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AGS SIXTH FORM HANDBOOK 2020-21

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CONTENTS:

THE SIXTH FORM TEAM Page 3

WHAT IS EXPECTED FROM A SIXTH FORM STUDENT AT AGS? Page 4

WHAT DOES BEST PRACTICE LOOK LIKE IN TERMS OF DAY-TO-DAY ORGANISATION FOR A SIXTH FORM STUDENT AT AGS? Page 4-6

WHAT DOES BEST CLASSROOM-BASED PRACTICE LOOK LIKE A SIXTH FORM STUDENT AT AGS? Page 7-8

ADVICE & GUIDANCE ON KS5 ‘NON-CONTACT’ DELIVERY (STUDENTS AND PARENTS/CARERS) Page 8-11

WHAT ACADEMIC SUPPORT AND/OR INTERVENTIONS ARE OFFERED TO SIXTH FORM STUDENTS AT AGS? Page 11 - 12

HOW COULD PARENTS/CARERS SUPPORT NON-CONTACT STUDY? Page 12

DEVELOPING THE WHOLE LEARNER – TAKING OPPORTUNITIES

UCAS & CEIAG SUPPORT Page 13 - 15

AGS SIXTH FORM STUDENT LEADERS Page 16 - 20

USEFUL CONTACTS FOR STAFF, STUDENTS AND PARENTS Page 21 - 23

WHAT IS EXPECTED FROM A SIXTH FORM TEACHER AT AGS? Page 24

WHAT DOES BEST PRACTICE LOOK LIKE IN TERMS OF DAY-TO-DAY ORGANISATION AND PLANNING FOR A SIXTH FORM TEACHER? Page 24 - 26

WHAT DOES BEST CLASSROOM-BASED PRACTICE LOOK LIKE FOR A SIXTH FORM TEACHER AT AGS? Page 26 - 29

WHAT IS EXPECTED FROM A SIXTH FORM TUTOR WITHIN AGS SIXTH FORM? Page 29 - 32

WHAT QUALITY ASSURANCE SYSTEMS AND ACCOUNTABILITY MEASURES ARE IN PLACE WITHIN AGS SIXTH FORM? Page 33 - 36

APPENDICES Page 37 - 58

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THE SIXTH FORM TEAM

Mr. M. Walford – Head of Sixth Form (Mark.Walford@ashgreenchool.org.uk)

Mrs. Wallis – Assistant Head of Sixth Form (Hannah.Wallis@ashgreenschool.org.uk)

Mrs. Clare – Assistant Head of Sixth Form (Georgina.Clare@ashgreenschool.org.uk)

Mrs. Mahloudji – CEIAG Advisor (Rebecca.Mahloudji@ashgreenschool.org.uk)

SLT LINK FOR AGS SIXTH FORM

Mr. Leigh – Vice Principal (Tony.Leigh@ashgreenschool.og.uk)

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WHAT IS EXPECTED FROM A SIXTH FORM STUDENT AT AGS?

Above all, consistency is key to being a successful student within the Sixth Form. As you will be aware, A-levels have reverted back to a linear –model meaning nearly all courses are assessed fully at the end of two years. With this it is critical that all students commit to pro-active approach to their academic and personal development in order to build the skills required to take on the demands of a two-year programme. What this means in ‘real terms’ ins that all Sixth Formers should continuously engage in a cycle of academic development which involves the frequent completion of subject-based pre-reading, the consolidation of notes from each lesson and the revisiting, revision and digestion of subject material.

In addition to committing to the active development of your academic progress, we set high expectations for each of our students with regards to participation in personal , educational and vocational enrichment opportunities. Sixth Formers are thus able to aspire to be the best version of themselves through active and practical involvement in our PSHE, UCAS and Careers-based programmes and other enrichment offers.

It is through displaying such consistency in commitment and initiative that each of our Sixth Form students can successfully position themselves to achieve educational excellence.

WHAT DOES BEST PRACTICE LOOK LIKE IN TERMS OF DAY-TO-DAY ORGANISATION FOR A SIXTH FORM STUDENT AT AGS?

It is true that the shift from Level 2 GSCE/BTECs to Level 3 A-Levels/BTECs is a significant one which indeed can at times feel overwhelming. Sixth Form brings with it an increased level of expectation around students being independent learners and taking responsibility for their own progress and development. In order to prepare for such a (rewarding) challenge it is absolutely essential that Sixth Formers organise themselves effectively and plan their time with maturity and reflective attentiveness. Likewise we aim to nurture a ‘growth mindset’ within our students whereby students deve lop resilience and an appreciation that success is dependent on the application of continued efforts in the face of challenge and difficulties that are by no means insurmountable.

Sixth Form students can expect their organisation and behaviours for learning to be checked by the Sixth Form Team itself, by their subject teachers and of course by members of the Senior Leadership Team within formal quality assurance checks such as teaching and learning observations, learning walks and departmental/faculty review processes including work scrutiny systems but also informally by members of the Sixth Form staff body.

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By way of providing some basic advice and guidance to our Sixth Formers we expect all students to be prepared with the following items during the course of their study:

Access to a completed study timetable and/or access to individual weekly targets as per our Sixth Form Study Planning Policy (See Appendix 1). This will allow students to pro-actively shape their own learning during their study period NB: There is no such thing as a ‘Free Period’ within the Sixth Form. When students have non-contact study periods they are expected to engage fully in meaningful and purposeful Sixth Form work e.g. revision, additional reading, UCAS, and CEIAG-based efforts. Here it is important to note that for each subject a student studies they are expected to carry out a minimum of 5-6 hours of independent work per week outside of their timetabled sessions. This means that study hours are of critical importance to Sixth Formers as it is during these hours that much of this additional independent study can be carried-out. During such time students may wish to but are not restricted to:

o The completing pre-work for their taught sessions o The practice of re-visiting and consolidating notes and creating

revision materials o The completion of wider/additional reading and research including

the sourcing and reading of additional academic textbook chapters, journals and newspapers.

o The practice of additional exam/assessment-based questions/papers.

o Appropriate UCAS and CEIAG-based research and completion of related requisite documentation.

‘Day’ folders – these are folders that are brought to Sixth Form and lessons each day. They are used to bring requisite notes, homework, completed pre-lesson work to each lesson. Likewise they are used to file and take home any work completed each day. Students would be best advised to carry one ‘day folder’ with them for each of their subjects being studied on each day.

‘Subject’ folder – these act as a record of your complete learning in each of your subjects ‘to-date’ and will form the basis of your revision and consolidation for your subjects. Students should transfer material from their ‘day folder’ to their ‘subject folder’ at the end of each day once on arrival home. Students should have one (or more if one folder is not big enough) ‘subject folder’ for each of their subjects.

Within each ‘subject folder’ students should ensure that they can regularly access and refer to:

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All key subject/course documentation i.e. Exam Board Specification, Past Exam Papers, Past/Present Exam Mark Schemes, Past Exam Examiner Reports. These might be paper based documents or accessible by an electronic link such as a QR code that is displayed prominently in the front cover of your folder.

All class notes and completed work from lessons (transferred from ‘day folders’). This includes completed homework and any pre-lesson work that students have been tasked with carrying out.

All subject-based Assessments including Feedback on such Assessments and evidence that students have reflected and acted upon feedback from their teachers. ‘Evidence’ of student engagement with feedback and take many forms but includes annotations, improvements in subsequent assessment, re-writes of sections/the entirety of a piece of work.

Guidance on wider reading and additional study. Such guidance may take the form paper-based/electronic reading lists and signposting to online materials that have been upload to the Sixth Form SharePoint VLE.

NB: Individual subject leads will offer guidance to students on subject-based expectations around the organisation of files and folders.

Effective time-keeping (punctuality and attendance) are of paramount importance within the Sixth Form. Our Sixth Form Attendance & Punctuality Policy can be found in Appendix 2 of this document.

Within the Sixth Form we do operate a dress code policy which we expect student to strictly adhere to (See Appendix 3 for details).

Sixth Formers may well be loaned a subject-based Textbooks or indeed be encouraged to buy them themselves. Upon completion of their courses / requisite units students will be expected to return loaned textbooks in the same (or as close to) condition they were given out in or be asked to pay for a replacement. It is important to note here that our Sixth Form utilises a bespoke Sixth Form SharePoint VLE and students will need to engage fully with the online materials that are available to them on this platform.

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WHAT DOES BEST CLASSROOM-BASED PRACTICE LOOK LIKE A SIXTH FORM STUDENT AT AGS?

Sixth Formers are expected to make the most of their time in classes with their subject teachers and to do so should adhere to the following minimum expectations:

Attend all lessons with strict punctuality. Where this is not possible students should notify their teachers in advance (if possible) of any absences prior to the lesson and arrange a suitable time for missed work to be collected and completed according to deadlines set by their teachers.

Students should arrive fully equipped to their lessons with necessary stationary, textbooks, completed pre-work/assessments/homework (where applicable), their day folder and any other equipment required for their subjects as outlined by their teachers.

Students should ensure that they are aware of their minimum target ALPs grades as well as any other targets which have been set for and/or by them.

Students are expected to be active participators in their lessons, taking responsibility for their own learning by:

o Fully engaging in class-based activities whether these be individual-based, paired, small-group or whole class tasks.

o Following teacher instructions first-time o Contributing positively and actively to question and answer

sessions. o Contributing positively and actively to group discussions o Taking notes pro-actively o Appropriately seeking guidance, support and/or clarification from

the teacher o Arriving to class having completed all requisite pre-

work/assessments/homework (where applicable) o Documenting instructions and key deadline dates for pre-work,

study-time directed work, homework and/or assessments o Organising your notes in a fashion as directed by your subject

teacher o Utilising Sixth Form ‘Green Rooms’ independently and as

directed to do so by their subject teachers (see Appendix 4) o Mobile phone use in class is permitted within Sixth Form lessons

but only with the explicit instruction and consent of the teacher and the use of mobiles phones within the classroom is solely reserved for teacher-endorsed teaching and learning opportunities/activities. Teachers hold the right to confiscate as per whole-school policy.

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Students should note that their behaviour for learning (as outlined within this document) will be scrutinised and reviewed regularly by the Sixth Form Team itself, by their subject teachers and of course by members of the Senior Leadership Team. Such reviews can be informal in nature and/or via formal quality assurance systems and processes. This includes teaching and learning observations, learning walks (see Appendix 5 for Learning Walk Proforma which has a section dedicated to the quality assurance of student behaviours and attitudes for learning) and departmental/faculty review processes including work scrutiny systems but also informally by members of the Sixth Form staff body.

The same high standard of expectations also apply to student conduct with regards to attendance, punctuality and behaviours for learning in the context of our Sixth Form Registration, Tutor, Assembly and PSHE systems/programmes.

In instances of Sixth Formers failing to adhere to our expectations around behaviours for learning, attitudes to learning and indeed non-compliance with any aspects of our Sixth Form policies, such students will be held accountable in line with our Sixth Form Support and Behaviour Policy (See Appendix 6).

ADVICE & GUIDANCE ON KS5 ‘NON-CONTACT’ DELIVERY (STUDENTS AND PARENTS/CARERS)

As you may be aware already the our Sixth Form has had to make adjustments to the

current lesson timetable due to restrictions caused form planning for COVID-safe

environment. Though we hope that these changes are an interim-basis only we do need

to organise ourselves and plan accordingly for what will indeed be a culture shift in

teaching and learning for us all. As it stands each subject will be delivering 6 hours of

contact-time (over 2 x 3 hour sessions, across the two-week timetable. This means that

each subject department will be looking to compensate for the 3 hours of contact -time

that students are usually afforded, through non-contact ‘distanced’ learning’.

We would like to offer a window in to the advice and guidance that we have issued our

Sixth Form teachers with regarding the expectations and format of non-contact teaching

& learning in this document. We would also like to take the chance to offer assurances

that our work around non-contact teaching and learning is being underlined by a

commitment to assure relevance, consistency of quality, challenge and support

throughout.

What Will Class Contact Sessions Look Like?

Given that we have slimmed down contact time from 9 hours to 6 hours over a

two-week period students should expect their sessions to be content-driven so that

we can ensure all subject exam-board specifications are being covered.

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Due to COVID-safety measures in the classroom students will need to sit distanced

from another, facing the front of the room and ensuring that bags and coats are

safely tucked under tables.

Students should expect a heightened degree of note-taking and assessment for

learning through strategies such as targeted questioning

All taught sessions will take the form of 3 hour blocks which are broken up by

either break or lunch depending on whether the session is am or pm.

Students are only expected to attend school for their timetabled session unless

instructed otherwise by the Sixth Form Team.

What Will Non-Contact Sessions Look Like?

Much discussion has taken place on the best format for non-contact delivery which

has involved Learning Team Leaders, Subject Team Leaders, Subject Leads and

through Student Voice with our Year 13 Cohort. It is paramount that students

realise that their 3 non-contact hours for each subject do not replace ‘additional

study’ that would usually be expected of them but is indeed additional to it so that

they are receiving 9 hours per subjects plus requisite homework, directed study

time.

In a similar vein students should recognise that the bulk of their study will now take

place within the home environment rather than within the Sixth Form Study Areas

and therefore students should treat each week-day as a full study-day regardless

of whether they are due to come in for lessons that day or not. A full study day

runs from 8:45am – 3:30pm.

Online systems will be pivotal in maintaining communication with students as well

as for passing on learning resources. Whilst the Sixth Form have ran checks

regarding to relevant ICT systems and will encourage all students to check-in with

these systems on a routine basis. To this end, KS5 subject-leads and tutors will

be making routine checks with students that they can access School Email,

Microsoft TEAMs, UniFrog, UCAS, the Sixth Form SharePoint VLE and any

other subject-specific systems such as Seneca, reporting to the Sixth Form any

issues that students flag. Of course we ask that students be proactive in raising

issues and concerns relating to ICT systems.

The timing of setting non-contact work will differ from subject-to-subject depending

on when first subject classes have been timetabled. For some subject-leads there

will a significant length of time between the start of the teaching year to when they

actually see their class for a contact-session. If this is the case then subject-leads

will endeavour to begin on-line content in the first instance to prepare students for

their first contact session. Conversely, some subject-leads will see their classes

for contact sessions early-on in the calendar and therefore follow on from a contact

session with non-contact material. Whether non-contact sessions precede or

follow-on from the first contact sessions please be assured that such work will

demonstrate a relevance, consistency of quality, challenge and support.

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Accountability for the completion of non-contact work falls firmly on the student

and failure to complete (without any reasonable reason that should have been

communicated to the Sixth Form and Subject-Leads beforehand) will result in

discipline through the behaviour systems. We ask for the use of Yellow warnings

in the first instances whilst we all get to grip with new systems and ways of

working (up to the end of Sept) and then Amber Warnings from 1st Oct through.

Accountability also rests on subject-leads and their departments to quality assure

the work that is being planned and delivered as well as for the disciplining and

rewarding of students regarding completion. We ask that subject-leads take a

‘front-line’ approach to challenging and supporting students over incomplete work

and utilise ClassCharts accordingly. Subject leads will notify the Sixth Form in such

cases and we will then be able to follow-up with our own measures/checks and

implement behaviour-stages as per our policy

The Sixth Form team alongside the Senior Leadership Team will monitor the

relevance, consistency of quality, challenge and support being set by our

teachers through a variety of measures which include but are not limited to work -

scrutiny, departmental reviews, learning walks and classroom observation, K5

‘teach-meets’ and student and parent voice.

In terms of what activities might be set for these non-contact hours the following

offers an overview of some of the tasks and activities that teachers may set

students but is by no means exhaustive. The list has been informed by both

student and staff voice and we are pleased that subject-leads have such a variety

of experiences to offer their students and supplement their subjects. The Sixth

Form does not wish to prescribe a set format for non-contact delivery across all

subjects but rather trust subject-professionals to explore the most suitable model

for their own students/subject but do so in the with a commitment to offering

consistency of quality, challenge and support throughout:

o Pre-reading for contact-sessions

o Annotating Model Answers/responses

o Mock Exam Questions Practice

o Live Subject Lessons (Via TEAMs) – full sessions or bookended check-ins.

o Pre-recorded ‘talk/walk’-throughs on key topics/concepts/assessment

o Attempting (meaningful) textbook/assessment questions

o Producing PowerPoint Presentations to share with group

o Production of Revision Materials

o Note Consolidation

o Folder Organisation

o Reading/Exploring Examiner Reports

o Prompting Discussion via TEAMS

o Wider Reading to supplement a subject materials

o Stretch & Challenge Activities

o Completion of Non-Examined Content (Coursework)

o Offer a 1:1 timeslot for discussion/check-in with Teacher

o Self-Assessment and exploring mark schemes.

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o Seneca Learning (or similar subject-based online systems)

o Live or pre-recorded Practical Demonstrations

o Supplementing subject material with documentary/film/video content

o Directing students to self-learn a new topic with follow up in contact-

sessions.

WHAT ACADEMIC SUPPORT AND/OR INTERVENTIONS ARE OFFERED TO SIXTH FORM STUDENTS AT AGS?

Alongside additional subject-based interventions and support (as might be offered on a departmental level by subject teachers) the Sixth Form implements and offers a spectrum of academic support systems and programmes that although can vary in content and provider each year have included but are not limited to:

Our Sixth Form Progress Intervention Policy (PIPs) (See Appendix 7)

Our Sixth Form ‘Green Room’ Policy (See Appendix 4)

A robust system for ‘Student Voice’ and ‘Parent/Guardian Voice’ feedback opportunities throughout the academic year.

Engagement with EtonX Programmes in Academic Writing and Resilience

Creative Writing Workshops and 1:1s delivered by the Creative Education Trust

Public Speaking Workshops and 1:1s delivered by the Creative Education Trust

A Variety of Skills-based workshops and assemblies delivered by Universities and Professionals from Industry.

Investment in the MyTutor Programme

As a Sixth Form we are aware that students often differ in their academic needs and this end we would like to assure you whilst our planning respects the right to inclusivity to our entire student population that we do offer extended and purposeful provision for students who fit into the following categories:

GCSE Retake Students in English & Maths

Education, Health & Care Plans (EHCP)

Special Educational Needs and Disabilities (SEND)

Looked After

Those in receipt of the 16-19 Bursary

High Achievers through our Honours Programme (see Appendix 8)

Alternative Curriculum Students

We are able to offer assurance that as a Sixth Form we work very closely with our whole school Director of Inclusion and Designated Safe Guard Leads (one of which is a member of a Sixth Form Team) to ensure that our safeguarding practices and our support offer is of the highest possible quality.

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As per our fundamental Sixth Form expectations, we expect Sixth Form students to reciprocate the support we offer by also (where possible) actively seeking, participating in and committing to such support and interventions as offered within our Sixth Form and/or as signposted by the Sixth Form.

HOW COULD PARENTS/CARERS SUPPORT NON-CONTACT STUDY?

It is a fundamental value within or Sixth Form that we strive to work kin partnerships with our students and parents/carers throughout our time together. Above you will have read that our Sixth Form has robust academic and pastoral support systems in place to help our students make progress and make the most of their education with us. Accordingly we would like to offer parents/carers some practical advice on how they might best support their child in their home study which becomes even more crucial throughout this COVID-period.

Parents/Carers should be aware that the Sixth Form insists (as mandatory) that all students complete a Study Plan each Monday by 4:30pm for the week ahead. Encouragement, reminders and input from parents/carers in completing these Study Plans would be immensely worthwhile (see Appendix 1 for Study Support Documents). Students will undoubtedly require support at home to establish academic routines and habits.

We ask all parents/carers to familiarise themselves with the Progress Intervention Policy (PIPs – see Appendix 7) and contribute to such processes alongside teachers and students where applicable.

Where possible it would useful for students to be allocated a study area (even if temporary) at home which can be as distraction free and comfortable for students as possible. On this note encouragement and reminders to students to keep this space organised, clean and tidy (fit for purpose) would be beneficial.

Help monitor the time that students are spending studying their individual subjects/topics and help them strike a balance between subject-study and breaks/down-time to support student wellbeing. Regular breaks would be beneficial and we of course encourage students to exercise where possible, eat a balanced diet and seek fresh air in their gardens/an outdoor area where possible. A healthy sleep routine could also be encouraged and monitored.

Parents/Carers are encouraged to instigate and facilitate open and regular dialogue with students so that they are continually kept up-to-date with progress and issues that arise.

If parents/carers feel that they need support, advice and guidance on specific issues regarding academic study and /or wellbeing please do contact the Sixth Form Team as soon as possible.

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DEVELOPING THE WHOLE LEARNER – TAKING OPPORTUNITIES

Within our Sixth Form we are proud to offer an ever-growing enrichment and development offer which is constructed with the purpose of helping our students develop on an educational, personal and vocational level. Not only will do we strive to support the growth of each individual within our Sixth Form, we actively encourage, promote and reward student-engagement in extra-curricular enrichment and development opportunities as our commitment to developing a growth mind-set within our students extends beyond academic pursuit. Whilst our offer continues to evolve year-on-year the following list outlines some of the programmes we have offered within Sixth Form to encourage, support and reward extra-curricular development:

Our Sixth Form ‘Success in Enrichment and Extra—Curricular Development Scheme’ SEEDs (See Appendix 9)

Bi-annual international excursion to Kenya

Annual international trip to Berlin

Annual international visit to Auschwitz, Poland as part of our ongoing involvement in the Lessons from Auschwitz programme (Holocaust Memorial Foundation)

Annual involvement in the Life Behind Bars conference (True Life Conferences)

Annual team-building exercise to Conkers; World of Adventure & Discovery

Annual rewards trip to Alton Towers/Thorpe Park

Annual CET Inter-trust Creative Writing Competition

Annual CET Inter-trust Public Speaking Competition

Annual CET Inter-trust Design Prize Competition

Opportunities to engage in a variety of sports & charity events

UCAS & CEIAG SUPPORT

Alongside the academic and enrichment support that we offer within AGS Sixth Form we also offer a robust programme of UCAS & CEIAG support. As a Sixth Form we recognise that our students are faced with an ever increasingly competitive market-economy on a global scale and accordingly we prioritise the preparation of our students for future further/higher educational study, vocational training, or employment.

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To this end, the Sixth Form Team and the Sixth Form Tutor Team work closely with our

impartial CEIAG Careers Advisor to offer a programme of individualised guidance with regards to planning for future destination. In particular each student follows a carefully designed programme of UCAS-based support that helps them complete competitive University applications including their personal statement which can also be used to help shape vocational/apprenticeship applications. The personal statement affords the opportunity to our students to showcase their suitability for their chosen course/programme. It is crucial that within this personal statement that students show that they are enthusiastic, committed individuals who can demonstrate comprehensively that they ‘stand-out’ amongst their peers.

Our comprehensive programme of UCAS and CEIAG support is reinforced by the integration of industry and university expert advisors and facilitators as well as a well-resourced Sixth Form SharePoint VLE. We strongly recommend that the support we offer is supplemented by pro-active, independent student research and attendance at university and careers open-days/fairs as well as our in-house ‘Options at 18 day-programme.

We understand that there is no singular pathway or every student and that each student needs support in making informed and personalised decisions about their futures. To this end we encourage students to begin making early reflections on and engaging in purposeful discussions around:

What are their unique interests are?

What skills and talents do they possess?

What skills and talents do they wish to develop

Are they prioritising an academic route, a vocational route or do they wish to combine the two?

What grades are they on track to realistically achieve?

Do they have an appreciation and understanding of funding arrangements for potential pathways?

Are their aspirations to stay in the UK or study/work abroad?

By way of affording students some early insight into how the UCAS application process operates students would do well to familiarise themselves with the UCAS website (www.ucas.co.uk) where they can find guides and FAQs with regards to making their applications online as well as links to UK and overseas universities. It is useful to note that whilst some universities require specific grades in specific subjects to study with them, others award places based on a total of UCAS tariff points. UCAS tariff points for all qualifications can also be found on the UCAS website. Key dates and timings of the UCAS process (both in-house and external) are as follows:

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Timings Activity

Throughout Year 12

Explore options through Future Thursday Activities

June of Year 12-

Attend Options at 18 Day to learn about the options available, the application process, set up the online application for university and begin to write your personal statement or CV

June of Year 12 Attend UCAS Convention to explore choices of university, courses, and alternative options

June/July of Year 12 Complete first draft of personal statement or CV

July of Year 12 Subject References completed by Teaching staff

Summer of Year 12 Research and shortlist universities or opportunities for application

30th September of Year 13 Deadline for completed applications for students applying to Early Entry (Oxford, Cambridge, Medicine, Veterinary Medicine, Dentistry)

30th September of Year 13 Deadline for completed references for students applying to Early Entry (Oxford, Cambridge, Medicine, Veterinary Medicine, Dentistry)

6pm on 15th October of Year 13 National Deadline for Early Entry (Oxford, Cambridge, Medicine, Veterinary Medicine, Dentistry)

Last Day of October Half Term of Year 13 Deadline for completed applications for students applying to all other universities

Last Day of October Half Term of Year 13 Deadline for completed references for students applying to all other universities

6pm on 15th January of Year 13 National Deadline for all other universities

April of Year 13 Deadlines for Universities to respond to students applications.

May of Year 13 Deadline for Students to pick their Firm and Insurance universities.

A Level Results Day- August of Year 13 Confirmation of placement at University

Subject staff are encouraged to promote subject-specific vocational links within their subject and this is aided by links on our Sixth Form SharePoint VLE. We also have a dedicated CEIAG advisor who is on hand to offer impartial 1:1 careers guidance and who works closely with the Sixth Form Team in planning work experience programmes and integrating employability skills into Sixth Form systems.

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AGS SIXTH FORM STUDENT LEADERS

Understanding Responsibility as an AGS Sixth Form Student Leader:

Holding the title and position of an AGS Sixth Form Leader is an honour and a privilege and

to this end we hope students who achieve such status should feel a sense of pride in doing

so. AGS Sixth Form Student Leaders should understand that a weight of responsibility rests

on their shoulder and that they represent the Sixth Form in all that they do. AGS Sixth Form

Leaders ‘set the standard’ for their peers as well as future generations of Sixth Form students

in KS3 and KS4 within the school. Likewise, or student leaders should be aware that they will

be inevitably observed as a reflection of our Sixth Form standards to students and

stakeholders outside of our own school and in the wider community. In recognition of such

weighty responsibility it is imperative that student leaders model the highest of standards and

impeccable manner in their behaviours. Fundamentally being an AGS Sixth Form Student

Leader is not about the individual but rather the students and community that they represent.

Our student leaders should conduct their behaviour in accordance with the following values at

all times:

Integrity

Inclusivity

Resilience

Respect

Accountability

Adaptability

Confidence

Our Sixth Form Student Leaders programme exists to afford outstanding students the

opportunity to help shape the educational experience of Sixth Form students in a purposeful

and supportive manner. Alongside improving the student experience at AGS, our Sixth Form

Leaders are also expected to contribute productively to the engagement of the wider AGS

community and various external stakeholders.

The benefits of becoming an AGS Sixth Form Student Leader:

Student Leaders have the opportunity to be involved with many different types of work within the Sixth Form allowing affording the opportunity for Leaders to develop skills they already possess as well as acquire new skills that will benefit them in many aspects of their personal and professional lives. Consequently, Student Leaders can expect opportunities to develop skills such as:

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Effective Communication

Public Speaking & Presentation Skills

Organisation, Time Management and Planning

Administration

Networking

Problem-Solving & Initiative

Independence and Inter-dependence The positon of a Student Leader also brings with it a high level of influence. Our Student Leaders play a key role in relaying information regarding our Sixth Form to prospective students and their families. Student Leaders exercise influence on whether prospective students decide to study with us or elsewhere and to this end can impact on the educational and career choices of younger generations. Further influence comes in the form of helping us shape teaching and learning within our Sixth Form with Student Leaders playing a key role in representing student voice and articulating suggestions and ideas for the development of teaching and learning through requisite structures.

Student Leaders are also participators. Student Leaders are in a unique position to participate and contribute purposefully to a variety events and programmes within and outside of the Sixth Form including but not restricted to:

Assemblies

Open-Days / Evenings

Parents’ Evenings

Awards Evenings

Induction Days

Teaching & Learning Focus Groups

Community Programmes

Charity Programmes

Reward Trips and Visits

STAR Programme

Sixth Form Duties

Regular Student Leader Meetings & Reviews

With these things in mind Student Leaders are in a position to draw on their skills and experiences in order to make their personal statements stand out amongst their peers which can help their progression on to university, apprenticeships and/or careers.

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Roles and Responsibilities of an AGS Sixth Form Student Leader:

Student Leaders play a vital role in the running of AGS Sixth Form; assisting and supporting

staff, students as well as working with the wider community and stakeholders. The role of

Student Leader falls into four key areas:

Maintaining Discipline amongst the Student Body.

Helping and Supporting Staff in the Sixth Form and around the School.

Supporting peers and students in lower key stages.

Organising Events and Activities within the Sixth Form and Beyond.

How to apply for an AGS Sixth Form Student Leader Position:

The Sixth Form Team will officially launch the opening for Student Leader applications at the

within the first Half Term of each Academic Year and is open to both year 12 and year 13

students. Students who wish to apply will need to complete the requisite application form and

if successful in their application they will be invited to participate in a robust interview process.

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Students are asked to review their practice using the following guidance/checklist:

Sixth Form Student Checklist

ACTION RAG

I have read and understand the AGS Sixth Form Study Planning Policy

I have read and understand the AGS Sixth Form Attendance and Punctuality Policy

I have read and understand the AGS Sixth Form Dress Code Policy

I have read and understand the AGS Sixth Form Green Room Policy

I have read and understand the KS5 Learning Walk Proforma and understand what is expected of me regarding behaviour for learning during lessons.

I have read and understand the AGS Sixth Form Support & Behaviour Intervention Policy

I have read and understand the AGS Sixth Form Progress Intervention Plan Policy (PIPs)

I have and understand the AGS Sixth Form Honours Programme Policy.

I have read and understand the AGS Sixth Form Support in Enrichment & Extra-Curricular Development Scheme (SEEDs)

I know where I can access exam specifications for each of my subjects (at any given point)

I know where I can access past-exam papers, mark-schemes and examiner reports for each of my subjects (at any given point)

I know where I can access the most recent grade-boundaries for each of my subjects (at any given point)

I know how to access subject-based resources and wider-learning materials on the Sixth Form SharePoint VLE (at any given point)

I have a ‘day’ folder and ‘subject folder’ for each of my subjects and have organised them according to Sixth Form/Subject expectations and guidance

I am aware of my ALPs target for each subject

I am aware of my current attainment/working at grade based on assessed work for each of my subjects (at any given point)

I am aware (from teacher feedback) of how to improve my current performance in each of my subjects (at any given point)

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I am aware of the Scheme of Learning / Year Plan for each of my subjects and where to access it (at any given point)

I have access to / know where to access the core texts for each of my subjects (at any given point)

I understand the Assessment Objectives and Assessment Format of each of my subjects (at any given time)

I am planning SMART targets each week for each of my subjects as per the AGS Study Planning Policy

I am aware of current attendance (overall & subject based - at any given point)

I am able to evidence that I am proactively acting ono/responding to teachers marking feedback in each of my subjects (this may be via annotated work, reflective journals, priority/target setting, progress in subsequent assessments/work)

I respond to student voice surveys (at key points throughout the year)

I understand how to utilise key Online Sixth Form Systems inc. TEAMs, Sixth Form SharePoint VLE, UniFrog and where applicable Seneca learning, MyTutor, Kerboodle, Padlet and SAM Learning.

(Where applicable) I communicate and barriers to my progress (inc. welfare concerns) to my teachers, the Sixth Form Team and my Tutor.

I know where to access subject-based vocational resources and materials (at any given point)

I know where to access impartial Careers Education, Information, Advice and Guidance (CEIAG) (at any given point)

I know where to access to access subject-specific study-skills and literacy advice guidance, resources and materials (at any given point)

I participate in extra-curricula enrichment opportunities and log such endeavour on UniFrog as per the AGS Sixth Form SEED Scheme.

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USEFUL CONTACTS FOR STAFF, STUDENTS AND

PARENTS Sixth Form Team:

Mr. M. Walford (Head of Sixth Form) Mark.Walford@ashgreenschool.org.uk

Mrs. H. Wallis (Assistant Head of Sixth Form) Hannah.Wallis@ashgreenschool.org.uk

Mrs. G. Clare (Assistant Head of Sixth Form) Georgina.Clare@ashgreenschool.org.uk

Mrs. R. Mahloudji (CIEAG Careers Advisor) Rebecca.Mahloudji@ashgreenschool.org.uk

Department/Faculty:

Miss. B. Walker (LTL for the Arts) Byrony.Walker@ashgreenschool.org.uk

Ms. L. Turtle (LTL for English) Louise.Turtle@ashgreenschool.org.uk

Mrs. F. Benford (LTL for MFL) Filomena.Benford@ashgreenschool.org.uk

Mr. G. Long (LTL for Maths) Gareth.Long@ashgreenschool.org.uk

Mrs. R. Stokes (Director of Science) Rebecca.Stokes@ashgreenschool.org.uk

Mr. C. Stokes (LTL for Social Studies) Craig.Stokes@ashgreenschool.org.uk

Mr. J. Conway (LTL for Sports/P.E.) John.Conway@ashgreenschool.org.uk

Subject Teachers:

Art

Ms. B. Walker Byrony.Walker@ashgreenschool.org.uk

Ms. S. Ryan Sarah.Ryan@ashgreenschool.org.uk

Mrs. J. Blythe Joanne.Blyth@ashgreenschool.org.uk

Biology

Mrs. R. Stokes Rebecca.Stokes@ashgreenschool.org.uk

Ms. K. Taylor Kati.Taylor@ashgreenschool.org.uk

Business

Mr. C. Stokes Craig.Stokes@ashgreenschool.org.uk

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Chemistry

Mr. P. Weston Paul.Weston@ashgreenschool.org.uk

Computer Science

Mr. M. Morris Daniel.Morris@ashgreenschool.org.uk

Drama & Theatre Studies

Ms. R. James Rebecca.James@ashgreenschool.org.uk

Ms. E. Harris Emilee.Harris@ashgreenschool.org.uk

English Literature

Mrs. A. Boland Angela.Boland@ashgreenschool.org.uk

Ms. L. Sedgley Lisa.Sedgley@ashgreenschool.org.uk

Extended Project Qualification (EPQ)

Mr. M. Walford Mark.Walford@ashgreenschool.org.uk

Film Studies

Mr. D. Morris Daniel.Morris@ashgreenschool.org.uk

Mr. M. Walford Mark.Walford@ashgreenschool.org.uk

French

Ms. E. Cuthbertson Ellen.Cuthbertson@ashgreenschool.org.uk

Further Maths

Ms. S. Sharma Shweta.Sharma@ashgreenschool.org.uk

Geography

Mrs. S. Banning Stephanie.Banning@ashgreenschool.org.uk

Mrs. S. Willows Samantha.Willows@ashgreenschool.org.uk

Graphics

Ms. B. Walker Byrony.Walker@ashgreenschool.org.uk

Ms. S. Ryan Sarah.Ryan@ashgreenschool.org.uk

Mr. T. Leigh Tony.Leigh@ashgreenschool.org.uk

Mr. E. Mwamuka Eden.Mwamuka@ashgreenschool.org.uk

Ms. V. Barfield Victoria.Barfield@ashgreenschool.org.uk

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Health & Social Care

Mrs. H. Weston Hannah-Marie.Weston@ashgreensschool.org.uk

History

Mrs. S. Pearman Sara.Pearman@ashgreenschool.org.uk

Ms. A. Sibley Amy.Sibley@ashgreenschool.org.uk

Physics

Mr. M. Nangreave Mark.Nangreave@ashgreenschool.org.uk

Mr. J. Allen Jamie.Allen@ashgreenschool.org.uk

Psychology

Mr. M. Walford Mark.Walford@ashgreenschool.org.uk

Mrs. N. Wing Nicola.Wing@ashgreenschool.org.uk

Sociology

Mr. M. Walford Mark.Walford@ashgreenschool.org.uk

Spanish

Mrs. S. Cheney Sarah.Cheney@ashgreenschool.org.uk

Sport

Mrs. G. Clare Georgina.Clare@ashgreenschool.org.uk

Mr. S. King Steven.King@ashgreenschool.org.uk

Travel & Tourism

Mr. W. Saunders Werner.Saunders@ashgreenschool.org.uk

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WHAT IS EXPECTED FROM A SIXTH FORM TEACHER AT AGS?

AGS Sixth Form teachers should adhere to the principal that the quality of teaching and learning occurring in our classrooms forms the foundation of success for their Sixth Form students and likewise observe that the pursuit of excellence in teaching and learning is the single most powerful influence on student progress and achievement. To this end AGS Sixth Form strives to foster in our teachers a collective (and individually interdependent) obligation to ensuring that each of our students are afforded an educational experience that includes the provision of a variety of teaching and learning-styles and resources to help engage, motivating and inspire them. Our teachers recognise and appreciate that each student is entitled to an appropriate (high quality) level of individual support and that each teacher has a duty to contribute to this offer through planning effectively for personalisation, relevance of subject matter, flexibility in their delivery and encouraging opportunities for extended, deeper-learning. This should take place in accordance within whole-school responsibilities for safe-guarding our students, meeting formal teacher standards an expectations and any other duties and professional obligations requisite to individual teaching and learning responsibilities. Teaching within a Sixth Form is a privilege and our teachers should strive to ensure that their practice reflects such a privileged position.

WHAT DOES BEST PRACTICE LOOK LIKE IN TERMS OF DAY-TO-DAY ORGANISATION AND PLANNING FOR A SIXTH FORM TEACHER?

Whilst observing the principals outlined above Sixth Form teachers are here reminded of some of the basic expectations around planning and organisation that constitute best-practice within the Sixth Form:

Teachers should aim for 100% attendance (and an equally strong punctuality record) to their Sixth Form classes. In this vein, teachers should not use timetabled teaching and learning time for anything other than delivering teaching and learning to their students. Where possible events such as CPD, meetings etc., should be arranged to take place outside of timetabled teaching time. This of course may not be possible in regards to certain types of commitments/duties but in such cases teachers should look to arrange work for students to complete for the duration of the missed lesson-time and take proactive measures to review the completion and quality of such work set. In the case of absence through illness, we ask that teachers proactively arrange a catch-up session/s with their students as well as offer guidance on work that should be completed in their absence (with requisite completion/quality checks to follow-up)

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Teachers are expected to act in a reflective and intuitive manner with regards to the planning of Schemes of Learning (SOL) / Individual Subject Plans (ISPs) and requisite lesson planning. Teachers should update/review SOLs/ISPs on a regular basis to ensure that the delivery of subject-based material and requisite assessments are relevant and appropriate to external (often formal) time-scales such as those set by exam boards.

Teachers should take time to review (and act appropriately on) guidance concerning any disadvantaged and/or alternative/extended provision students that they may teach. Such students include:

o Students who are resitting GCSE English and/or Maths o Students on Education, Health & Care Plans (EHCP) o ‘Looked After’ students o Students in Receipt of the 16-19 Bursary o High Achievers o Alternative Curriculum Students

Teachers should look to allow themselves appropriate Planning, Preparation and Assessment (PPA) opportunities to complete marking and feedback on assessments that they have set their students

We expect and actively encourage our Sixth Form Teachers to model a growth-mind-set for their students and in doing so actively seek opportunities for personal and professional development through enrichment and Continuing Professional Development (CPD) opportunities. To this end, our teachers should strive to be learners themselves – actively exploring new theories, examples, teaching techniques and philosophy, resources and texts to enrich their teaching delivery. This should also involve taking a lead role in collaborative work within and between subject departments in order to seek and share best teaching and learning practice. Such practice extends to participation in relevant coaching and mentoring processes.

Teachers should engage with parents and guardians regularly to involve them in their child/ward’s progress journey. Whilst such communication will take place formally during Sixth Form Parent Evenings and where relevant through the Sixth Form PIPs process teaching staff are expected to intervene and involve parents in cases where students are not meeting expected progress as well as for praise and reward purposes.

Subject Teachers should take responsibility for regularly reviewing and updating subject content on the Sixth Form SharePoint VLE.

Teachers are expected to track and monitor student progress at a departmental/subject level and within wider Sixth Form and whole school data tracking processes on a regular basis and use such data to inform planning for teaching and learning and related interventions.

Sixth Form teachers are encouraged to participate in the ‘Green Room’ Policy (See Appendix 4) that operates within the Sixth Form as well as be a visible presence within the Sixth Form Centre as to be available to support their students where possible/required during study periods and hold students to account for their work and study plans.

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Beyond day-to-day teaching and learning, Sixth Form teachers may also be required to attend and/or contribute to a number of events/systems that run with the Sixth Form that can include:

Sixth Form Parent’s Evenings (Year 12 and/or Year 13)

Sixth Form Open-Evenings

Subject-based/ Sixth Form Field-Trips/Visits

Sixth Form Awards Evenings

Sixth Form Prom

Sixth Form Subject Market Places / Open Days

Sixth Form Enrichment Opportunities.

Sixth Form Review Processes as Driven by the CET and their Sixth Form Advisors.

There are a range of online systems that operate within the Sixth Form which we encourage Sixth Form Teachers to familiarise themselves and seek CPD opportunities to improve their use of such systems where necessary. These include:

SIMs

ClassCharts

MyTutor

Microsoft TEAMs

The Sixth Form SharePoint VLE

UCAS

Unifrog

Seneca Learning

Kerboodle

SAM Learning

Padlet

WHAT DOES BEST CLASSROOM-BASED PRACTICE LOOK LIKE FOR A SIXTH FORM TEACHER AT AGS?

Sixth Form teachers should be conscious that they play an instrumental role in driving student progress and facilitating the learning that such progress is anchored within. Sixth Form teachers should model professional behaviours for learning and uphold the highest of standards possible for their students in accordance with DfE Teacher Standards (See Appendix 10). Whilst it is appreciated that KS5 subjects can vary in terms of best practice for teaching delivery, learning and assessment the following principles/expectations offer a guide as to what students should be entitled to across all Sixth Form subjects:

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Teachers should aim for 100% attendance (and an equally strong punctuality record) to their Sixth Form classes. In this vein, teachers should not use timetabled teaching and learning time for anything other than delivering teaching and learning to their students. Where possible events such as CPD, meetings etc., should be arranged to take place outside of timetabled teaching time. This of course may not be possible in regards to certain types of commitments/duties but in such cases teachers should look to arrange work for students to complete for the duration of the missed lesson-time and take proactive measures to review the completion and quality of such work set. In the case of absence through illness, we ask that teachers proactively arrange a catch-up session/s with their students as well as offer guidance on work that should be completed in their absence (with requisite completion/quality checks to follow-up)

Teachers should make clear to their students that minimum target ALPs grades exist to be achieved or exceeded.

Teachers should be able to show evidence of planning for their teaching/session in a format that is clearly relevant to exam-board specifications, assessment objectives and/or wider learning aims.

Teachers should be able to demonstrate to students, parents, the Sixth Form Team, SLT and other stakeholders where each lesson fits into a wider SOL.

Teachers should actively seek and develop in their practice strategies to encourage independent learning practices amongst their students and where possible model and scaffold such practice for their students. In a similar vein, teachers are encouraged to take opportunities to frame the language of learning as a collaborative process which requires students to be active in their own learning (rather than expect a teacher driven, passive experience).

Teachers should create assessments that are explicitly linked to exam-board specifications and learning objectives and assess students regularly with a maximum of four weeks between each key assessment (although as a guide bi-weekly or tri-weekly assessments would be preferable where possible). Teacher should aim to mark and feedback on assessed work within a two week window. Whilst the format of feedback may differ based at individual subject-level, as a general expectation teachers should aim to praise where deserved, highlight strong students practice and offer constructive, positive progression points.

Teachers should model/demonstrate ‘best practice’ and ‘higher level’ answers/response within lessons as to allow al the opportunity to stretch their progress to A*/Distinction* level.

Teachers should be acutely aware of the individual needs of their students and plan for personalisation/differentiation as standard practice. Such students will include:

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o Students who are resitting GCSE English and/or Maths o Students on Education, Health & Care Plans (EHCP) o ‘Looked After’ students o Students in Receipt of the 16-19 Bursary o High Achievers o Alternative Curriculum Students

Assessment for Learning should be an on-going, continuous process within the classroom with teachers utilising a range of AFL strategies such as targeted, personalised and higher-order questioning, peer assessment/review, directed reflection time for students to digest and act on marking and feedback, in-class timed assessments, regular plenary activities/opportunities, and self-assessment.

Teachers should set meaningful and purposeful non-contact work for students which can take the form of homework and/or study-time activities. Here we remind teachers that the expectation for students is that they complete an additional 5-6 hours of supplementary subject-based work outside of their taught sessions. All additional work should aim to deepen, extend and/or initiate learning amongst students with explicit clarity.

Teachers should promote active-listening in their classrooms and invite a range of responses to Q&A/Discussion and allow students time to reflect and think through their responses before offering them.

Teachers are encouraged as a matter of best practice to offer regular vocational links within their sessions so that students are able to see how their learning fits into a wider employability landscape and affords them opportunities to seek ways to apply their learning to industry contexts.

Teachers should always encourage high expectations regarding the punctuality, attendance, presentation (in work and student attire) and classroom engagement of their students. Teachers should operate their classrooms in accordance with their high expectations and make clear to students what is and is not to be tolerated in their classroom.

Mobile phone use in class is permitted within Sixth Form lessons but only with the explicit instruction and consent of the teacher and the use of mobiles phones within the classroom is solely reserved for teacher-endorsed teaching and learning opportunities/activities. Teachers hold the right to confiscate as per whole-school policy.

Teachers should challenge underperformance as and when it is evident in their classroom. When such instances arise teachers should seek an appropriate time to engage their student/s with a view to identifying the cause/s of underperformance and establish strategies (at the subject level in the first instance) for students to make improvements/progress.

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Again, it is appreciated that KS5 subjects demand a great deal of flexibility within teaching and learning and whilst we have set out guidance here as a minimum expectation, such guidance does not run contrary to the fact that when appropriate e.g. in opportunities for wider-learning, application and/or stretch and challenge, Sixth Form teachers should be reflective practitioners and develop the ability to diverge, deviate and remodel lessons ‘in action’ if such changes are appropriate to the learning and progress of their students.

WHAT IS EXPECTED FROM A SIXTH FORM TUTOR WITHIN AGS SIXTH FORM?

AGS Sixth Form appreciates that the task of being a Sixth Form Tutor is a demanding one;

there is much to do and yet the available time is limited. However the rewards are

considerable; watching young people mature, enjoying their unique sense of humour and

company, helping them to achieve a sense of worth and fulfil their career ambitions.

Most importantly, Sixth Form Tutors need to get to know your students well; if the Tutorial

System is to work effectively a strong and purposeful working relationship with the tutor group

is essential. Students need to have confidence in their tutors and be able to discuss their

successes and failures openly. If such honest relationships can be established it will be far

easier for the Sixth Form Team to identify any problems, possibly pre-empt them, and hence

ensure that the individuals concerned achieve their full academic and social potential.

The Sixth Form Team stress that this guide is not comprehensive and is subject to modification

and evolution as circumstances change. Equally it is important that Tutor time is used

productively and flexibly; it is not our intention to inhibit creativity and new ideas are extremely

welcome and should be shared.

Daily responsibilities:

Register

Notices

Dress Code Check

Weekly responsibilities:

Monday Tuesday Wednesday Thursday Friday

Study planning & 1-1

Mentoring

Attendance & behaviour

update Weekly Quiz

World Wednesday

Tasks

Future Thursday

Tasks

Assembly

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Half termly responsibilities:

Charity event

Data review

Involvement in PIPs review processes (where applicable)

Termly responsibilities:

Awards assemblies

Sixth Form Tutor Commitments include:

Over year 12 and year 13 tutors will be expected to attend all Sixth Form related

events including parent’s evenings.

There will be a Sixth Form Open Evening once a year in the Autumn Term, again

Sixth Form Tutors are required to attend to support and answer questions.

Tutors will be required to attend regular meetings, arrangements for this will be

made after duty rotas and CPD has been organised at the start of the year.

Tutors will also need to attend any training sessions offered e.g. Reference Writing

workshops.

Sixth Form Tutor Primary Responsibilities include:

Academic progress – this includes the use of the PIPs process, where tutors support

at Amber level, including use of data, contacting parents, and liaising with teaching

staff to support the student.

The Pastoral Care – day to day monitoring and support, working closely and

communicating with the Sixth Form Team.

Attendance and punctuality – Encouraging regular attendance and punctuality. If any

issues do arise, it is the tutor’s responsibility to ensure it is addressed promptly in

discussion with the student and by contacting parents.

Managing Absence – Tutors are required to work within the student attendance policy

and ensure all absence is applied for or followed up within one week. Prompt

responses are required, if tutors haven’t had contact with a tutee within a week, this

must be discussed with the sixth form team.

Contacting parents – Parents are still very much involved- if you suspect there are non-

legitimate reasons for absences or other concerns, contact them. If in doubt about

phone calls home, please liaise with the Sixth Form Team.

UCAS – Monitoring applications, checking Personal Statements and writing the

References forms a large part of the sixth form tutoring role. All Sixth Form Tutors will

be provided with a Reference Writing Guide with examples and at least one training

session.

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Monitoring the behaviour system – Along with the Sixth Form Team. All action needs

to be taken promptly.

Encouraging their students to attend Sixth Form events – We aim for 100% attendance

at events such as parents evening. Social and charity events are also part of sixth form

life and students should be encouraged to be involved.

Dress Code – Monitoring the dress of students in line with the Sixth Form dress code

and addressing issues promptly.

Although the list appears extensive, most of the above can be delivered and monitored with

an effective daily and weekly routine.

Sixth Form Tutors also play a pivotal role in the UCAS application and Post-18 Destinations

processes of their tutees. It is a joy and privilege to support students through this process,

which formally begins in the latter half of Year 12, and concludes in the summer following Year

13. Students who chose not to attend university will be supported by the sixth form Team and

the school CEIAG co-ordinator to apply for their alternative choices, which could include

apprenticeships, further education, employment or gap year opportunities.

Students are expected to take ownership of the process and will need to adhere to school and

national deadlines to ensure their applications are successfully processed. While the

university application process has a set timeframe with national deadlines, other opportunities

will vary. It is essential that students research these opportunities thoroughly and keep track

of the deadlines that are relevant to themselves. An outline of the school and university

timeline is below:

Timings Activity

Throughout Year 12

Explore options through Future Thursday Activities

June of Year 12-

Attend Options at 18 Day to learn about the options available, the application process, set up the online application for university and begin to write your personal statement or CV

June of Year 12 Attend UCAS Convention to explore choices of university, courses, and alternative options

June/July of Year 12 Complete first draft of personal statement or CV

July of Year 12 Subject References completed by Teaching staff

Summer of Year 12 Research and shortlist universities or opportunities for application

30th September of Year 13 Deadline for completed applications for students applying to Early Entry (Oxford, Cambridge, Medicine, Veterinary Medicine, Dentistry)

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30th September of Year 13 Deadline for completed references for students applying to Early Entry (Oxford, Cambridge, Medicine, Veterinary Medicine, Dentistry)

6pm on 15th October of Year 13 National Deadline for Early Entry (Oxford, Cambridge, Medicine, Veterinary Medicine, Dentistry)

Last Day of October Half Term of Year 13 Deadline for completed applications for students applying to all other universities

Last Day of October Half Term of Year 13 Deadline for completed references for students applying to all other universities

6pm on 15th January of Year 13 National Deadline for all other universities

April of Year 13 Deadlines for Universities to respond to students applications.

May of Year 13 Deadline for Students to pick their Firm and Insurance universities.

A Level Results Day- August of Year 13 Confirmation of placement at University

There is a vast amount of support available to tutors and students throughout this process,

both within the Sixth Form Team and via our CEIAG co-ordinator. Students will be regularly

informed about the options they have, and will be provided with 1-1 meetings to ensure

progress towards each student’s individual plan is being made. The Sixth Form Tutor team

also support this process and add a further layer of support for students.

Naturally, a key part of this process involves Teachers and Tutors supporting students with

reference writing. Sixth Form Teachers are asked to provide subject references and a

predicted grade for each student within their class, which are then collated by the Sixth Form

Tutor Team. This is a crucial moment is the student’s educational journey and should be

treated with great care. Predicted grades should be based on all evidence available to the

teacher, including mock data, in class assessments, end of Year 12 final exam, and

professional judgement. References should be written individually for each student, and detail

their achievements, strengths and suitability for the course they are applying to. We use the

Unifrog platform to collate the references with ease, and there is support and guidance

available on the platform, as well as support available from the sixth form team. Training is

provided for all staff who are new to teaching sixth form, as well as regular updates for all staff.

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WHAT QUALITY ASSURANCE SYSTEMS AND ACCOUNTABILITY MEASURES ARE IN PLACE WITHIN AGS SIXTH FORM?

Sixth Form teachers will participate in a range if quality assurance and accountability systems and processes throughout each academic year. Whilst some of these systems are driven by ‘whole school’ directives such as appraisal, departmental reviews and departmental work scrutiny, the Sixth Form implements a collection of KS5 specific measures which include:

KS5 Specific Learning Walks (See Appendix 5)

KS5 Specific Formal Lesson Observations

KS5 Specific Subject/Departmental Based Work Scrutiny.

KS5 Specific Teach Meets

KS5 Specific Student, Parent and Teacher Voice Surveys

Subject/Departmental-based Rapid Improvement Plans (where necessary/as required)

Progress Intervention Plans (PIPs)

Teachers are asked to review their practice using the following guidance/check list:

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Sixth Form Departmental/Subject Programme Checklist

ACTION RAG

Beg

inn

ing

of

th

e P

rogr

amm

e o

f St

ud

y

All department/subject staff are aware of the content of the Sixth Form Learning Walk Proforma

Students have been provided with an exam-board specification OR have instant access to one

Where applicable students have been provided with past-exam papers, mark-schemes and examiner reports OR students have instant access to them

Students have been provided with up-to-date grade boundaries for their subject OR student have instant access to them

Up-to-date subject resources and wider-learning materials are available on the Sixth Form SharePoint VLE and students have been shown how/where to access them (inc. subject specific vocational resources)

Subject-based expectations regarding folder / note organisation has been discussed with students

Subject Target Grades (ALPs) have been shared with students

Students have been identified for differentiation/Personalisation (EHCP, SEND, LA, Bursary, High Achievers, Retake Eng/Maths GCSE, Alternative Curriculum Students, Lower Achievers, PIPs)

SOL / Year Plan has been shared/discussed with departmental/subject staff and students

Department/Subject staff CPD needs have been identified

Textbooks have been checked for relevance and updated where required

Student have been made aware of AOs and Assessment Format for their subject.

35

On

goin

g d

uri

ng

the

Pro

gram

me

of

Stu

dy

Homework is being set regularly alongside guidance for study support to reflect 5-6 hours of supplementary independent study

Students can evidence where they have responded to marking/assessment feedback in a format that is relevant to the assessment/subject e.g. annotations, reflections, progress in subsequent assessments/work.

Marking and feedback is being completed regularly and highlights good practice alongside areas to improve to allow for student to make progress.

Working at grades have been inputted into Sixth Form tri-weekly data catch to inform PIPs process and students know the current working at grade at any given point.

Assessments are being set regularly and used to inform progress data i.e. working at grades (and shared with students)

Students who consistently underperforming have been highlighted and departmental/subject-level measures have been implemented and monitored

SOLs / Year Plans have been updated where necessary/appropriate and students understand where there lessons fit within the wider SOL / Year Plan / Agenda for Assessment (at any given point)

Teaching & Learning within the Department/Subject is regularly reviewed

Marking and Feedback with the Department/Subject is regularly reviewed

Subject Vocational links are regularly highlighted within lessons

Sixth Form SharePoint VLE subject-based resources and materials are being reviewed and updated (where necessary) regularly

Student concerns regarding performance, attendance, ATL and/or pastoral are shared with the Sixth Form Team and safeguarding team where necessary.

Departmental/Subject staff attend Sixth Form Teach meets

CPD opportunities have been sourced and followed up by teachers (where applicable)

Departmental/Subject staff communicate praise and concerns with parents/guardians where necessary

Differentiation/Personalisation is an ongoing practice with regards to key students (EHCP, SEND, LA, Bursary, High Achievers, Retake Eng/Maths GCSE, Alternative Curriculum Students, Lower Achievers, PIPs)

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Student are held to account for the organisation of their folders/notes at the departmental/subject level.

Teachers review and act upon department/subject based Parent and Student Voice (at key points through the year)

Advice on subject-specific study-skills and literacy support feature regularly in lessons

37

APPENDICES

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Appendix 1: AGS Sixth Form Study Planning Policy

AGS Sixth Form Study Planning Policy

In order to help students organise their time within the Sixth Form in a meaningful and purposeful manner we operate a study-planning policy which is primarily student-led. During the Monday morning tutor-session students are expected to access an online (Microsoft FORMs) study-planning survey which will allow them to plan out their week through a series of subject-based targets whilst also reflect on their progress/success and/or the barriers to progress/success which they have encountered. This survey is accessible on mobile phones/laptops via a direct weblink (see below) and/or a QR code displayed in each tutor room. Students are encouraged to follow SMART guidance when constructing weekly subject-based targets and to complete all relevant sections in as much detail as possible. The information inputted into these weekly study-planning surveys is stored centrally by the Sixth Form Team so that we can monitor, intervene and/or hold student to account for their individual planning and commitments towards progress. The information may also be shared with subject teachers and parents as part of our PIPs policy. Students who fail to complete these surveys adequately will be held to account according to our Sixth Form behaviour policy. Above all this policy has been designed to allow students adequate opportunity to plan their own time and priorities on a weekly basis. By doing so each student can expect to feel more organised, more focused and more goal-directed in their learning behaviours. URL Link to Study Planning Survey: https://forms.office.com/Pages/ResponsePage.aspx?id=yu1GLt0A20uVy2z1Ys-7pNNGVb20sytOsYGIJy6Y3yhUOFFHVEY2MUhFUlRKTDEzTVVWQ1IwWERWUy4u QR Link to Study Planning Survey:

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Appendix 2: AGS Sixth Form Attendance & Punctuality Policy

AGS Sixth Form Attendance and Punctuality Policy

Summary

Students are expected to be in school for all their timetabled commitments.

Absence known about in advance must be mentioned to the tutor and appropriate

evidence produced- this could be a letter or appointment card.

Unavoidable absence must be explained to the tutor as soon as possible –if not prior

to the day, a telephone call on the day would be most appropriate – an email is

acceptable and should be sent to both HWA and the tutor. A letter on return would also

be acceptable.

It is the tutee’s responsibility to make sure they are registered as present, including

during study periods, and that any absence, which may be deemed authorised, is

backed up by the appropriate evidence.

Students are expected to achieve at least 96% attendance record as a minimum.

Absences

Absences will be considered to be unauthorised unless there is a valid reason

otherwise. Therefore, where there is an absence and the student wished to claim this

as authorised, it is up to the student to notify the school in line with this policy.

If the reason for this absence could have been foreseen, then the student should have

applied in advance for authorised absence with their tutor. So, for example: It might be

acceptable for a student to attend an Open Day if this was applied for in advance; but

it would not be acceptable to miss class for the Open Day without prior notification and

then claim that the absence should be authorised.

Where the claimed reason for absence could not reasonably have been foreseen, the

school will consider whether absence was really unavoidable. An absence, which

could not have been notified in advance, should be notified to the school on the day in

question; unless, exceptionally, there is a good reason why this could not be done. In

this circumstance the sixth form team and tutor need to be contacted as soon as

possible, preferably the next day.

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Absences which can be foreseen in advance. Absences will only be authorised in

advance if the reason given for the absence is a good one. The following are examples

of reasons for absence, which would usually be considered to be acceptable:

- A medical or dental appointment which cannot be arranged outside school hours.

- To look after a family member or another person for whom the student has caring

responsibilities.

- A religious holiday

- A visit to a University either to attend an open day or for an interview (up to a

maximum of 3 per year)

- A career related interview

- A work experience placement which is an integral part of a course, and for which

the student does not receive a wage.

- Participation in a significant extra-curricular activity, such as drama, music, sport

or volunteering. Authorised absence will only be granted where the activity reflects

a significant level of personal achievement, or for a one off event.

- Attendance to a funeral

- A driving test

- Family bereavement

- Educational visit approved by the school or college

This list is not intended to be exhaustive, and the school will take account of; the inherent

reasonableness of any case; the number of absences taken by any one individual; repetitions

of the same excuse; and whether the excuse is backed up with evidence.

The following reasons for absence would not generally be acceptable:

- A student absent from a session if they have not obtained authorisation for

absence.

- A holiday taken during term time

- A social event during term time

- Part or full-time work which is not part of the students programme of study

- Leisure activities

- Birthdays or similar celebrations

- Baby-sitting younger siblings

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- Shopping

- Driving lessons that interrupt attendance at any timetabled commitment (including

timetabled study periods)

- Routine medical or dental appointments

- Missing lessons to complete coursework/homework

- Lateness to morning tutor or any lesson throughout the day

This list is not intended to be exhaustive.

Sickness Absence

Any absence from the Sixth Form due to illness must be phoned in to the school

reception before 8:40am on 024 76366772.

An email is also acceptable, and must be sent to both HWA and the tutor.

Illness will be certified with a telephone call or letter for up to 10 days per academic

year. Beyond this, a medical certificate will be required.

Lateness

It is not acceptable to be late to school or to lessons without a valid reason.

Any lateness without a valid reason will incur a consequence- for a lesson, this will be

set by the class teacher. For a tutor activity, this will be set by the tutor.

Students that are late to morning registration without a valid reason will be issued with

a 20 minute detention with their tutor to be completed that day where possible.

Holidays

Holidays should not be taken during school term time. As students choose to attend

sixth form, no holiday will be authorised. Any absence for holidays will be

unauthorised.

If there are exceptional circumstances which cannot be avoided, a Post 16 Leave of

Absence Form must be completed and submitted 6 weeks prior to the first day of

absence. The appropriate procedures can then be followed for loss of learning.

If a holiday is undertaken without completion of the Post 16 Leave of Absence Form

being submitted in advance, the student will be placed on Stage 2 of the Behaviour

and Support Pathway as a serious incident.

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Consequences of poor attendance

Students are monitored closely during their time in sixth form. If attendance drops

below 93%, or consistent patterns of absence appear, students will be placed on a set

of targets with the Sixth Form team, and work towards improving their attendance over

a four week period.

If attendance does not improve, students will be placed on Stage 2 of the Support and

Intervention Policy. Please see this policy for further details.

Rewards

The best reward for good attendance is the clear positive impact upon A-Level

outcomes.

However, as a sixth form, we acknowledge and reward good attendance throughout

the year.

Spot prizes are given out at half termly assemblies for students with 100% attendance

each half term. Letters are sent to congratulate students who achieve 100%

attendance, which can be kept to share with employers.

Students who consistently achieve good attendance, in conjunction with behaviour and

academic progress, will be allowed the option to study from home for up to 5 hours per

fortnight from May half term in Year 12.

Annual awards are given at the Awards Evening- the Siemens Attendance Award and

the Aston Martin Award. The Siemens Award is £100 for a student with 100%

attendance, while the Aston Martin Award is a week’s work experience placement for

a student with 96%+ attendance and no late marks.

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Appendix 3: AGS Sixth Form Dress Code Policy

AGS Sixth Form Dress Code Policy

Please find the guidelines of our dress code which will be in effect from 1st September 2016.

The Sixth form team will ensure that these standards are met.

The Dress Code is as follows:-

General appearance

The emphasis of the dress code is on creating an overall smart appearance rather than

individual items or aspects. Staff discretion will be used to judge if appearance is appropriate

or not.

Hair should be of a natural colour.

Jewellery should be discrete (for example, stud earrings) with no facial piercings, with the

exception of a small and discrete nose stud. Clear retainers are acceptable.

Fake nails must be of a reasonable length and suitable for the subjects you ae studying.

Tattoos or other ‘body art’ should be completely covered up, at all times, including PE and

enrichment.

Jackets

Wearing a jacket is optional. The jacket should be of a suit style.

Not allowed: Casual jackets, leather jackets, denim jackets, bomber jackets, tracksuit tops, or

hooded jackets.

Shirts

A smart blouse or shirt with a discrete pattern such as a pinstripe or a print pattern.

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Not allowed: T shirts (of any description), logoed shirts (e.g. sports manufacturers, teams,

bands etc), strappy tops, Hawaiian shirts, blouses with plunging necklines, see through

fabrics, or crop tops of any description.

Ties and Scarves

Wearing a tie or scarf is optional, but must be a professional office style scarf or tie.

Jumpers

Wearing a jumper is optional. A plain jumper, V-neck jumper or cardigan must be work over a

shirt or blouse. The jumper must be of a professional office style.

Not allowed: Hoodies, body warmers, chunky knit items, or sweatshirts.

Dresses

Tailored or professional office style dresses finishing within knee length or below.

The length of skirts and dresses must be considered when both standing and seated.

Not allowed: body con dresses, backless or revealing necklines, dresses that finish above

knee length, see through fabric, leggings, branding or logos.

Skirts

A smart office style skirt to be worn with knee length or below.

The length of skirts and dresses must be considered when both standing and seated.

Not allowed: body con skirts, skirts shorter than knee length, leggings, branding or logos.

Trousers

Trousers must be of either full length professional style, or tailored cropped trousers. Culottes

are acceptable.

Not allowed: Leggings, jeggings, jeans, jean style trousers, harem trousers, tracksuit bottoms,

shorts, playsuits, skin tight trousers, branding or logos.

Shoes

Shoes or boots must be smart and suitable for a day at school or work.

High heels are permitted but must be no more than 4 inches high.

Not allowed: Canvas pumps, trainers, sandals, backless shoes, open toe shoes.

Coats

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Outdoor coats can be worn to and from school in the event of inclement weather, but must be

removed during all timetabled commitments.

Not allowed: Hoodies, Denim jackets, Tracksuit tops, Body warmers, Leather jackets, Bomber

jackets.

Bags

Bags must be suitable for purpose, and both sensible and functional. Students need to

consider both the space provided (eg. size of an a4 folder) and weather proofing of any bag

used for a day at school or work.

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Appendix 4: AGS AGS Sixth Form Green Room Policy

AGS Sixth Form Green Room Policy

Within the Sixth Form we operate a ‘Green Room’ policy whereby KS5 teachers ‘open-up’

their rooms during KS5 lessons to a maximum of two KS5 students to sit-in, share the space

and work proactively on their KS5 subject work. Students may wish to actively attend ‘Green

Rooms’ and/or might be instructed to by the Sixth Form Team and/or Subject Teachers. The

use of ‘Green Rooms’ is to:

Afford an opportunity for students to find a quiet space to work

Afford an opportunity for students to seek cross-curricula links between their

subjects and others.

Afford an opportunity for year 12 students to stretch and challenge

themselves by participating in Year 13 classes.

Afford an opportunity for year 13 students to refresh year 12 content in light of

the linear nature of courses/qualifications.

Afford the opportunity for subject teachers to engage with and monitor their

students

Afford the Sixth Form Team the opportunity to free up space in the Sixth Form

Centre during crowded/busy periods.

Timetables for ‘Green Rooms’ can be found placed around the Sixth Form Centre and

individual subject staff will be able to tell you when and if their rooms are open for use.

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Appendix 5: AGS Sixth Form KS5 Learning Walk Proforma

48

49

Appendix 6: AGS Sixth Form Behaviour and Intervention Policy

AGS Sixth Form Support and Behaviour Intervention Policy

The key principle of the Sixth Form is to support all students in any way we can with their

learning. Therefore, if a student has any problems or concerns they should talk to their tutor

or a member of the sixth form team, as soon as possible. Where a student is causing concern

the Pastoral Manager will meet with the student, collect evidence from staff and offer support.

If however this fails to resolve the issues a three stage process will be followed. Serious

disciplinary issues may go straight to the final stage.

Stage 1: Warning

This stage will be a consequence of significant disciplinary issues or of a student’s failure to

abide by the terms of the Sixth Form Code of Conduct, for example, failure to attend timetabled

commitments including study periods, or tutor/registration time, to complete deadlines, or to

use independent study time effectively.

In this case an Action Plan will be drawn up setting out the actions and improvements required

from the student. It will also include a date for completion and targets to be met.

Parents will be informed that a warning has been issued and will be invited to discuss it with

their Pastoral Manager or member of the sixth form team.

A warning will remain on the student’s record throughout their time at the sixth form.

Stage 2: Formal Warning

Where a student fails to complete the actions set out at stage one, continues to cause concern

or where there are further disciplinary issues, a Formal Warning will be issued. In this case a

Formal Action Plan will be drawn up setting out the actions and improvements required from

the student. It will also include a date for completion. On successful completion of the Action

Plan the Formal Warning will be rescinded.

Parents will be made aware that a formal warning has been issued and will be invited to

discuss it with the Head of Sixth Form.

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Stage 3: Final Warning - Student may be asked to leave the Sixth Form

If the Action Plan is not completed by the student or in cases of serious misconduct a student

may be asked to leave the sixth form. If this cannot be agreed formally the sixth form may

initiate procedures which will result in a recommendation for formal exclusion.

Parents will be informed and will be asked to attend a meeting with the Principal.

Sixth Form students at AGS are here of their own choice and if they refuse to follow the Sixth

Form Code of Conduct and to carry themselves appropriately they are free to seek

opportunities elsewhere at a Sixth Form, College or in employment/training. These procedures

form part of your agreement with the Sixth Form and are in place to protect all members of

Sixth Form. Most students have a positive approach to learning and the Sixth Form in general.

The numbers of students who have to be dealt with through these procedures are small.

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Appendix 7: AGS Sixth Form Progress Intervention Plan Policy

AGS Sixth Form Progress Intervention Plan Policy

Like all of the support systems that we offer within the AGS Sixth Form PIPs are used to offer

timely, practical and effective intervention/support when our students most need it. Our PIPs

have been designed to create a support plan which involves input from our students, parents,

subject teachers and Sixth Form leaders.

At key data points throughout the year the Sixth Form are able to identify when students are

in most need of a PIP. Data that is used to inform the need for a PIP might take the form of

progress data and qualitative feedback received from the student, parents, subject teachers

and/or the Sixth Form team.

When we feel that a student is need of a PIP we will first of all judge (based on individual

merits/evidence within each instance) whether a student needs to be placed on a RED PIP or

AMBER PIP. RED PIPs are reserved for the more extreme cases for example where students

are significantly behind in meeting expectations concerning academic progress whereas

AMBER PIPs are reserved for less urgent cases.

Once the need for a PIP has been established the student will be informed and contact will be

made with home in order to arrange a meeting between the student, parent/s, and the Sixth

Form team (shareholders). These meetings, like the PIP itself, will always set a supportive

and constructive tone whereby shareholders can discuss the issue at, potential barriers to

student progress and potential solutions (See Appendix One for PIP documentation/format).

By the end of this meeting progress targets will be set for the student and the student will be

allocated a PIP mentor.

The PIP mentor then arranges with the student times to meet 1:1 in order to review targets

and to establish new progress targets. Once the PIP is completed, with all mentor 1:1s having

been completed, a decision will be made by the Sixth Form team as to whether that student

will need to continue the PIP further or be removed from the PIP.

URL Link to PIP Document:

https://forms.office.com/Pages/ResponsePage.aspx?id=yu1GLt0A20uVy2z1Ys-

7pNNGVb20sytOsYGIJy6Y3yhUQTVVNkJOVUdPT0IyMks3Vk9PVTc4WVJIRy4u

QR Link to PIP Document:

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Appendix 8: AGS Sixth Form Honours Student Policy

AGS Sixth Form Honours Programme

AGS Sixth Form has developed the ‘Honours Programme’ to help students gain a deeper

insight into Oxbridge & Russell Group Universities. This programme has been designed to

enhance the progress & aspirations of higher ability students across the Sixth Form

curriculum. The Honours Programme involves workshops, open-day visits, taster-days &

guest speakers from H.E. to provide advice & guidance to our students with regard to the

processes and systems involved in researching & applying to the UK’s top Universities.

Involvement in this programme is mandatory for our top 25% achieving students on entry into

year 12 (based on level 2 performance measures) and optional for others.

Please see Appendix 1 for the programme of events & activities due to take place across the

academic year as part of this Honours Programme.

Appendix 1:

Statement of Intent: To develop and begin to implement an honours programme, including a register of identified students in order to target students appropriately for opportunities and enriching activities throughout the years.

Action Milestones Impact

Start Complete

To create a register of identified outstanding

students specific to subject areas

August Year 12

October Year 12

From October half term, we

can target students with opportunities and activities

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Meet with identified

students to launch and share aims of programme – letter home to parents

November Year 12

November Year 12

Improved monitoring of activities

and direction of students Improved communication to

parents/parental engagement and students

Attendance at HE fair ran

by AGS Sixth Form

November Year 12

November Year 12

Aspiration building and gathering information from a range of

institutions. Information to parents regarding university application

process and finance.

Research and completion

of MOOC courses

November Year 12

January Year 12

To provide a supporting and

enriching experience which will improve knowledge in a niche area

and enhance applications

Summer School

applications

January Year 12

May

Year 12

Opportunity for students to attend a residential summer school to raise aspirations and discover university

life

CET Competitions (Non-

Fiction Writing Prize, Public Speaking Prize, Collaborative Design

Prize)

Year 12

Year 12

To provide a supporting and

enriching experience which will improve knowledge in a niche area

and enhance applications

Oxbridge Conference

March

Year 12

March

Year 12

To provide bespoke expertise and guidance to complete a successful

application for competitive universities

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CET consultant for

aspiring Russell Group applicants

Ongoing- termly

visits with students and

staff

Ongoing-

termly visits with students

and staff

To provide bespoke

expertise and guidance to complete a successful

application for competitive universities

EPQ

(Sixth Form)

May

Year 12

March

Year 13

To provide a stand-alone

qualification which will improve academic skills in all subject and enhance

outcomes

Track results

End of Year 12

Year 13

To support progress and

outcomes

Create list of early

applicants/Russel Group applicants- check entry

testing

September

Year 13

October Year 13

To support applications and provide timely IAG

Additional support from

CET consultant for aspiring Russell Group

applicants

Ongoing- termly

visits with students and

staff

Ongoing-

termly visits with students

and staff

To provide bespoke

expertise and guidance to complete a successful

application for competitive universities

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Appendix 9: AGS Sixth Form Support in Enrichment & Extra-Curricular Development

Scheme

AGS Sixth Form Support in Enrichment & Extra-Curricular Development

Scheme (SEEDs)

AGS Sixth Form aims to encourage and support students in widening their aspirations

regarding their future academic options, employability and personal development.

Consequently, our Success in Extra-Curricular Enrichment and Development Scheme

(SEEDs) awards points to students who make the efforts to participate in extra-curricular-

endeavours. Over the course of their two/three-year programme within the Sixth Form

students can aim to achieve one of the following awards:

Platinum Standard

Gold Standard

Silver Standard

Bronze Standard

Students can accrue points according to (but not limited to) the guidelines outlined in Appendix

1. Participation in such activities aid students in developing the skills and attributes that we

believe all of our students within AGS Sixth Form should possess i.e.:

Resilience

Confidence

Leadership

Team Work

Citizenship & Community Participation

Problem Solving

Independence

Effective Communication

Curiosity

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Commitment

Students will be encouraged and expected to log their activities in the Activities area of their

Unifrog account. At the end of Year 13, students will use this log to complete a final SEEDs

form to determine their award level.

The award that a student achieves will be formally recognised by the Sixth Form during

Awards Evenings and, perhaps more importantly, this information will be made available to

universities & potential employers as part of each students’ UCAS applications & references

provided by the Sixth Form Leadership & Tutor team.

Platinum Standard = 250 Points

Gold Standard = 200 Points

Silver Standard = 150 Points

Bronze Standard = 100 Points

Activity Type: Points

After School Club inc. non-school-based organised club-based activity (per week)

2

Recycling Duty (per week) 2

Mentoring (per week) 2

Non-Compulsory Trip/Visit inc. University Open/Taster Days 10

DofE 25

PruGoals 25

Employability Scheme 25

Residential inc. Summer School (UK) 40

Residential / Overseas Visit (Abroad) 50

MOOC (per MOOC) (including EtonX) 20

Representing the Sixth Form in Sport (per session/game) 5

Supporting a Teacher (per session) 5

Student Leader (inc. Anti-Bullying Ambassador) 20

Participation in a School Show 20

Volunteer Work 20

Work experience (per day) 5

Inter-Trust Competition 20

Non-Compulsory Intervention Attendance 10

Completion of EPQ 30

Attendance above 96% 10

Behaviour- zero points 10

Social Committee 10

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Pathways Programme (RO, Warwick Scholars or similar) 40

Masterclasses 10

CEIAG 1-1 Meeting 10

Full completion of PSHE Curriculum 15

Securing paid employment 10

Appendix 10: Department for Education Teachers’ Standards

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