Bridging the Gap between GCSE and A-Level

Bridging the Gap between GCSE and A-Level

Year 11 into 12 information Transition Evening and Sixth Form (Temple of Learning) site visit Monday 7th July 2014 from 6-7pm. Bridging the Gap between GCSE and A-Level The transition between GCSE and A-level can be a vertiginous one it is a bit like crossing a narrow rope bridge strung between a high gorge, with alligators waiting below for the unprepared. At Grey Court we have put in place a number of student-centred measures to make the journey less anxiety inducing Summer homework booklet Study Skills booklet Award of A-level License 8.25am start time Prep Study Skills booklet Readiness for A-level report Personal Mentors University of Surrey residential Bridging the gap day

Our aims: consistency consistency consistency consistency 1. 2. 3. 4. 5. 6. 7. Consistency of organisation cloned VLE Consistency of expectation study skills booklet Consistency of self-assessment PLCs Consistency of problem solving P4C strategies Consistency of differentiation literacy/numeracy mats Consistency of use of technology technology days Consistent culture of self-improvement: student voice, ALPS Summer Homework Booklet Teachers have been asked to set tasks over the summer that help students successfully bridge the GAP between GCSE and A-level. The tasks are outlined in the Summer homework booklet that was given out on induction day. We want the tasks to be fun AND we want them to help students to develop appropriate A-level knowledge and skills. This will help students to hit the ground running in September as we only have two terms to prepare them for their AS level examinations.

Enrolment day External students In order to take up a place please you should bring your results to Grey Court Sixth Form on Thursday 21st August from 9pm or on Friday 22nd August from 9am12pm. You will be interviewed to confirm your place and course options. Please bring your exam results sheet/certificates with you. If you are from abroad make sure you have a copy of your passport and have provided us with academic transcripts/results sheets Please make sure that you have an action plan in place for your child just in case they dont get the required grades in August GREY COURT STUDENTS QUEUE AROUND THE BLOCK TO TAKE UP A PLACE IN OUR NEW SIXTH FORM Are the ALPS? 1. A range of European mountains where hedonists can indulge in some apres-ski. or 2. An A level performance system whereby we can judge our results against 1,400 schools and colleges in the UK? ALPs- ine Guru Minimum A level target grades: these are calculated from an average of GCSE points scores University of Surrey:

year 12 residential In the top 6 universities in the country. Study skills seminars Talks talks from the universitys careers officers Research skills opportunities Science teaching links with GC Sixth from We aim to run this trip from September 10th to the 12th in order to bond the year group and give them an accelerated start to Sixth Form life. STUDY SKILLS BOOKLET Ms Fincham has produced a study skills booklet with advice, examples and activities based around the acquisition of key academic methods and techniques. In order to gain their A-level license students will be required to work through this booklet. Teachers will use the booklet as a point of reference throughout the year so that our teaching of study skills is consistent. We believe that by getting students up early and providing a structured day WITH supervised study periods, then we give them the best chance of success. ROUTINE! However, we do recognise the need to foster

independent and selfdisciplined learners and so those students who gain their A-level license in October will be allowed to study at home after lunch, if they dont have lessons. The Sixth Form Planner This contains details about all the expectations, initiatives and procedures that students will need in Year 12 as well as useful advice on UCAS, Gap years and apprenticeships. The cunning parent will read this! 6th FromMonitoringreport- October 2014 Dear Parent/Carer, RayCourt 12ASH Alps Target: A2 Students work towards their readiness for A-level report in early October. If they achieve a 1-2 grade then they are awarded their A-level license and are given time to study independently at home after lunch, if they have no lessons. It helps us to reward students who have successfully bridged the gap between GCSE and A-level study by giving them more freedom. It also helps us to provide structure, guidance and advice to students who have found the transition more problematic. Chemistry Maths History

English Literature Approach to Studies 1 1 1 1 Attendance to lessons X X X X X = excellent attendance Y = some lessons missed Z = concern raised over attendance The first grade gather of the year has been completed where teachers have been asked to judge the students Approach to A-level study, and also their attendance to lessons. A brief description of the grades awarded to Ray are listed below: 1 Excellent start to the course. Notes are detailed and well organised and the student is also prepared and organised for lessons with the correct equipment and completed homework. The student has produced work showing solid A-level depth and understanding. Evidence of wide reading, independent learning and applied thinking skills have been demonstrated in class and in written work. 2 Verygood start to the course. Notes are thorough and clear but could be more detailed. The student is prepared to for lessons and homework is done. Student has produced work showing potential to develop into solid A-level depth and understanding. Some evidence of wide reading, independent learning and applied thinking skills have been demonstrated in class and in written work. 3 Satisfactory start to the course. Some evidence of note taking but depth and organisation could be improved. Students personal organisation and preparation for lessons is adequate, but student needs to develop depth and understanding to produce A-level standard work. Limited evidence of wide reading, independent learning

and applied thinking skills have been demonstrated in class and in written work. 4 Concern about start to the course. Student really needs to increase the time spent on work to add depth and increase understanding. Little evidence of effective note-taking and poor organisation. Very limited evidence of wide reading, independent learning and applied thinking skills have been demonstrated in class and in written work. In general year 12 have received a great deal of praise from their teachers and tutors for making a very positive start to the year, especially with regard to their participation in initiatives such as the 35 hour challenge. If you wish to discuss your childs report please do not hesitate to contact me at the following email address: [email protected] The next monitoring report will be generated on academic tutoring day which is on 19th November. Students will bring you this report to sign in the form of a progress review booklet. Yours sincerely, Richard Clements A01 clarity of communication Introduction sets up a hypothesis Introduction address/defines key words in the question introduction list 4 main points to be developed introduction references author and text's title. Is 6-8 lines long body paragraph starts with a strong topic sentence introduces the quotation effectively includes a relevant quotation zooms into quotation and analyses it provides a context/interpretation concluding line makes a link/judgement conclusion summarises key points from main paragraphs makes a judgement/evaluation related to the question Is 6-8 lines long Accurate SPG A02 analysis of form/structure/language writer uses analaytical link phrases identifies and comments on 6 comic devices identifies and comments on 6 language devices identifies and comments on 3 structural devices makes reference to text's form

A03 Interpretations makes reference to a comment from a review applies a critical reading: e.g Marxist makes reference to a theatrical production makes reference to an academic article A04: social, historical, cultural contexts makes reference to changes in audience expectations over time makes reference to theories of comedy: eg carnivalesque makes reference to historical contexts e.g role of women student 6 student 5 student 4 student 3 student 2 student 1 Coursework unit 2 Dramatic genres - Much ADO TLC 1 3 1 2 3 2 2

2 2 1 2 1 1 2 3 1 2 1 1 1 4 1 2 1 3

1 1 2 1 1 1 1 4 1 1 1 1 1 1 1 1 1 1 2

1 1 1 1 1 2 1 1 2 1 4 3 3 4 3 3 1 4

2 2 1 2 1 2 3 3 3 4 1 4 2 3 2 3 4 3 4

3 3 4 1 3 2 2 1 1 1 2 2 2 1 2 1 2 2

2 1 1 1 2 2 1 2 2 4 4 4 4 4 4 2 3 2 2

2 2 1 3 2 2 2 1 3 3 3 3 3 3 1 3 3 3

3 3 2 3 1 3 3 3 1 4 1 1 2 3 1 3 1 1 2

3 1 3 1 1 2 3 PLC example PLC stands for PERSONAL LEARNING CHECKLIST: this is based around the examinations assessment objective. Students and teachers assess their progress based around the objective. It allows both parties to identify areas of weakness and amend them! A01: Blue (4) = simple attempt, Red (3) = some structure, Amber (2) = clear focus, green (1) = sharp focus A02: Blue = some awareness of form, structure, language, Red = considertion of FSL, Amber = analysis of FSL, Green = exploration of FSL A03: Blue = some awareness of interpretations, Red = consideration of interpreatation, Amber = discussion of interpreations, Green = evaluative discussion of interpreations A04: Blue = some consideration of context of comedy; Red = consideration of context of comedy, Amber = clear consideration of context of comedy, green = evaluation of context of comedy.

Grey Court Lower Sixth Mentor time based around the P4C ideology. In order to encourage students to develop the higher order thinking skills that unlock A-level success, our mentor periods will be based around fun activities that require students to: Expand, reason, enlighten, hypothesise and enquire. Monday EXPAND Expandthe parameters of MC amateurs through as programme of wide reading/listening in tutor time. Lists of wide reading texts/resources, focused around each subject area will be provided to students and (where possible) stocked by the library. Students will be encouraged to read the texts for enjoyment and note down ideas/facts/quotations that they can apply I their studies or use to embellish their personal statements. The form tutor will periodically review the students wide reading progress and discuss how their parameters have expanded with them. Wide reading monitors will compile a list of useful notes and ideas and discuss these as a class at the end of tutor time. Tuesday enlighten Assembly 8.30-8.45am HoS, tutor, SLT, guest speaker, Student led. Wednesday REASON: Do you consider this to be a case of cruelty to animals? Who is the prisoner? Thursday

hypothesise 4. Using only a four-minute hourglass and seven-minute hourglass, measure exactly nine minutes. Friday enquire The Sir Duncan Rice library is housed in the university of an oil rich British city? We have fostered links with NHS agencies which we can refer you to. Form tutor daily contact plus one to one meetings every half term Supervised study organisers help with your organisation and work related issues

Our communication philosophy is to create unbelievable belief in each student by interacting positively with you for the majority of the time. Higher education officer / office manager/library manager = help, guidance, a friendly ear, organisation! Year 13 students will adopt a Year 12 student as a buddy! Ex-students will be recruited to mentor Year 12 students Student mentoring: Year 12 students will adopt Year 7 & 8 classes Well being issuesaddressed, publicised, challenged in our assembly programme

Grey Court Sixth Form: Well-being provision Enrichment afternoons and PSHE days seminars, guest speakers, events yoga, give blood, Sexual health etc Our counsellor a trained expert who you can talk to or be referred to if we are worried about your well-being Rewards Events: Star of the week board, achievers breakfasts, birthday celebrations, communal celebrations e.g summer picnic Restorative approaches programme we want to hear your voices! Well-being websites published on VLE, and student diary, well-being noticeboard in the

sixth form SEN - case study meetings between student- SEN mentee, HOY, teachers, parent. How You Can Help Your Sixth Former! 1. Make sure they get up in the morning on time. 2. Help them organise their folders. 3. Take an interest in their studies. 4. Get them to read you their essays. 5. Provide a quiet place for them to study OR drive them to a quiet place to study. 6. Dont make them study too hard help them with their wellbeing. 7. Read their planner so that YOU know the Sixth Form Expectations. 8. Place their timetable on the familys calendar / organisation board.

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