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Year 7 Information Evening
Structure for the evening • Introduction – Head teacher Steve Jones
• KS3 Progress Manager –Laura Jones
• Transform – Mel Pearce
Carousel • English – Rachel Chapman and Brita Yates
• Maths – Alexei Western and Sadie Griffin
• Science – Sarah Henderson and Victoria Furness
• KS3 Progress – Laura Jones
• E-Learning – Mel Pearce
Opportunities to come into school
This term:
• Meet the tutor – 3rd November
• One to One review day – 2nd December
• Parents evening – 3rd & 9th December
• 15th December - Christmas concert (St John’s Alresford)
People who can help you
• KS3 Progress Manager – Laura Jones ([email protected])
• Guidance Manager for Yr 7&8 (Pastoral) – Jackie Harrison ([email protected])
• Team Leader of Learning Support– Gemma Crowley ([email protected])
Turing Map
• Science – Sarah Henderson & Vicky Furness/ Prefect –Ella Hughes
• E-Learning – Mel Pearce / Head Girl -Corrina Cazelet
• KS3 Info – Laura Jones / David Kearns
• Maths – Alexei Western & Sadie Griffin /Head Boy– Darnesh Dagostar
• English – Rachel Chapman & Brita Yates / Darcie Carruthers
My role as KS3 Progress Manager
• Overseeing Year 7 to the end of December in Year 9.
• Oversee the reporting process, parents evenings, information evenings and the GCSE choices process in Year 8.
• Track data after each report to identify any underperformance of students.
• Identifying pupils who are on track/exceeding and celebrate this.
• Act as a link between a number of school agencies to ensure that KS3 runs successfully.
Reporting
• First short report on 20th November
• One to one day on 2nd December
• Parents evening 3rd and 9th December
• Second short report in the Spring term
• Full report in the Summer term
How the Year has been separated
Pupils will remain in these halves for Year 7.
Classes
After half term (October) - Students will be placed into group. • Sets for Maths (1-4 with 1 being the highest) • Groups for English (named colours in mixed ability groups,
one express group in each half) Why? • More and more emphasis on these skills for GCSE. Place
students into groups to focus on knowledge and skills. • Groups will be in the students’ half of the year so will not
affect other lessons. • Allows more flexibility than before , teachers can move
students between sets when appropriate to the child.
Classes
In January – the other subjects will organise their groups.
• Science will set (1-4)
• All other subjects are mixed ability.
Students will remain in their English and Maths sets.
Changes to GCSEs
Home school relationship
• Home work or IL - IL club will be available
• Acting on feedback
• Equipment
• PE kit
• Encourage Clubs e.g. Stem club
• Arts festival week
Transformational Learning
Developing skills for life long learning
What skills do employers desire?
CBI: Confederation of British Industry.
First Steps report
What is it that small, medium and large companies need young people to bring with them into the world of work? – that’s not just exam results. ‘It’s actually about the characteristics, values and habits that last a lifetime. Businesses thrive working with young people who are determined, optimistic and emotionally intelligent,’ so the education system must focus on ‘helping them to be rigorous, rounded and grounded.
What skills do employers desire?
CBI: Confederation of British Industry.
First Steps report
What is it that small, medium and large companies need young people to bring with them into the world of work? – that’s not just exam results. ‘It’s actually about the characteristics, values and habits that last a lifetime. Businesses thrive working with young people who are determined, optimistic and emotionally intelligent,’ so the education system must focus on ‘helping them to be rigorous, rounded and grounded.
Skills for life-long learning
•Contents
•Qualifications
•Mental Skills & Attitudes?
Your child may be going into a job that does not yet exist!
Self Manager Progression
Basic
• Make a list of the tasks I have to do
• Check the time regularly to makes sure I know how
much I have left
• Use other people to help keep me on task
Better
• Create a plan to prioritise my time and tasks
• Persevere when things don’t go the way I planned
• Be thoughtful and consider other people’s feelings
when I make comments and decisions
Best
• Review and edit my plan of priorities during a project
• Be confident in taking risks, by weighing up all the
advantages and disadvantages
• Change my approach to motivate others to overcome
problems
Stop and think about it for a
minute….
Remember it’s OK to
start again.
Close your eyes and try to see what you are
aiming for.
Have you asked for advice from your peers? What do
they think?
How are you looking at things differently now?
Try breaking the task down into
smaller sections.
Don’t be afraid to walk away
and come back to it later
What’s your goal, and how will you know if you have
achieved it?
Build in moments
when you can review what you’ve done?
3 lessons
Every Monday
Whole year group
Mixed Ability 1 Teacher each class
Real Projects! (society moves faster
than the curriculum)
Red Cross
First Aid Course
Discover Arts Award
7billionideas
Huminal Rights
Include Me
Connect with Respect
Transformational Learning
Year 7 English Information
Each student will:
• READ other related stories, plays and poetry;
• RESEARCH into a related topic;
• STUDY aspects of language and style;
• WRITE in a wide variety of ways (e.g. stories, poems, descriptions, articles;)
• SPEAK in a variety of situations
• LISTEN to adults and other students for a variety of reasons;
• USE audio and audio-visual tapes and recorders, word processors, computer software, databases, desktop publishing programs, Moodle and access the Library at all times.
What happens in lessons?
• English Year 7 Curriculum
• Term 1
• Anteater – transition unit from Primary School; focus on Speaking & Listening
• Non-fiction: Animals – the focus is on Writing with some reading
• Poetry: Emotions – the focus is on Reading and speaking & listening
• Terms 2 & 3
• Narrative: Ancient Myths • Description: Heroes and Villains • Shakespeare: Macbeth • In depth study of a classic novel
What are classic novels? • Year 7 – Charles Dickens
• Great Expectations • A Tale of Two Cities • Oliver Twist
• Year 8
• Pride and Prejudice • War of the Worlds • Lost World • Hound of the Baskervilles • Sherlock Holmes stories
• Year 9
• Far from the Madding Crowd • Silas Marner • Emma • Wuthering Heights
Moodle
All of the English modules are on Moodle to which you have guest access – or you can ask your son or daughter to take you on a guided tour!
What about independent learning?
• IL is set regularly through the Department and takes the form of:
– Set tasks of IL sheets on Moodle (grammar for want of another name!) – may work through at their own pace, expected one per fortnight
– Reading reviews through the Library – expect one per half-term
– Specific pieces of work related to class work set by their English teachers
– Students will be expected to read widely and to record their responses. Children should aim to read ten novels during Year Seven.
What about results?
• SIMS Learning Gateway allows access to the most current level in Reading, Writing and Speaking & Listening
• Year 7 are set yearly target levels based on their CATS results and KS2 levels
• Pupils should progress two sub-levels each year
• Termly and half-termly checks of individual progress are made by senior staff and within the department to check pupils are on track to meet their targets
Reading – it’s harder!
• No longer are pupils assessed on AF1
– Use a range of strategies, including accurate decoding of text to read for meaning
• Assessing Reading in Year 7 has a greater focus on AFs 4 & 5 and is through written responses
– 4: Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
– 5: Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level
0
10
20
30
40
50
60
70
80
90
100
Key Stage 1 Key Stage 2 Key Stage 4 (Language)
Approximate weightings of assessed reading strands from Key Stage 1 to Key Stage 4
Language for Effect
Inference
Comprehension
Themes and Conventions
Reading – it’s harder! By Key Stage
Reading – it’s harder! By Year
FAQs
• My child doesn’t appear to have much IL. IL is set regularly – check SMHK and contact your child’s teacher • My child appears to have stuck on Level 5. The change up a gear in texts and greater focus on some AFs often give the appearance that your child has stalled; don’t worry, they are honing the skills learned in Primary school. Very often the largest leaps in levels happens in Year 9. • My child seems to have stopped reading. This is quite common when starting secondary schools with the increase in subjects studied. All pupils are encouraged to read independently but be reassured that they will read at least three novels/set of short stories and a Shakespeare play every year in Key Stage 3 • My child seems to do most of the work on a computer. As an e-learning school we believe in the value of using up-to-date technology going hand-in-hand with further developing the necessary skills of writing by hand therefore we expect a number of the assessments (and all the Reading Comprehensions) to be done by hand.
What does this mean for you?
• Support their reading – check Accelerated Reader on-line • Look at Show My Homework - regularly • Support them with IL – but don’t do it for them • Keep in contact! • If they let you - read their work to see what they are doing and comment in the
student’s exercise books • Be sure they have the correct equipment
– Children will need a fountain pen/biro( blue or black and red), colouring pencils, highlighters, a ruler, and an eraser. A pocket dictionary and/or thesaurus will also be very helpful.
English Group English Class teacher Contact point 7C1 Ms Chapman [email protected] 7C2 Mrs Woods [email protected] 7C3 Mr Barber [email protected] 7D1 Ms Jennings [email protected] 7D2 Miss Hallett [email protected] 7E1 Mrs Yates [email protected] 7E2 Mrs Woods [email protected] 7E3 Mrs White [email protected]
English teachers in Year 7 Feel free to contact us should a problem or query arise. Email is our preferred method:
Science
KS3 Curriculum
Year 7 Teachers
Mrs Ahluwalia Mr Adeyemo
Mrs Furness Deputy Team Leader Science
Responsible for KS3
Dr Eacott
Mrs Evans Maternity Cover – Team
Leader Science
Smart Science Specifically designed to
match the new KS3 curriculum
Endorsed by ASE
Students have a copy of the book on their
notebooks
Course Structure
• Science is split into the 3 Sciences: – Biology – Chemistry – Physics
• 6 modules per Science • Each module is 10 lessons • Test at the end of each module • Taught over two years and first half
term of Year 9
Course Structure
Structured Levelled Questions
Self Assessment Sheets
APP: Assessing Pupil Progress
Moodle Course
http://moodle.perins.net/course/index.php?categoryid=894
End of unit tests
Prepare students for GCSE longer answer
questions QWC is now part of all GCSE units
How can you help your child at home?
• Ask them to explain what they have been doing in class
• Use KS3 BBC bitesize: http://www.bbc.co.uk/schools/ks3bitesize/science/
• Encourage them to watch science programs at home
Home experiments
• Carry out mini experiments at home – Marvin and Milo
• http://www.physics.org/marvinandmilo.asp – Sciencebob
• http://www.sciencebob.com/experiments/index.php – Steve Spangler Science
• http://www.stevespanglerscience.com/lab/experiments
Maths Department
• First half term has an emphasis on project work and basic numeracy because we want them to be fluent in this
• Set at half term according to ability, movements can occur throughout the year
• Two formal assessments throughout the year
• Expect IL most weeks
• Homework drop in sessions Wednesday lunchtimes
• Use of MyMaths, Mangahigh and Sumdog throughout the year
E-Learning
elearning benefits
Systems for parents
esafety in/out school
Perins elearning staff…
Mel Pearce Assistant Head
Ross Harper Network Manager
Jo Levett eLearning
development
Mr M Nevola
Skill development during learning
Rhetorical questions
How many of you have internet access at home ? Where is PC located?
What sort of things do your children like doing on the internet ? (Facebook?)
What sort of concerns do you have about your children’s use of the internet ?
Internet positives
Internet awareness
Being a responsible digital citizen
• NOT viewing unsuitable content
• NOT giving out personal information
• NOT accessing indecent images
• NOT Cyberbullying • Being aware of grooming • Careful about Identity
theft • …..this list goes on…
Home School Mobile Bedroom Worldwide
Mr M Nevola
• All year groups - Cyberbullying
(National anti-bullying week)
• All year groups ‘Connect with respect’ week
• Year 9 - Sexting, dangers of social media
• Year 10 - Internet exploitation
Be aware of age ratings Parental support
What do you do to support your child? –Talk about their issues
–Check and sit with them: browsing history
–Safe searching conversations
–House hold filtering
–Router timer
–Location of devices?
Parental Support
http://www.swgflstore.com/collections/resources/products/family-e-safety-kit £4.50
• Parents guide
• Family fun book
• Stickers
• Certificates
• Situation cards
• Security / downloading
• Glossary of abbreviations
Be active yourself • Join and understand the social media
– Facebook (UK based, most regulation)
– AskFM
– Snapchat
• http://www.thinkuknow.co.uk/
• http://www.kidscape.org.uk/
• http://www.childline.org.uk/Explore/Bullying/Pages/online-bullying.aspx
• Report concerns to tutor
Parental Support
1. Classroom monitoring
2. Secure searching
3. Violation detection
Link to website What is it for? Timescale for access
Perins School Website
Especially the
My Perins area
Much useful information and easy
access, via links, to the various
systems we use at Perins
Accessible at all times, individual
logins are not required
Scopay Online payment system for parents
to pay for:
Lunches
Trips and events
Music Tuition
PE kit
Revision guides
Ties and Badges
And many other items
You should already have received
your login details as these were
sent at the start of term
Show My
Homework
Personalised online homework diary Your username and password will
be emailed to you in due course
Parent Gateway
on Moodle
Information from the school records
(attendance, behaviour etc)
Usernames and passwords will be
issued very shortly
Parents Evening
Booking System
Online system to book appointments
for Parents Evenings and 1:1 Review
Day
Details on how to log in will be
sent to you in November, before
the 1:1 Review Day (Dec 2nd) and
Year 7 Parents Evening (Dec 3rd &
Dec 9th )
Mr M Nevola
http://www.perins.net/my-perins/
Mr M Nevola
SMHW– how to log in
Mr M Nevola
Parent Gateway – how to log in
Mr M Nevola
