KS4 Information KS4 Information EveningEvening

September September

20112011

WelcomeWelcome Support, Monitoring, Assessment Grades and Support, Monitoring, Assessment Grades and

Targets: Mr BrownlieTargets: Mr Brownlie

GCSE Science: Mr EggletonGCSE Science: Mr Eggleton

The KS4 Student Experience:The KS4 Student Experience:Head Boy Vig Kandasamy & Head Girl Megan Head Boy Vig Kandasamy & Head Girl Megan Thornton Thornton

The Role of the House Achievement Leader:The Role of the House Achievement Leader:Miss SmithMiss Smith

Careers Education at Crossley Heath School:Careers Education at Crossley Heath School:Mr SchofieldMr Schofield

Key PersonnelKey Personnel

TutorTutor House Achievement Leader (HAL)House Achievement Leader (HAL) Year Group LeaderYear Group Leader Year Group Co-ordinator (Mr Coulson)Year Group Co-ordinator (Mr Coulson) Assistant Head i/c Students (Mr Donlan)Assistant Head i/c Students (Mr Donlan) Deputy Head i/c Curriculum (Mr Deputy Head i/c Curriculum (Mr

Brownlie)Brownlie) Acting Head (Mrs Moffat)Acting Head (Mrs Moffat)

Mr BrownlieMr Brownlie

Acting Deputy Head - Acting Deputy Head - CurriculumCurriculum

ResultsResults

KS4KS4

KS5KS5

Key Stage 4 - HeadlinesKey Stage 4 - Headlines 99.4% of students achieved 5+ A*-C grades (98.1in 2010)99.4% of students achieved 5+ A*-C grades (98.1in 2010)

ININCREASECREASE 98.7% 5+ A*-C grades including English and Maths (98.1 in 2010)98.7% 5+ A*-C grades including English and Maths (98.1 in 2010)

ININCREASECREASE Average point score per entry Average point score per entry 56.3 56.3 (51.9, 49.8)(51.9, 49.8)

ININCREASECREASE

34%34% (23% in 2010) of students achieved at least 10 grades A*/A (23% in 2010) of students achieved at least 10 grades A*/AININCREASECREASE

94.8%94.8% (91.6% in 2010) of students achieved >=5 A*-B grades (91.6% in 2010) of students achieved >=5 A*-B grades ININCREASECREASE

68.2%68.2% (64.5% in 2009) students achieved at least 1 x A* (64.5% in 2009) students achieved at least 1 x A* ININCREASECREASE

Average point score per student Average point score per student 667667 (548 in 2010) (548 in 2010)ININCREASECREASE

70% A/B70% A/B grades in grades in ASAS Communication & Culture Communication & Culture 92 students92 students

Average point Average point score per score per entryentry

45

47

49

51

53

55

57

2008 2009 2010 2011

APS

APS

KS4 Trend – KS4 Trend – Ave Total Point Ave Total Point ScoreScore

2007' 4702008' 5442009' 5452010' 5482011' 667

KS4 - Ave Total Point Score

544 545 547

410

430

450

470

490

510

530

550

2006 2007 2008 2009 2010 2011

470

544

545548

667

410

460

510

560

610

660

2007' 2008' 2009' 2010' 2011'

Year 11 Outstanding Year 11 Outstanding AchievementsAchievements• Over one third of the year group (54

students) achieved 10 or more A*/A grades

• 29 students gained 12 or more grades at A/A*

4 students achieved 14 GCSEAt A*/A as well as an A grade in ASCommunication & Culture

3 students achieved:10 GCSEs at A*3 GCSEs at A

AND an A grade in AS Communication & CultureOne also achieved an A in AS French

Yr 10 GCSE Yr 10 GCSE E Lang French Geog Germa

nHistory Maths

%A*/A 58 95 95 83 75 100

Entries 155 19 21 29 20 55

- All grades A/A* in Mathematics

- No grade below B in option block subjectsCongratulations to these Year 10 students

- An even better performance than last year’s Y10!

AS Level – TrendAS Level – Trend

20112011 (2010, 2009, (2010, 2009, 2008)2008)

Pass ratePass rate 93.2% 93.2% (95%, 93.7%,(95%, 93.7%, 96%)96%)

Including General StudiesIncluding General Studies% grades A & B:% grades A & B: 51.651.6 (49.3, 49.2, 53.4)(49.3, 49.2, 53.4)

Excluding General StudiesExcluding General Studies% grades A & B:% grades A & B: 48.948.9 (47.1, 48.9, 56.0)(47.1, 48.9, 56.0)

AS Trend - AS Trend - % A&B % A&B (Blue: -GS; Pink: (Blue: -GS; Pink:

+GS)+GS)

44

46

48

50

52

54

56

58

2008 2009 2010 2011

A2 ResultsA2 Results

Pass rate (inc GS)Pass rate (inc GS) 98%98%

Including General Studies:Including General Studies:Average point score per entryAverage point score per entry 92.592.5 % grades A & B% grades A & B 57.157.1

Excluding General Studies:Excluding General Studies:Average point score per entryAverage point score per entry 95.995.9% grades A & B% grades A & B 63.163.1

Average Points Score at A2 = 96 – almost a BAverage Points Score at A2 = 96 – almost a B

Year 13 Outstanding Year 13 Outstanding AchievementsAchievements

• 26 Students achieved 3 or more A*/A grades

Special congratulations to:- Sophie Murch A*A*A*AA- Josh Scriven A*A*A*AA- Tom Chatterjee A*A* AAA

Sophie Murch andEric Martin were successful in securingplaces to study at Cambridge

Other Outstanding Other Outstanding AchieversAchievers

Not just about raw resultsNot just about raw results

About achieving the best that you About achieving the best that you cancan

About getting involved and About getting involved and developing a range of aspectsdeveloping a range of aspects

Targets and AspirationsTargets and Aspirations What are they?What are they?

The targets are challenging and aspirational The targets are challenging and aspirational but are based on realistic expectationsbut are based on realistic expectations

The targets are based on what an average The targets are based on what an average student should achievestudent should achieve

Is Crossley Heath an average school?Is Crossley Heath an average school?

How and when are they set?How and when are they set? Set this term by week 4 and are based on in-Set this term by week 4 and are based on in-

school data, and FFT dataschool data, and FFT data

Monitoring Student Monitoring Student ProgressProgress

Predictions and target-Predictions and target-settingsetting

Midyis Midyis andand Yellis Yellis Tests Testsandand

FFTFFT Data Data

Fischer Family Trust Fischer Family Trust Key Stage 4 TargetsKey Stage 4 Targets

FFT:- Who are they? What do FFT:- Who are they? What do they mean?they mean?

Why set targets?Why set targets? What part do you have to What part do you have to

play?play?

Fischer Family Trust Key Stage 4 TargetsFischer Family Trust Key Stage 4 Targets

The Fischer Family Trust use data, The Fischer Family Trust use data, provided by the Department for Education provided by the Department for Education to set targets for student outcomes.to set targets for student outcomes.

Very large population size - so predictions Very large population size - so predictions can be seen to be accurate and reliable.can be seen to be accurate and reliable.

The targets are challenging and The targets are challenging and aspirational but are based on realistic aspirational but are based on realistic expectations.expectations.

The targets are based on what an average The targets are based on what an average student should achieve.student should achieve.

Fischer Family Trust Key Stage 4 TargetsFischer Family Trust Key Stage 4 Targets

How do students receive their How do students receive their targets? targets?

Eng B %Eng B % Eng A %Eng A %Eng A* Eng A*

%%

English English Minimum Minimum

TargetTarget

40.14%40.14% 30.46%30.46% 7.30%7.30% BB

Fischer Family Trust Key Stage 4 TargetsFischer Family Trust Key Stage 4 Targets

Eng B %Eng B % Eng A %Eng A %Eng A* Eng A*

%%

English English Minimum Minimum

TargetTarget

4.83%4.83% 31.09%31.09% 63.85%63.85% @@

Fischer Family Trust Key Stage 4 TargetsFischer Family Trust Key Stage 4 Targets

Eng B %Eng B % Eng A %Eng A %Eng A* Eng A*

%%

English English Minimum Minimum

TargetTarget

38.35%38.35% 35.06%35.06% 9.85%9.85% AA

Fischer Family Trust Key Stage 4 TargetsFischer Family Trust Key Stage 4 Targets

Eng B %Eng B % Eng A %Eng A %Eng A* Eng A*

%%

English English Minimum Minimum

TargetTarget

13.04%13.04% 43.29%43.29% 42.41%42.41% AA

Fischer Family Trust Key Stage 4 TargetsFischer Family Trust Key Stage 4 Targets

What part does the student have to play?What part does the student have to play? Respond positively and work hard to achieve the Respond positively and work hard to achieve the

target.target. Be aware of the fact that competition for places at Be aware of the fact that competition for places at

university and for employment opportunities at 16 and university and for employment opportunities at 16 and 18 is extremely tough and students need to put 18 is extremely tough and students need to put yourself in the best possible position to attain the yourself in the best possible position to attain the job/place offer that they are striving for.job/place offer that they are striving for.

What can parent do to help?What can parent do to help? Be sure that your child knows what is required to Be sure that your child knows what is required to

achieve their learning targets.achieve their learning targets. Support and encourage them to aspire to the highest Support and encourage them to aspire to the highest

possibly grades.possibly grades. If your son / daughter is unsure about any aspect of If your son / daughter is unsure about any aspect of

their GCSE course, encourage them to take personal their GCSE course, encourage them to take personal responsibilty and find out.responsibilty and find out.

Progress UpdatesProgress Updates

Student ‘X’ Progress ReportStudent ‘X’ Progress Report

TargetTarget Predicted Predicted Effort Effort Current Current

GradeGrade Att.Att.Art Art A A A A 22 BBDTDT A* A* A* A* 11

AAEnglish English A* A* A* A* 11 AAFrenchFrench A*A* A*A* 22 BBGermanGerman A*A* A*A* 11 B B GeographyGeography AA AA 11 A A HistoryHistory AA AA 11 B B MathematicsMathematics BB CC 33 DDScienceScience AA AA 11 AA

CourseworkCourseworkControlled AssessmentControlled Assessment

Coursework has now been replaced by Coursework has now been replaced by controlled assessments.controlled assessments. The nature The nature of these varies from subject to subject but all will feature a level of control.of these varies from subject to subject but all will feature a level of control.

EnglishEnglish Science*Science* Maths = none (CA in Y10 for Statistics).Maths = none (CA in Y10 for Statistics). ICT is 100% ‘coursework’, assessed by the school.ICT is 100% ‘coursework’, assessed by the school. RS – none.RS – none. MFL – done in lessons over a two week period (on 3 occasions).MFL – done in lessons over a two week period (on 3 occasions). History – done in lessons following 20 hours of teaching and 10 of research.History – done in lessons following 20 hours of teaching and 10 of research. Geography – Completed following a field trip to Halifax and associated Geography – Completed following a field trip to Halifax and associated

work in lessons. Written up over 6 hours.work in lessons. Written up over 6 hours. Drama – completed in lessons in Y11.Drama – completed in lessons in Y11. Art, Music and Physical Education– Completed in lessons but with Art, Music and Physical Education– Completed in lessons but with

additional controls to check that students’ work is their own. Less (or no) additional controls to check that students’ work is their own. Less (or no) scope for work at home.scope for work at home.

Design & Technology – work done in lessons. Limited scope for work at Design & Technology – work done in lessons. Limited scope for work at home.home.

GCSEs in ScienceGCSEs in Science

Mr EggletonMr Eggleton

GCSE SciencesGCSE SciencesBiology 1 + Chemistry 1 + Physics 1 = GCSE Science Y9

+ + +

Additional Biology + Additional Chemistry + Additional Physics = GCSE Additional Science Y10 -Y11

+ + +

Further Biology Further Chemistry Further Physics Y11

= = =

GCSE Biology GCSE Chemistry GCSE Physics = Triple Science Sets

Y11 Y11 Y11

(Modules can only be used to lead to one GCSE. )

Head Boy Vig KandasamyHead Boy Vig Kandasamy

&&

Head Girl Megan ThorntonHead Girl Megan Thornton

What should I expect?What should I expect?

It’s a step upIt’s a step up You start to study with a final aim in You start to study with a final aim in

mindmind Work in lessons matters moreWork in lessons matters more Everything is important and relevant to Everything is important and relevant to

the examthe exam Learn as you go alongLearn as you go along Teachers expect more responsibilityTeachers expect more responsibility

How do I go about it?How do I go about it?

Stay organised.Stay organised. Use your planner.Use your planner. Do homework ASAP.Do homework ASAP. Extra reading and study never hurts. Extra reading and study never hurts.

The more you do now, the less you’ll The more you do now, the less you’ll have to do before the exams.have to do before the exams.

Where should I go for help?Where should I go for help?

Teachers (VLE email system)Teachers (VLE email system) Other studentsOther students Plenty of resources available:Plenty of resources available:

BBC BitesizeBBC Bitesize VLEVLE Programmes on the school computers.Programmes on the school computers.

Balancing work with playBalancing work with play

Balancing work with playBalancing work with play

Remember…Remember…

Transitional stageTransitional stage

Work consistently, put in the effort Work consistently, put in the effort and strike a balance between work and strike a balance between work and relaxation.and relaxation.

Enjoy yourself!Enjoy yourself!

Mr B CoulsonYear Group Co-ordinator

Miss A. SmithHouse Achievement LeaderQueens / Year 9

Key Areas of Responsibility of Key Areas of Responsibility of House Achievement LeaderHouse Achievement Leader

Raise achievementRaise achievement Lead a team of form tutors Lead a team of form tutors Responsible for standards, rewards and disciplineResponsible for standards, rewards and discipline Teaching group observationsTeaching group observations Monitor attendance and punctualityMonitor attendance and punctuality Interviews for students whose progress, effort or Interviews for students whose progress, effort or

behaviour is a concernbehaviour is a concern Play a key role in welfare, social and emotional Play a key role in welfare, social and emotional

needsneeds First point of contact for parents or guardiansFirst point of contact for parents or guardians Contact with various agencies where appropriateContact with various agencies where appropriate

Role of the Form TutorRole of the Form Tutor

Sees students dailySees students daily Checks planners weeklyChecks planners weekly Monitors attendance, punctuality, behaviour and Monitors attendance, punctuality, behaviour and

efforteffort Monitors well being of individual studentsMonitors well being of individual students Encourages peer supportEncourages peer support Uses data to monitor student progressUses data to monitor student progress Interviews all students 2-3 times per year to Interviews all students 2-3 times per year to

discuss progress and set targetsdiscuss progress and set targets

How does the school support How does the school support students in Year 9?students in Year 9?

Day-to-day feedback from subject teachers to the Day-to-day feedback from subject teachers to the tutortutor

Periodic reporting of effort and progressPeriodic reporting of effort and progress Parents’ evening/sParents’ evening/s

And if further support is needed…And if further support is needed… Daily report systemDaily report system Mentoring by older studentsMentoring by older students Liaising with parents/guardians & agencies if Liaising with parents/guardians & agencies if

appropriateappropriate

Mr SchofieldMr Schofield

Careers Education Co-Careers Education Co-ordinatorordinator

Careers Education at CHSCareers Education at CHS

Tutorial & PSHCETutorial & PSHCE The Zone – The Zone – CHS’s dedicated careers CHS’s dedicated careers

areaarea Calderdale and Kirklees Careers Calderdale and Kirklees Careers

ServiceService Work ExperienceWork Experience Additional Advice in schoolAdditional Advice in school

Key DatesKey Dates

w/c 26w/c 26thth September – Target Week September – Target Week w/c 31w/c 31stst October – Progress Update October – Progress Update Weds 19Weds 19thth October – Tutor Review Day October – Tutor Review Day Weds 11Weds 11thth January Y9 Parents’ Evening January Y9 Parents’ Evening Health FairHealth Fair Reports JulyReports July Enterprise 12Enterprise 12thth July July International Day 13International Day 13thth July July

Trips and VisitsTrips and Visits

Art – Day trip to Liverpool TateArt – Day trip to Liverpool Tate Food Tech – Day trip to food fair / Food Tech – Day trip to food fair /

marketmarket Geography – Halifax Town CentreGeography – Halifax Town Centre DT Textiles – Hat museumDT Textiles – Hat museum Y9 ResidentialY9 Residential

Good night!Good night!

Thank you for listening to us this Thank you for listening to us this evening.evening.