higher OPPORTUNITY: To help students to realise that skills
gained from acting on feedback or helping their peers to do so can
be transferred to other areas of life FOR ALL: To ensure that
consistent use by all will help students to improve in all their
lessons
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Fail to prepare and you must prepare to fail
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The world is run by those who show up. Attendance
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Missing just 17 days in one year (90%) can cause a drop of a
full grade at GCSE. Only about one in four students with attendance
less than 90% achieve 5 A*-C GCSEs. Only about one in ten students
with less than 80% attendance achieve 5 A*-C GCSEs
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Interim 1 12 th Dec 2014 Interim 2 27 th Feb 2015 Tutor Evening
5 th Mar 2015 Parents Evening 14 th May 2015 Reports -8 th May 2015
Exam weeks starting 15 th June 2015 Work Experience 29 th June
2015
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Feedback in books E mail
[email protected]@trinity.cumbria.sch.uk Schoolcomms
E mail and text system PC, laptop, tablet or Smartphone app Leave
your name with us or contact us and we will send you a form to sign
up Text notification of absenceText Urgent information (snow) E
mail rewards informationText reminders of e.g. Parents evenings
E-mail behaviour informationE Mail invitations to events E-mail
student and exam timetablesText/e-mail deadlines for students
E-mail newsletters, trip information, clubs, etcE-mail
homework
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Students School Parents/carers
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Before you were born, your parents werent as boring as they are
now. They got that way from paying your bills, cleaning your
clothes...
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If you think your teacher is tough get a boss!
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Key Stage 4 Mathematics at Trinity School.
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To give information about the maths courses and exams To give
advice about maths revision To give practical information about
preparation for exams Learning Objectives
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Year 11 GCSE Maths Higher Grades A*-D GCSE Maths Foundation
Grades C-G Entry Level Maths Level 1 and 2 GCSE Statistics Higher
Grades A*-D GCSE Statistics Foundation Grades C-G Further
Mathematics Level 2 Certificate
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Linear GCSE Maths: 2 papers 50% each EDEXCEL Paper 1 Non
Calculator Paper 2 Calculator Results Late August 2016 No
Coursework Year 10/11 MATHS DETAIL
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End of Year 10; syllabus completed Full Mock exam in June
Groups re-set to reflect progress Year 11 identify and work on
areas of weakness: pixl 2 nd Mock in December Year 11 Final
preparation for exam in June 2016 No Coursework Year 10/11 MATHS
DETAIL
Mathswatch website : Centre id Trinityschool username apupil
password mathswatch
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an
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Key Stage 4 English at Trinity School.
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GCSE English Language & English Literature
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Familiar? I havent got any homework... You cant revise for
English...
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Skills... Understanding what youve read Finding Quotes
Inferring and Deducing Analysing Language, Form & Structure
Developing interpretations of symbolic meanings of texts Spelling
& Vocabulary Grammar (Advanced) Extended, Developed Written
Pieces Whole-Text Organisation Finding an Individual Voice
Slide 49
The Times They Are A-Changin English GCSEs are no longer
modular. Results are norm-referenced. Your childs year group will
be the last to sit this specification.
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English Language 3a Extended Reading 3b Producing Two Creative
Texts 3c Spoken Language Unit UnitContent 1 Non-Fiction Exam 2
Speaking and Listening 3 Understanding written texts and writing
creatively
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English Literature UnitContent 1 Exploring Modern Texts (Exam)
A - Modern prose or drama B Exploring cultures 2 Poetry (Exam) 3
Shakespeare and English Literary Heritage vs.
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Exam = 60% Unit 1: Reading & Writing Non Fiction Can your
child write for 2 hours 15 minutes? How much non-fiction does your
child read every day?
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Unit 2: Presenting, Discussing/listening, Role-play
FormalInformal
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Unit 3 - Understanding written texts and writing creatively 40%
Understanding what youve read Finding Quotes Inferring and Deducing
Analysing Language, Form & Structure Developing interpretations
of symbolic meanings of texts Spelling & Vocabulary Grammar
(Advanced) Extended, Developed Written Pieces Whole-Text
Organisation Finding an Individual Voice
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Im Sure Youve Heard...
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So... Start now... Be an independent learner... Use all the
resources available...
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Moodle http://vle.trinity.cumbria.sch.uk Scroll Down
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Podcasting http://www.trinityenglishrevision.blogspot.co. uk/
OR http://feeds.feedburner.com/TrinityEnglishRe vision
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GCSE English Language & English Literature
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Who was recently voted the greatest sports coach in the history
of the world?
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Give Your Best When Your Best IS Required here it is required
every day
