Careers Education

Student Tracker Report - KS4 Guide

Download a PDF of this guide

 

1. Targets and Attainment

All students have been set minimum targets for GCSE by using prior attainment data.

GCSE: Targets are grades 1-9 except in unreformed subjects, where they are still A*-G.
BTEC: D=Distinction; M=Merit; Pa=Pass
Level 1/2 courses: E1-3=Entry Level (3 is the highest); L1=Level 1 pass; L2=level 2 pass

All students will receive one ‘Current Working’ Grade every half term.

Changes for 2017 - 2018

The 9 to 1 GCSE grades will be used for those subjects in which reformed GCSEs are being taught. These are:

Year 11 – Art, Biology, Chemistry, Computer Science, Drama, English Language, English Literature, French, Geography, History Maths, Music, PE, Physics, RS, Science, Spanish
Year 10 – All of the above, plus Business Studies, Classics, DT and Media Studies

2. Learning Grade Definitions

Behaviour

 A  Excellent Always polite and respectful to others and always makes a positive contribution to the learning environment
in class and around the school.
 B  Good Usually polite and respectful to others and usually makes a positive contribution to the learning environment
in class and around the school.
 C  Unsatisfactory Is usually polite and respectful to others but needs regular reminders to concentrate on learning without distracting
others and to behave sensibly around the school.
 D  Poor Is often disrespectful to others and distracts others from their learning; has difficulty maintaining a high standard
of behaviour around the school.
 E  Serious Concern Is often rude and disruptive. Is unable to maintain an acceptable level of behaviour in class and around the school.

* In DT the behaviour grade is in reference to student's ability to work safely with tools and equipment, rather than their general behaviour.

Classwork

 Excellent   Work is always completed efficiently and/or to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed efficiently and/or to a standard reflecting his/her best work.
 C  Unsatisfactory Work is usually completed but not often efficiently and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor   Work is usually not completed efficiently and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on classwork to meet the required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.

 

Homework(Not set in PE- KS4 grade for attendance)
For KS3 -If no grade is given then H/W has not been set yet according to the H/W timetable.

 A  Excellent Work is always completed on time to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed on time to a standard reflecting his/her best work.
 C  Unsatisfactory   Work is usually completed but not regularly on time and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor Work is usually not completed on time and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on homework to meet required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.

APS Values GCSE Table

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Key Stage 4 Transition Evening Follow-up

Many thanks to the 200+ parents who attended this meeting on Tuesday 11th July. Your obvious commitment to helping your children is the most important support they will receive. We have read the impressive range of ‘barriers to success’ that you identified. These ranged from the more obvious - social media, parties, exam stress etc. through to the more individual: ‘Love Island’ and ‘thick parents’ being interesting ones! 

From personal experience,  a book about teenage behaviour that some parents may find useful is: Get out of my life by Tony Wolf and Suzanne Franks  

Please negotiate for and encourage the following in September:

  • A positive and inquisitive attitude – these are amazing subjects taught by passionate teachers. Discuss their subjects with them – ask them to teach you.
  • A healthy lifestyle – sensible bed times (without phones) good breakfasts and regular physical activities.
  • Clear homework routines and an organised bag and work space.
  • A robust attitude to attendance.  If in doubt – always come to school. Aim for 100%.
  • Sensible and safe social lives. In the past, the school has had to deal with the fall-out from large unmanaged parties, mixed sleep-overs, students without sensible curfews etc. Teenagers will often say that “all their friends are allowed to do something”. This is rarely true.
  • A supportive attitude towards school rules. Encourage your children to see the reasoning behind rules associated with uniform, behaviour, punctuality etc. We aim to ensure the safety and happiness of students from many different backgrounds. All the school rules are designed to help this happen.

The information from the Key Stage 4 Evening can be found below:

Key Stage 4 transition - English presentation pdfpdf pptxpptx
Key Stage 4 transition - Maths presentation pdfpdf pptxpptx
Key Stage 4 transition - Science presentation pdfpdf pptxpptx
Key Stage 4 transition - Wellbeing presentation pdfpdf pptxpptx
Key Stage 4 transition - Access Arrangements pdfpdf pptxpptx

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Careers Education at Alexandra Park School

Overview

  Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13
Citizenship lesson on the labour market and careers          
Careers Assemblies    
Careers Related lesson during National Careers Week
Careers Advisors at Student Progress Days
Register and use startprofile          
One to one career coaching for those making subject choices          
Careers Fair      
Open Evening for Subject choices          
Information on post-school options    
Opportunities to attend university open days        
Opportunities for Work Experience          
Opportunities to take part in Enterprise activities            
Opportunity to access mentoring for medical careers          
Support with Personal Statements and CVs          
Download the Annual Careers Plan

 

Focus / Activities

All students will have access to assemblies on the subject of careers advice and subject choices. Throughout the year, and at subject teachers’ discretion, parents and alumni will be invited into the classrooms to hold sessions on careers in specific industries.   Work Related Learning is also delivered across the curriculum and there is a specific focus on preparing for future education and employment in citizenship lessons.

Key Stage 3

In addition to the above students in Year 8 will take part in a careers themed day and in Year 9 students have the opportunity to attend a careers fair in school.  The Year 9 Options process includes an evening for parents, a separate assembly for students and all students have an individual guidance appointment with an independent careers adviser.  Students will also have the opportunity to take part in careers themed educational visits.

Key Stage 4

All Year 11 students will have a personal interview with a careers advisor.  There is also a careers guidance ‘clinic’ focussing on interviews for Year 11 students (which is available to students in Year 10 too).  Students in Years 10 and 11 have access to work experience placements where appropriate. 

In addition, we hold a Sixth Form Open Evening for students and parents to prepare student for post-16 progression.  All students in Year 11 receive two personal Information, Advice and Guidance Appointments with senior staff and the sixth form team to discuss their options for post-16 study.

Key Stage 5

In Years 12 and 13 numerous opportunities are promoted for students to gain knowledge and experience of a wide range of specific careers.  In addition to events outside school, speakers and representatives from varied employment areas are invited into school to present to and meet with students.   All students in Year 12 will have a personal interview with a careers advisor and all students are encouraged and supported to arrange and attend work experience placements.  

Once examinations have been completed in June of Year 12 the enrichment programme focusses almost entirely upon preparing for progression with a particular (but not exclusive) focus upon university applications.  Support includes a Higher Education Evening for parents, visits to universities and the opportunity to attend briefings / Q&A sessions with Admissions Tutors and subject experts from City University, KCL, LSE and Oxbridge and UCL which are arranged in school.  Many students also participate in preparatory programmes organised by top universities for specific subject areas for example LSE Choice Pathways to Law, Target Medicine and The Brilliant Club.

Resources

General careers advice including support for choosing a career, writing a CV and completing job applications

https://www.mykindafuture.com/
http://www.prospects.ac.uk
http://www.notgoingtouni.co.uk

Work experience

http://www.work-experience.org/
http://www.my-work-experience.com

Apprenticeships

http://www.apprenticeships.org.uk/
https://amazingapprenticeships.com/
http://www.direct.gov.uk/en/EducationAndLearning/14To19/OptionsAt16/DG_4001327

Gap Years

http://www.yearoutgroup.org/
http://www.gapyeardirectory.co.uk/

Year in Industry / Headstart

http://www.etrust.org.uk/

For further information, please contact the APS Careers Leader Tony Cummisky on 020 8826 5011  or email tcummisky@alexandrapark.school 

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Curriculum Changes - GCSE

New GCSEs from 2015/16

As part of the government’s education reforms, GCSE courses will start to change from September 2015.  In the first year, only English and maths GCSE will be changing.  In subsequent years more subjects will be reformed.

The main principles of the reform are as follows:

  • ‘New’ GCSEs will follow a linear structure – all exams will be taken in the summer of Year 11.  Resits will not be available (apart from in November for students in Y12 or above).
  • Coursework will be removed from almost all subjects, including English in the first year of reform.  Assessment will be conducted by external examiners as much as possible (some subjects in later phases of reform, such as geography and the sciences will retain a fieldwork or practical element).
  • ‘New’ GCSEs will be graded using numbers rather than letters – the diagram below shows how this is currently intended to work.
  • Tiered examinations (i.e. availability of foundation and higher level) will not generally be available.  In the first phase of reform tiers have been removed from English, but kept in maths (where the foundation tier will offer the opportunity for students to achieve  grades 1-4, and the higher tier will access grades 5 –9).

There will also be content changes in many subjects, for example the requirement that all students study a nineteenth century novel in English, and other assessment changes such as a greater focus on spelling, punctuation and grammar in the awarding of marks.  Further details of changes in individual subjects are included in our Curriculum Guide as soon as they are available.

Current intentions for new GCSE grading structure

9 to 1 gcse

Timescale for GCSE reform 2015-2019

1Phase 1 (from Sept 2015) - English and Maths

2Phase 2 (from Sept 2016) - Art, Biology, Chemistry, Computer Science, Drama, French, Geography, History, MFL, Music, PE, Physics, RS, Science, Spanish

3Phase 3 (from Sept 2017) - Business, Classics, DT, Mandarin, Media, Turkish / All others

GCSE curriculum change guidance

Department for Education Guide to new GCSE grading (9-1)

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