Yr 12 Parents’ Information Evening

1. Yr 12 Parents’ Information Evening 256h September 2014 LIFE POST-16

2. Building on success... • A level results this year at St Paul’s were excellent. • 46% of all A Level grades were A*-B • 76% of all A Level grades were A*-C • 99% of all A Level grades were A*-E • Our value added score was 0.26. This means that, on average, on every A level courses students achieved ¼ of a grade higher than expected. • 70% of Year 13 have gone on to University. • 94% of these students achieved their first choice and the range of universities they are attending is very impressive.

3. A Level Biology, Chemistry, Dutch AS Level Physics Work experience at small dental practice Assisted in EAL base weekly University of Plymouth Dental therapy and hygiene (ABC) A Level English Lang and Lit, History, Sociology AS Level German Extended Project Shadowing legal advisor University East Anglia to study Law (A*A*A) BTEC Science (Dip) A Level Health & Social Care (S) Weekly work experience in MK hospital University of Essex to study Nursing (D*D*C) BTEC Business (Sub), A Level Psychology and Sociology Young enterprise University of Lincoln Psychology (D*AA)

4. Working Towards Your Goals ‘Discipline is the bridge between goals and accomplishments’

5. ALPS Generated by your prior attainment

6. Meeting targets increases life chances Start looking at course requirements – you need to know now what you need to achieve by the end of year 13. The end of year 13 will be too late!

7. What makes the difference? • Attendance is crucial • When comparing students of equal prior attainment and target, those with attendance of over 95% perform one grade higher than those with attendance of 85% or less. • Each further 10% fall in attendance reduces this performance by another grade

8. What makes the difference? • Getting straight down to A level work and producing work that is in line with the expectations of your target • All work produced in class and for homework must be in line with your minimum target grade or greater. • Homework must be done and done on time • Take part and enjoy. • 3 – 4 hours of private study per subject • Have pride in your sixth form and respect the work that you and your teachers do.

9. Step up to sixth form • On the 26th September all teachers will give students a grade from 1 to 4. 1 is the highest and 4 is the lowest. • What do these grades mean?

10. Grade 1 • The student demonstrates consistently the basic habits and the core habits for Building Better Learners at Post-16. The work produced and assessed is always of ‘on target’ or ‘above target’ quality. S/he is already demonstrating progress and the progress s/he is making, if sustained, means s/he will definitely meet or exceed the ALPS target grade.

11. Grade 2 • The student demonstrates significant progress towards meeting the basic habits and the core habits for Building Better Learners as Post-16. By the end of the four week transition period the student demonstrates the right aptitude for study, produces work that is of ‘on target’ standard and demonstrates an approach to study that suggests the target grade will be attainable by the end of the course.

12. Grade 3 • The student is finding the transition to Post-16 a challenge and progress towards meeting the basic habits and core habits for Building Better Learners at Pot-16 is inconsistent. The work produced is often ‘below target’ but there are signs that progress is being made. With further intervention the student should be able to make the progress needed to meet his or her target and will definitely achieve a grade by the end of the course.

13. Grade 4 • The student is not demonstrating an aptitude for the subject and/ an appropriate approach to learning. This may be because s/he has made no progress towards meeting the Basic and Core Habits or because there is a fundamental lack of interest in the subject. All work produced is ‘below target’ and there are no or very limited signs of progress. The student will definitely not reach the ALPS target and progress already demonstrates s/he could fail to reach pass standard.

14. Assessment: A Levels • AS • You will have two or three units. All examinations are taken in May and June. There are no January examinations. • The AS units count for ½ of the A level marks. • The grade you achieve at AS is a very good indicator of the grade you will achieve at the end of year 13.

15. Assessment: BTEC • BTEC subsidiary diploma • Three units will be completed in year 12. • BTEC Diploma • Six units will be completed in year 12. • BTEC is all coursework but ... • There are new rules about submission of units. • The grade you achieve at first submission is the grade you will achieve for that unit. • There is no chance of ‘improving’ units at the end of the course when you realise that you need more points for the University of your choice • If you know that you need a D*, then you have to achieve D* NOW!!!

16. Taking every opportunity. ‘You will always miss 100% of the shots you do not take.’

17. Enrichment • THURSDAY p3&4 • Extended Project • Young Enterprise • Language leaders • Mandarin • Study skills

18. Enrichment WEDNESDAY P7&8 • A variety of sports including: • Football • Basket Ball • Netball • Gym • Leadership through rugby union • Yoga • Creative Writing • Dance Troupe • Film Club • Volunteering

19. Extra • Extended curriculum • KS5 STEP Maths • Cooking on a budget • Creative Writing • World Challenge • D of E GOLD Award • Volunteering • Inside and Outside of school. • 2 hours per week • Engineering Education Scheme • Science club • Research cafes

20. My fascination with different cultures and eagerness to explore the world led me to join World Challenge, heading for Madagascar in July 2010. This is a decision that has tested my ability to raise funds independently, collaboratively and as a leader. In addition to the attraction of exploring an area of the world so strikingly different from my own and seeing wildlife unique to the country, the opportunity to make a difference in a less fortunate community enhanced my desire to take part. I take pride in the fact that I have voluntarily provided assistance to others, particularly within the Geography department. This has involved decorating classroom display boards and helping in lessons, amongst other tasks. During the exam period of 2009, I discussed experiences I had faced concerning exams with other students and mentored them during revision. In September of 2009 I volunteered to go on a field trip to Eastrop Farm in Oxfordshire where I led groups of students in river experiments. Through this, I have learnt the importance of ensuring the safety of the situation. These experiences led me to seek further experience in a local primary school.

21. SUPPORT at home... • For every student, the school day starts at 8.50am. Please contact the school if they are unable to attend and support absences with a note. • Attend both mentoring days. • Monitor paid employment – no more than 10 hours is recommended by recent research. • Support your son/daughter’s independent work for example… • Library taxi • Provide a quiet work area • Be aware of how and what your son/daughter learns.

22. Contacts • donna.smith@st-pauls.org.uk Head of Year 12 • kiersten.best@st-pauls.org.uk Director of Post-16 Learning and Progress • sandy.thomas@st-pauls.org.uk Learning Mentor and Chaplaincy Support