charles swindoll
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Charles Swindoll. - PowerPoint PPT PresentationTRANSCRIPT
Charles Swindoll
The longer I live, the more I realise the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company...a church....a home.
The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past...we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude...I am convinced that life is 10% what happens to me and 90% how I react to it. And so it is with you...we are in charge of our attitudes.
Y10 Information Evening
September 2014
Aims for the evening
Share key messages given to students
Provide information which will help us to work in partnership
Clarify expectations in the core subjects
Trinity School Vision
Standards
Responsibility
Opportunity ………………………………for All
Pupil or Student
Pupil•Needs to be told what to do.•Only do what they are told to do•Teacher enforces work rate and behaviour.•Motivation comes from others.Student•Independent•Responsible•Well motivated•Well organised and prepared.
Motivation and ‘mindsets’Fixed Mindset:
Cleverness is a fixed thing. You’re either clever or you’re not.
Growth Mindset:
Cleverness can be developed. Everyone can get smarter.
Neuroscience tells us that the brain is like a muscle; exercise makes it grow and develop
Fixed Mindset
Look clever at any cost. Don’t get into situations where you will not look smart.
Don’t make mistakes. If you make mistakes you must be inadequate
Don’t work hard. Success should come naturally, because you are smart. If you can’t do something, don’t work at it; act as if you could do it if you tried.
Growth Mindset
Learn at all costs. These students care very much about doing well. Learning is more important than grades which, ironically, leads to better grades
Take on challenges. If offered a choice between a difficult task they can learn from, and a task that will make them look smart they take the task they can learn from.
Work hard. These students believe the harder you work the better you will be.
Confront weaknesses and correct them. Students with this mindset are keen to tackle the things they aren’t so good at, and get better at them.
You can’t fall if you don’t climb. There is no joy in living your whole life on the ground.
Theodore Roosevelt
Believe you can and you’re halfway there
Chinese Proverb
Bite off more than you can chew and chew like mad
Mindset
Hard work beats talent when talent doesn’t work hard.
Choices
Presentation of work There should be no graffiti anywhere in your work Students should write in black pen and draw diagrams and graphs
with pencil Pages should not be ripped out of your exercise books or folders Each new piece of work should have a title and date underlined
with a ruler Loose sheets should be stapled in at the appropriate place Any mistakes should be crossed out using a line through the
incorrect piece of work At the end of each piece of work, a line should be drawn with a
ruler and the next piece of work should begin underneath the line All pages should be used - you must not leave blank pages Any rough work should be done in the back of your book or folder,
unless an integral part of the work in progress
Presentation of work
STANDARDS: To promote high standards of presentation RESPONSIBILITY: To encourage students to become more independent by understanding that they have a responsibility for taking care with their work OPPORTUNITY: To help students to realise that having high standards for simple things such as presentation of work can lead to improved opportunities in later life FOR ALL: To support each other through all applying expectations consistently
Feedback, feed forward
Students should write in black pen
Teachers will mark and give feedback in purple Peer assessed comments using G and I should be in blue. Self assessed comments using G and I should be in red.
Students should act on feedback, re-draft, correct in green
Feedback, feed forward
STANDARDS: To promote high standards in the quality of work RESPONSIBILITY: To encourage students to want to improve work and aim higher OPPORTUNITY: To help students to realise that skills gained from acting on feedback or helping their peers to do so can be transferred to other areas of life FOR ALL: To ensure that consistent use by all will help students to improve in all their lessons
Be prepared
Fail to prepare and you must prepare to fail
The world is run by those
who show up.
Attendance
Attendance
Missing just 17 days in one year (90%) can cause a drop of a full grade at GCSE.
Only about one in four students with attendance less than 90% achieve 5 A*-C GCSEs.
Only about one in ten students with less than 80% attendance achieve 5 A*-C GCSEs
Subject information
Subject information
The year ahead
Interim 1 – 12th Dec 2014 Interim 2 – 27th Feb 2015 Tutor Evening – 5th Mar 2015 Parents’ Evening – 14th May 2015 Reports -8th May 2015 Exam weeks – starting 15th June
2015 Work Experience – 29th June 2015
Communication
Feedback in books E mail [email protected] Schoolcomms
E mail and text system
PC, laptop, tablet or Smartphone app Leave your name with us or contact us and
we will send you a form to sign up
Text notification of absence Text Urgent information (snow)
E –mail rewards information Text reminders of e.g. Parents evenings
E-mail behaviour information E Mail invitations to events
E-mail student and exam timetables Text/e-mail deadlines for students
E-mail newsletters, trip information, clubs, etc
E-mail homework
Working together
Students
School
Parents/carers
When to let go
Bill Gates Quotes
“Before you were born, your parents weren’t as boring as they are now. They got that way from paying your bills, cleaning your clothes...”
Bill Gates Quotes
If you think your teacher is tough – get a boss!”
Key Stage 4 Mathematics at Trinity School.
•To give information about the maths courses and exams•To give advice about maths revision•To give practical information about preparation for exams
Learning Objectives
Year 11
•GCSE Maths Higher Grades A*-D•GCSE Maths Foundation Grades C-G• Entry Level Maths Level 1 and 2•GCSE Statistics Higher Grades A*-D•GCSE Statistics Foundation Grades C-G•Further Mathematics Level 2 Certificate
• Linear GCSE Maths: 2 papers 50% each•EDEXCEL •Paper 1 Non Calculator •Paper 2 Calculator •Results Late August 2016•No Coursework
Year 10/11 MATHS DETAIL
• End of Year 10; syllabus completed•Full Mock exam in June •Groups re-set to reflect progress•Year 11 identify and work on areas of weakness: pixl•2nd Mock in December Year 11•Final preparation for exam in June 2016•No Coursework
Year 10/11 MATHS DETAIL
Edexcel GCSE Mathematics A
MyMaths website : Login Trinschool password cylinder
Mathswatch website : Centre id Trinityschool username apupil password mathswatch
an
Staff e-mailStaff [email protected]
Key Stage 4 English at Trinity School.
GCSE English Language & English Literature
Familiar?
I haven’t got any
homework...
You can’t revise for English...
Skills...
Understanding what you’ve read
Finding Quotes
Inferring and Deducing
Analysing Language, Form & Structure
Developing interpretationsof symbolic meanings of texts
Spelling & Vocabulary
Grammar (Advanced)
Extended, Developed Written Pieces
Whole-Text Organisation
Finding an Individual Voice
The Times They Are A-Changin’
English GCSEs are no longer modular.
Results are norm-referenced.
Your child’s year group will be the last to sit this specification.
English Language
3a Extended Reading3b Producing Two Creative
Texts3c Spoken Language Unit
Unit Content
1 Non-Fiction Exam2 Speaking and Listening
3 Understanding written texts and writing creatively
English LiteratureUnit Content
1 Exploring Modern Texts (Exam) • A - Modern prose or drama • B – Exploring cultures
2 Poetry (Exam)
3 Shakespeare and English Literary Heritage
vs.
Exam = 60%
Unit 1: Reading & Writing Non Fiction
Can your child write for 2 hours 15 minutes?
How much non-fiction does your child read every day?
Unit 2: Presenting, Discussing/listening, Role-play
Formal Informal
Unit 3 - Understanding written texts and writing creatively
40%Understanding what you’ve read
Finding Quotes
Inferring and Deducing
Analysing Language, Form & Structure
Developing interpretationsof symbolic meanings of texts
Spelling & Vocabulary
Grammar (Advanced)
Extended, Developed Written Pieces
Whole-Text Organisation
Finding an Individual Voice
I’m Sure You’ve Heard...
So...
Start now...
Be an independent
learner...
Use all the resources available...
Moodle – http://vle.trinity.cumbria.sch.uk
Scroll Down
Podcasting – http://www.trinityenglishrevision.blogs
pot.co.uk/ OR http://feeds.feedburner.com/TrinityEngl
ishRevision
GCSE English Language & English Literature
Who was recently voted the greatest sports coach in the history of the world?
“Give Your Best When Your Best IS Required…
…here it is required every day”