GCSE Specifications Year 10 and 11
Health and Wellbeing
Humanities
Business
Employability
Geography
History
Religious Studies
RVE
Skills
Tourism
Maths and Numeracy
Science and Technology
Health and Wellbeing
Humanities
Business
Employability
Geography
History
Religious Studies
RVE
Skills
Tourism
Maths and Numeracy
Science and Technology
Levels (1 – 8 *see below) | during transition to the new curriculum, student work may be awarded a level, and transferred to a GCSE prediction using each subject’s ‘Mapping of Levels’ document |
Grades (A* – G (U) / A – E (U) | indicate GCSE (grades A* – G) U is unclassified |
L1/L2 P/M/D | indicate Level 1 or Level 2 vocational courses at Pass,
Merit or Distinction
|
Grades 3, 2 and 1 | indicate Entry Level assessments (3 is high) |
Target level/grade: | an aspirational level/grade for the end of year 11, based on prior performance as indicated through the use of FFT and CATS data. |
Predicted level/grade: | a realistic prediction of the grade at the end of year 11 based on current performance |
Our aim us to enable students to participate in and benefit from high quality teaching and learning experiences. Where appropriate, this includes accessing the most appropriate, personalised support, when needed. This will ensure students can access and enjoy their learning, make progress and ultimately, leave school ready to thrive, as they begin the next stage of their life.
ALN Transformation
The purpose of the Pupil Development Grant is to improve the outcomes for learners eligible for Free School Meals (FSM) and Looked After Children (LAC). It is intended to overcome the additional barriers that prevent learners from disadvantaged backgrounds achieving their full potential.
- The term Additional Learning Needs (ALN) will replace the terms Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD). Children with ALN will be supported through additional learning provision (ALP)
- SENCos will now be called an ALNCo (additional learning needs coordinator)
- The new code will cover 0 - 25 year olds which means further education colleges and specialist independent colleges will now also be included (although not higher education or apprenticeships)
- There will be an emphasis on high aspirations and improved outcomes for children and young people with ALN
- The graduated system of school action, school action plus and statements is being replaced and all children who are identified as having ALN will have an Individual Development Plan (IDP). The IDP will replace IEPs, IBPs or IPPs
- Most IDPs will be maintained by the school but where it is considered unreasonable for the school to do so (such as for those with more severe or complex ALN) the Local Authority may maintain them
- There will be an increased participation from children, young people, parents and carers in the creation and maintenance of IDPs through person-centred planning
- It is hoped that closer collaboration and working together in partnership should help us to avoid disagreements
- All reasonable steps will be taken to secure provision in Welsh if required
- All children and young people who have an IDP will have an equal right to appeal to tribunal If you wish to read the draft code there is both a full version and an easy read version available on the Welsh Government website
Parent Carer Subject Support and Guidance
Year 7
Year 8
Year 9
Year 10
Year 11
Year 7
History support for Parents
general information and knowledge
Lower school Parent/Carer Information
Year 8
History Support for Parents
general information and knowledge
Lower school Parent/Carer Information
Year 9
History Support for Parents
History Support for Parents
Lower school Parent/Carer Information
Year 7
Year 8
Year 9
Year 10
Year 11
Year 7
Year 8
Year 9
Year 10
Year 11
Unit Overviews Year 7, 8 and 9
Expressive Arts
Health & Wellbeing
Maths & Numeracy
Science & Technology
Expressive Arts
art
Drama
Music
Health & Wellbeing
Maths & Numeracy
Science & Technology
Expressive Arts
Health & Wellbeing
Maths & Numeracy
Science & Technology
Parent
/Carer
Monitoring and tracking student’s progress
The data that is collected on the students is shared with parents/carers through Interim Progress Reports. These include Attitude to Learning Grades and Progress Indicators. Parents/carers will be informed as to whether their child’s progress is exceeding, meeting, working towards where we would expect them to be.
In addition, each student will receive a Full Progress Report during the academic year which includes the child’s strengths in each subject, as well as suggestions for how they can improve.
Students are also assessed on their Attitude to Learning in each of their subjects.
Teaching &
Learning
Assessment Terms
When determining this grade, considerations are: effort in class, organisation, engagement with home learning opportunities, Growth Mindset, motivation, behaviour.
Outstanding | Students who ALWAYS show high standards in each of the above areas. |
Good Students | who USUALLY show good standards in each of the above areas. |
Inconsistent | Students who SOMETIMES meet standards in each of the above areas.
|
Cause for Concern | Students who FREQUENTLY DO NOT meet expectations in most of the above areas |
In line with the New Curriculum, Year 7 students will also be assessed on their skill levels of the 4 Integral Skills: Planning and Organisation, Creativity and Innovation, Personal Effectiveness and Critical Thinking and Problem solving.
