Assessment for Learning
Homework
Special Educational Needs
The partnership between parent and school is fundamental in ensuring that children achieve to their full ability and we know that parents will want to play a fully supportive role in helping their child through their school life at St Gregory’s
We believe that homework is an essential part of the learning process in secondary school. It provides students with the opportunity to extend their learning beyond the classroom through individual tasks or an extended project over a period of time. Homework forms a regular part of the learning process and our expectations are that homework should be completed to a high standard and on time.
The curriculum is designed to recognise and value the gifts and intelligences of all our pupils. We recognise that not all students will be able to access the National Curriculum in the same way or at the same pace as other students. Some students may need additional support. This will include special tuition in small groups, in-class support from teaching assistants and one-to-one provision as much as the College budget allows. All teaching staff are provided with data and information about pupils to allow them to differentiate their lessons as far as possible to meet the needs of their students.
The school will provide an annual report in line with statutory requirements and provide an opportunity for parents and teachers to discuss their child’s progress through Parents’ Evenings. These events are essential for maintaining a positive line of communication and for sharing any praise, concerns or issues that either party may have. Parents are also encouraged to engage in regular discussions with their child and look closely at school books to monitor progress. Each student in Key Stage 3 and 4, is set a Target for the end of the Key Stage. In Key Stage 3, students will be set Target Levels and in Key Stage 4, Agreed Target Grades. These targets are based on data which is provided by the Fischer Family Trust, the organisation the government is now using to provide performance data for every school in the country. Progress towards targets is measured three times a year in Progress Reports. Effort, behaviour and homework are also monitored very closely. Students in Year 7 are taught in mixed ability groups up until the end of term 1 with the exception of maths where they will be placed in sets. In Term 2 students are streamed for most subjects and taught in broad bands for PE. We will continue to develop our assessment of students’ work by embedding the principles of assessment for learning. This involves a greater involvement of students in their learning, ensuring that they know exactly what they must do to achieve their targets through the use of careful focused comments after major pieces of work.
Each student will receive a homework timetable during the first week of term in September. This timetable has been compiled to enable the student to get into a homework routine and to protect them from homework ‘overload’. It is important to note that in years 10 and 11 the pressure of controlled assessments and revision requirements requires flexibility on the part of both teachers and students. Teachers will endeavour to co-ordinate deadlines whenever possible but this may not be possible because of unavoidable subject clashes. Year 11 students and parents will receive a timetable of coursework deadlines early in the autumn term to enable them to plan their work effectively. As a guide each subject’s homework assignments in years 7, 8 and 9 should take no more than 20 to 30mins. However, some students choose to spend more time than this, which is to be applauded, so long as it leaves them time for family activities and hobbies. No homework will be set for year 7 students in the first two weeks in September (with the exception of maths) so that they can settle into their new school routine.
Work-related learning Careers education is an integral part of the Guidance programme, becoming progressively more detailed as the students move towards the end of Key Stage 5. The emphasis is on enabling the young person to make realistic choices, of the options as outlined above, and then of the progression routes after St. Gregory’s which are best suited to his or her abilities and aspirations. The careers programme is led by the tutors and covers key areas such as self-assessment, decision-making, the implications of subject choice, career information and advice. From Year 9 upwards, our careers guidance staff work closely with our external careers consultant and Connexions to ensure that the most appropriate advice is given to our pupils as they move closer to further education and a choice of career. The Government is increasing the age to which all young people in England must continue in education or training, requiring them to continue until the end of the academic year in which they turn 17 from 2013 and until their 18th birthday from 2015. Most will go on to sixth form. From September 2013 our students will be able to continue with their education here.
Gregory’s is ‘‘anStcollege outstanding where students thrive ’’ . Ofsted
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