Year 11 Parents Information Booklet 2018 - 19

Year 11 Parents’ Information Evening th

Thursday 13 September Schedule of Assessment and Reporting 2018-19

Tarleton Academy is at the centre of a community of inspirational partnerships which nurtures respectful, independent, lifelong learners working together to shape a better future for all.

Our motto states that ‘we make our future’ (Facimus Nostrae Futurae) and to this end as a school within Endeavour Learning Trust our overall aims are to provide: 

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A world class education for all our students, regardless of ability or background, which builds resilience, confidence and drive, in an everchanging world A workforce of the highest calibre, with a winning combination of teamwork, skill, experience, passion and an unwavering commitment to excellence A relentless focus on individual and collective improvement and personal and professional development, in an ethos of high expectations and personal ambition The moral imperative to ensure that no child is left behind and no individual is overlooked in their uniqueness and distinctive potential A nurturing environment, where everyone feels safe and valued and where we get the balance right between encouragement and support and stretch and challenge, so that all of us can aim high and work together to make those aspirations a reality A genuine commitment to foster partnerships, across our family of schools, with our parents, other strategic partners and our wider communities The expertise to efficiently and effectively deploy and maximise our resources across the Multi Academy Trust (MAT)

GCSE Grading in 2019 Frequently Asked Questions for Parents

1. I have heard GCSEs are changing, what does this mean?

GCSEs will be graded on a new scale of 9 to 1, with 9 the highest grade, rather than A* to G as previously, to distinguish clearly between the reformed (new) and unreformed (old) qualifications. The government and Department for Education (DfE) have specified that the new GCSE syllabuses will include more challenging and knowledge-based content with exams only at the end of the course. There is less non-exam assessment too. English language, English literature and maths were the first to be graded from 9 to 1 in 2017.

Another 20 subjects will have 9 to 1 grading in 2018, with most others following in 2019.

During this transition, students will receive a mixture of letter and number grades.

2. If the exams are harder, what will happen to the grades this summer?

Although the exams will have to cover a wider, more challenging range of content, the independent exam regulator Ofqual has made it clear that students sitting these examinations for the first time will not be disadvantaged. Whilst students may come out of the exams feeling that they have done less well, Ofqual has said that broadly, the same proportion of students who currently achieve a C and above will achieve a grade 4 and above in the new GCSEs (see Q4). The exam boards will base standards on results of 16 year-olds who took previous GCSE qualifications, so that it does not disadvantage this year’s Year 11 students.

3. Why has this new grading system been introduced?

The introduction of the 9-1 system increases the number of higher grades than the previous A*- G system. By using 9-1, there are now six different grades from 4 to 9 rather than four in the old system (A*, A, B, C), which means individual students can be more accurately recognised in terms of their outcomes. The revised scale will also enable employers and others to easily identify which students have taken the new, more challenging GCSEs.

4. How does the new grading system match the old one?

The new grade scale will not be directly equivalent to the existing one. However, to be fair to the students and to give meaning to the new grades, Ofqual has decided that there will be some comparable points between the old grades, and the approach used to awarding will ensure that this year:  broadly the same proportion of pupils will achieve a grade 7 and above as currently achieve a grade A and above  broadly the same proportion of pupils will achieve a grade 4 and above as currently achieve a grade C and above  broadly the same proportion of pupils will achieve a grade 1 and above as currently achieve a grade G and above It is important to realise that the new GCSEs have more grades.

While it is true to say that the same proportion of candidates will get a 4 and above as currently get a C and above, it is not true to say a grade 4 is directly equivalent to a grade C. This is because of the expanded number of grades above a 4. So, a grade 4 represents the bottom two thirds of a grade C, while a grade 5 is the equivalent of the top third of grade C and the bottom third of grade B. 5. As the top grade is grade 9, will there be similar numbers of 9s awarded to A*s currently?

There is more differentiation in the reformed (new) qualifications, as there are three top grades (7, 8 and 9), compared to two in the unreformed (old) qualifications (A and A*), so you would expect that fewer students will get a grade 9 than previously got an A*.

6. I want my child to aim for the equivalent of a grade C across all subjects but I am confused as to whether they should be aiming for a 4 or a 5?

Because the same proportion of candidates will get a 4 and above as currently get a C and above, aiming for 4 and above is equivalent to aiming for C and above. This is, and will remain the level that pupils must achieve in order not to be required to continue studying English and maths post-16. The government has defined a grade 4 as a ‘standard’ pass.

Where employers, FE providers and universities currently accept a grade C, the government expects them to continue recognising a grade 4.

7. I have heard there will be a ‘standard’ pass and a ‘strong pass’, what does this mean?

The government will publish schools’ results not just at the ‘standard pass’ (grade 4 and above), but also at the ‘strong pass’ (at grade 5 and above) in school performance tables only. The number of pupils achieving a ‘strong pass’ will be one of the measures by which schools are judged.

8. My child is sitting the new maths GCSE this summer – what are the main differences between the old and the new maths GCSEs? The main differences are the structure of the assessment (more examination papers for students to sit), the content of the syllabus and the examination questioning styles. One of the aims of the reformed maths qualification is to encourage students’ development of problem-solving skills, and this is reflected in the way that the questions are worded and structured in the assessment.

9. How will employers be informed and educated on the differences between the new and old grades and qualifications?

The DfE is working with the independent regulator Ofqual, exam boards and partner organisations such as the Confederation of Business Industry (CBI), using a variety of products and channels including social media, to ensure that all stakeholders can get access to the information they need. This includes ensuring that employers understand that the new GCSEs are more demanding, and that a new grade 4 represents a similar level of achievement to a current low to medium grade C – the threshold for a level 2 qualification.

10. Will employers and colleges be asking for a 4 or a 5 as part of their entry criteria?

Employers, colleges and universities will continue to decide the level of GCSE grades needed to meet their individual employment or study requirements. The DfE is encouraging employers, colleges and universities to have realistic expectations of pupils in the first cohorts to sit the new, tougher GCSEs when setting their entry requirements for work or further study. Employers and colleges will also need to recruit the same number of students as previously, so are likely to set their criteria in terms of the equivalence of C and above and 4 and above.

11. Will A levels be changing their grades too?

No, A levels will retain their A*-E grades and AS qualifications their A-E grades.

Key Dates Friday 25th October 2018

Year 11 Data Reports to Parents

Thursday 29th November 2018

Year 11 Subject Consultation Evening

10th December – 18th December 2018

1st Practice Examinations

Friday 25th January 2019

Full Report to Parents

Thursday 7th March 2019

Year 11 Subject Consultation Evening

25th March – 4th April 2019

2nd Practice Year 11 Examinations

Friday 3rd May 2019

Year 11 Data Reports to Parents

May 2019

Summer Exam Series

22nd August 2019

GCSE Results Day

Academic queries please contact the appropriate Head of House; Daley – Mrs Staniforth j.staniforth@tarletonacademy.org Ennis – Mr Fletcher j.fletcher@tarletonacademy.org Farah – Mrs Lowe j.lowe@tarletonacademy.org Wiggins – Mr Taylor j.taylor@tarletonacademy.org Pastoral queries please contact the Personal & Behaviour Manager; Mrs J Fairhurst j.fairhurst@tarletonacademy.org To report a student absence please contact the Academy answerphone 01772 812644 (option 1) or alternatively you can email attendance@tarletonacademy.org giving the student’s name, tutor group, reason for absence and estimated date of return to school.

Reporting to Parents

Over the course of the academic year you will receive 3 reports on your child’s progress. There will be 2 data reports and a tutor comment report containing specific targets. There will also be 2 subject consultation evenings.

Reporting on Progress Progress judgements will be given in each data report and they will state if your child is:  Making more than expected progress  Making expected progress  Not making expected progress

Reporting on Engagement Engagement in Learning reflects the ‘big picture’ including behaviour, attitude to classwork and homework, motivation, organisation etc. and is be judged in one of the following categories: 

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Excellent – A highly motivated student with an outstanding attitude to learning. They consistently display resilience, independence and are committed. They clearly have a thirst for learning.

Positive - A committed student who has a positive attitude to learning. They regularly display resilience, independence and a thirst for learning.

Inconsistent – A student who generally has a positive attitude to learning.

Occasionally they may be off task, engage in low level distractions or fail to meet deadlines.

Disappointing – A student who shows an unsatisfactory attitude to classwork and homework. They are too often off task or engaging in behaviour that results in warnings or removals.

College Open Days 2018 - 2019

Saturday 22nd September 2018 Thursday 11th October 2018 Tuesday 20th November 2018 Wednesday 27th February 2019 www.runshaw.ac.uk

01772 622677 Wednesday 10th October 2018 Monday 26th November 2018 Wednesday 6th March 2019 Monday 3rd June 2019 www.southport-college.ac.uk

01704 500606

Tuesday 16th October 2018 Wednesday 21st November 2018 www.kgv.ac.uk 01704 530601

Saturday 13th October 2018 17th November 2018 2nd February 2019 10am – 1pm www.cardinalnewman.ac.uk 01772 460181 Saturday 6th October Saturday 10th November Saturday 8th December 9.45am – 12.30pm www.myserscough.ac.uk 01995 642222

NOT PUBLISHED UNTIL OCTOBER 2018 www.preston.ac.uk 01772 225522

Thursday 18TH October 6pm – 8pm www.huttonsixthform.co.uk 01772 613112

Thursday 1st November 2018 Wednesday 14th November 2018 Thursday 31st January 2019 Wednesday 13th March 2019 Thursday 13th June 2019 www.westlancs.ac.uk 01695 52300

Thursday 4th October 2018 Tuesday 16th October 2018 4.30pm – 7.30pm Saturday 10th November 2018 10am - 2pm Wednesday 13th February 2019 Thursday 13th June 2019 4.30pm – 7.30pm www.blackburn.ac.uk 01254 292929

Wellbeing, Prevention and Early Help Service Leyland Youth Zone, West Paddock, PR25 1HR Tel: 01772 426850 - 426858 Talk Zone: The Line Freephone Service 0800 511 111 2pm – 10pm 365 days a year Text: 07786511111 Webtalk/Q2A: or visit our website www.lancashire.gov.uk/yps