Learning at Cardinal Heenan - Cardinal Heenan Catholic High School

Learning atCardinal Heenan:A Parents’ Guide2012 – 2013

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Dear Parent,This commentary sets out the work undertaken in school to raisestandards for all pupils. Please read it carefully. The school reliesupon the support of parents in helping pupils to reach their fullpotential.ContentsPage4 Target Setting5 Progress Reports and Tracking Your Child’s Progress6 Learning and Teaching: Assessment for Learning11 Attainment and Attendance11-12 Homework and Examination Coursework14-23 Key Dates and School Assessment Information2012-2013 3

Target SettingEvery pupil is set a target relating to academic attainment for the end of the school year inevery subject. These targets, set by the teacher and agreed with the pupil, are bothchallenging and aspirational. Every pupil is closely involved in agreeing targets.The targets set in each subject are based on: What your child has already achieved The expected progress of your child. This is based on the progress of pupils acrossthe country who have similar ability to your child.In Years 7 and 8 your child’s target will be expressed as a National Curriculum Level, subdividedinto three parts where ‘a’ is the highest third of the level, ‘b’ is the middle and ‘c’the lowest (e.g. 5a is the highest third of level 5; 6c is the lowest third of level 6 etc.)Most pupils enter Year 7 having achieved Level 4 in English, Maths and Science in their KeyStage 2 tests. However, there will always be some pupils below and others beyond thisLevel. Levels 5 and 6 are the National Curriculum targets set for pupils at the end of Year 9,and it is expected that pupils will progress by one or two Levels between Years 7 and 9.The school sets challenging targets and is implementing strategies to ensure pupilsprogress well during their time here.In Years 9, 10 and 11 targets will be expressed as GCSE grades (one of: A*, A, B, C, D, E, F,or G where A* is the highest grade). Vocational course grades are: Distinction (Dn), Merit(M) and Pass (P).Your child’s target grades for the end of the school year are shown in the Planner on pages145 (for pupils in Years 7 to 9) and 146 (for pupils in Years 10 and 11).Pupil progress will be reviewed formally each term to ensure that your child is making goodprogress towards his or her targets. A target may be revised upwards if the pupil is makingfaster progress than expected. Targets and progress being made towards them will bediscussed regularly with pupils and you, their parents.You will be informed about your child’s progress in the Progress Report which will be senthome each term.Teachers will: Encourage pupils to assess their progress towards their targets Help pupils to understand what they have to do to improve. Report the progress of pupils towards targets to parents each term.Pupils will: Agree targets for improvement with teachers Assess their own progress and seek advice if they are unsure about what to do toimprove.4 2012-2013

Parents please: Familiarise yourself with your child’s targets in each subject (see the Pupil Plannerpages 145 and 146) Encourage your child to work hard to reach his or her targets Follow your child’s progress through the termly Progress Report which will be senthome to you Make sure that your child knows what he or she needs to do to improve.Reaching the TargetsTarget setting at Cardinal Heenan Catholic High School is designed to ensure thatappropriate progression is made by all pupils. It is important to note that a target is notseen as a limit. Every child is encouraged to exceed the expected level. Clearly, the systemcannot take account of personal and social influences that may affect a child’s learning. It isvery important that school and home work together closely to address any issues that mayact as a barrier to learning. It is up to every pupil to work hard and give of their best.Progress Reports and Tracking Your Child’s ProgressA termly progress report will inform you whether your child has made progress towards atarget.The Progress Report will contain:1. A summary of your child’s attendance record. This is included because there is a closerelationship between good progress and high attendance levels at school.2. A profile of your child’s current level of attainment (in GCSE grades, vocation course orthe national curriculum sub levels described above) for every subject studied.3. The target for the end of the school year that has been set and agreed in every subject.4. A comment for every subject which reports how your child is progressing towards thetarget for the end of the school year. Your child may receive one of three comments foreach subject: Ahead of schedule (Making progress above the level required to meet the end ofyear target) On schedule (Making progress in line with meeting the end of year target) Behind schedule (Making progress below the level required to meet the end of yeartarget)5. An attitude to learning grade. Based on your child’s attitudes to work, both in theclassroom and in independent study and homework, this grade gives an indication ofhow your child is working and demonstrates where improvements are necessary.A system of rewards recognises the achievement of those pupils who are on course tomeet their targets in most subjects. Similarly, a system of support helps pupils who are notmaking sufficient progress.The dates when Progress Grades will be sent home are shown on the pages at the back ofthis booklet.2012-2013 5

Learning and Teaching: Assessment for Learning (AfL)Assessment for Learning is a national strategy to improve learning and raise standards.At Cardinal Heenan AfL is central to the plan to raise standards for each individual pupil inthe school, regardless of the starting point, and is linked closely with Target Setting andTracking Pupil Progress through the Progress Report.Assessment for Learning provides a framework in which educational objectives are set andpupils’ progress is charted and expressed in written feedback. It is an integral part of thelearning process at Cardinal Heenan, and provides pupils with both “feedback” and“feedforward” (informing pupils of what they need to do next).Principles of Assessment for Learning (AfL)The principles of teaching and learning are:including all pupils in a culture of high expectations (no child left behind);establishing the importance of literacy and numeracy across the curriculum(reinforcing the basics);infusing learning skills across the curriculum (enriching the learning experience);promoting assessment for learning (meeting the needs of every individual child);expanding the teacher’s range of teaching strategies and techniques (making learningworthwhile and enjoyable).Assessment for Learning involves teachers at this school identifying the next steps forlearning as well as responding to the errors pupils make and the difficulties theyexperience.Assessment for LearningAssessment for Learning gets straight to the heart of good teaching because:teachers help pupils to take the next steps in their learning;pupils help each other to take the next steps in their learning;pupils help themselves to take the next steps in their learning.Learners see where their knowledge gap is and they are helped by teachers to developstrategies to close the gap.Essential to good Assessment for Learning are:the sharing of learning objectives and outcomes with pupilspupils’ peer and self assessmentfeedback to pupils to inform next steps in learning.6 2012-2013

Why Objective Led Lessons?A key part of teaching and learning at CardinalHeenan is the sharing of lesson objectives atthe start of lessons. Learners will be clearabout what they are going to do, and they willknow the learning outcomes and successcriteria.Lesson objectives are displayed in theclassroom and revisited throughout thelesson. At the end of the lesson they are againre-visited to ensure that pupils can see whatprogress they have made. Teachers may showexamples of what a good answer looks like –this may even be the work of another pupil.This modelling helps pupils to understandwhat they can do to improve their work.LEARNING BOARDWeAreLearningTo……Remember to…………LEARNING BOARDWhatI’mLookingForRemember to…………Assessment for Learning not Assessment of LearningAnother important aspect of teaching and learning relates to written feedback provided byteachers. The school has involved staff and pupils in devising a Feedback Policy that willhelp all our pupils to have a very clear understanding of what they do well and what theyneed to do to improve.Parents will continue to see evidence in their child’s books of some use of ticks andnumerical scores for certain types of work (in history, mathematics and science, forexample). Clearly, teachers cannot give detailed written comments on every piece of work.However, your child will receive at least one piece of quality written feedback each halfterm. Formative assessment of this kind will allow learners to understand how they canmake progress and should encourage them to take responsibility for their learning, therebymaking them more independent learners.The different approaches allow the teacher to assess what the child has learnt in the lesson– oral feedback, instant feedback via mini whiteboards, Fingers of Five and Traffic Lights(see the next page) . The school is also developing more effective questioning techniqueswhich will pose open ended questions that allow time for pupil reflection before an answeris given.2012-2013 7

Fingers of Five5You confidently understand the ideas (but you understood alot already).4 You confidently understand the new ideas.321You understand most of the ideas (a bit more practice wouldmake you confident).You do not understand the ideas (but you know which bitsyou do not understand).You do not understand the ideas (and you are not sure whatit is you do not understand).Traffic LightsAn alternative strategy is to ask pupils to ‘traffic light’ their work.Here’s how this works.The pupils are given green, red and yellow pens or pieces of card. Pupils who believe that they have achieved the learning objective andthat they could explain it to another pupil show green. Those who are fairly confident but there might be one or two areasthey want to work on display yellow. Those who think that they need more help and support in achievingthis objective display red.Teachers ask the pupils to elaborate on their decisions with examples orevidenceThis strategy provides valuable feedback on how the pupils haveresponded to the work and how well they have understood what hasbeen taught.8 2012-2013

Why Quality Oral and Written Feedback?Teachers talk to pupils about how they can improve their work. They teach pupilshow to assess their own and each other’s work and how to improve it. The EnglishDepartment has produced guidance for all staff and pupils on effective peer andself assessment.And FinallyThe most important thing is that learners and their parents understand the writtenfeedback they receive. To help with this all the teachers in the school have agreedhow to mark pupils’ work. We are committed to producing feedback thatencourages children to improve and tells them how to do it.You can see your work is goodand your teacher backs it up.Pupils like knowing. It helps them tolearn.It helps you remember whatyou are doing - “if you thinkyou can look on the board”The teachers have put WALTand WILF on a learning board inmost lessons so we know whatwe are learning.We’re normally given anobjective…...the aim of thelesson. In English we have to write it in ourjournals.You get an idea of whatyou’re supposed to bedoing.When you are doingit, you can put itright. It makes youfeel good.When we havedone well we walkout of the lessonknowing that welearnt somethingand we have hadfun.2012-2013 9

Before AfLAfter AfLWhat shall I mark fortoday? It takes meso long and theynever look at it!Now I use thelearning criteria,my marking isquicker and makesa difference.I wonder howwe get a goodmark?Now I know what I am learning andmy work is good and I am giventime to make it better.I know how to do itbetter!I wonder if theyhave learnt it.They have donethe task.Today we are learningto...My pupils are ontask and I can seethat they arelearning.I wonder whatit is he wantsus to learn?Now I know what Iam learning and mywork is good.I know what todo and why!10 2012-2013

Attainment and AttendanceThere is a direct link between achievement and regular attendance. All pupils in school willbe made aware of their attendance percentage every term and will be placed in one ofthree Traffic Light zones. Our “Go Green” attendance initiative encourages every pupil toaim for improvements and consistency in terms of regular attendance and excellentpunctuality.Red is under 84% attendanceAmber is for those between 85% and 94%Green is over 95% and will ensure maximum success in terms of reaching targets and goals.Every new term is a fresh start as this gives pupils the opportunity to take greaterresponsibility for raising their attendance and improving their chances of reaching theirpotential. A fresh start also acknowledges the fact that a small number of pupils who havehad genuine reasons for absence in one term can rapidly get back on track and make theprogress expected of them.A summary of every pupil’s attendance and absence and Traffic Light zone will be issuedthree times a year as part of the Progress Report. Seventeen days absence over any oneyear period equates to one grade lost at GCSE* and indicates the impact of absences,whatever the year group.Please ensure that your child attends regularly.* Department of Children, Schools and Families.HomeworkDeveloping the Skills for Independent StudyHomework is a very important part of the school curriculum since it helps pupils to developself-motivation and to work independently - skills which are essential for success in laterlife. Pupils will gain maximum benefit from homework if they adopt a methodical,disciplined approach. Please provide a quiet time and place to enable homework to becompleted to the best of your child’s ability. A standard routine each evening, with aminimum of other distractions, will ensure that pupils gain the maximum benefit fromhomework and their studies as a whole.Using the PlannerThe work set for each evening should be recorded by your son or daughter in his or herPlanner. Please check that the homework is completed and sign the Planner in the'Parents’ Comments' section each weekend to indicate that this is the case. Please feelfree to add any comments of your own. This can provide the tutor and subject teacherwith useful information.2012-2013 11

Homework at Key Stage 3 (Years 7 and 8)Each week subject teachers will set one homework assignment in each of their schoolsubjects. The homework tasks for each subject should take pupils about 30 minutes tocomplete, as a minimum. The type of homework will vary from subject to subject and fromweek to week and may include written work, reading, learning or library research. In somesubjects, extended projects will be set. These may last several weeks.Homework at Key Stage 4 (Years 9, 10 and 11)The amount of homework which individuals will receive depends on the types of coursewhich they are following but, as a guide, pupils should complete approximately one hourper week for each of their Key Stage 4 examination subjects. Part of this time will involvecarrying out preparation for controlled assessments, coursework projects and assignmentsas well as revision for tests and assessments.High levels of commitment at home are essential if deadlines are to be met.Many of the public examination courses at Key Stage 4 (GCSE, BTEC, OCR and CambridgeNationals etc.) involve pupils completing set pieces of work (known as controlledassessments in some subjects and as coursework in others) throughout the three years ofstudy. The work is assessed by the subject teacher and the marks contribute to the finalexamination grade or level.The type of controlled assessment or coursework varies from subject to subject and mayinclude: project work that can last several weeks; shorter written assignments that may beset weekly; and controlled assessments that take place during lesson time.In most Key Stage 4 subjects the controlled assessments and coursework begins in Year 9and continues throughout Years 10 and 11. Success in this continuous assessmentdepends upon pupils being able to work to deadlines and to avoid the build-up of a largebacklog of incomplete work.12 2012-2013

Key Assessment DatesPage14-15 Year 716-17 Year 818-19 Year 920-21 Year 1022-23 Year 112012-2013 13

Key Assessment Dates for Year 7Parents EveningThursday 28 February 2013 (Subject Teachers)Written Report Wednesday 17 July 2013Progress Reports Autumn Term Wednesday 19 December 2012Spring Term Wednesday 27 March 2013Summer Term Wednesday 17 July 201314 2012-2013

KEY:CHAControlled Assessment in examination conditionsHomework: important assessmentAssessmentTTestResults of all the above key tasks will inform teachers' judgements of progresstowards Target Grades.2012-2013 15

Key Assessment Dates for Year 8Parents Evening Wednesday 30 January 2013 (Subject Teachers)Written Report Wednesday 17 July 2013ProgressReportsAutumn TermSpring TermSummer TermWednesday 19 December 2012Wednesday 27 March 2013Wednesday 17 July 201316 2012-2013

KEY:HATHomework: important assessmentAssessmentTestResults of all the above key tasks will inform teachers' judgements of progresstowards Target Grades.2012-2013 17

Key Assessment Dates for Year 9Parents Evening Tuesday 19 March 2013 (Subject Teachers)Written Report Wednesday 17 July 2013Progress Reports Autumn TermSpring TermSummer TermWednesday 19 December 2012Wednesday 27 March 2013Wednesday 17 July 2013KEY:EXHATGCSE Examinations in Sports HallHomework to be assessed for BTEC or OCR NationalsAssessmentTestSp T GCSE Speaking TestResults of all the above key tasks will inform teachers' judgements of progresstowards Target Grades.18 2012-2013

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Key Assessment Dates for Year 10Parents’ Evening Thursday 28 February 2013 (Subject Teachers)Written Report Wednesday 17 July 2013Progress Reports Autumn Term Wednesday 19 December 2012Spring Term Wednesday 27 March 2013Summer Term Wednesday 17 July 2013KEY:EXCHATSp TGCSE Examinations in Sports HallControlled Assessment for GCSE or Coursework Assignment for BTEC orOCR NationalsHomework to be assessed for BTEC or OCR NationalsAssessmentTestGCSE Speaking TestInternal Examinations & AssessmentsResults of all the above key tasks will inform teachers' judgements of progresstowards Target Grades.20 2012-2013

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Key Assessment Dates for Year 11GCSE Mock Examinations: Friday 30 November—Friday 14 December 2012(in Sports Hall). All students should be in school during this period.Parents’ Evening Tuesday 15 November 2012 (Subject Teachers)Written Report Wednesday 27 February 2013Progress ReportsAutumn Term Friday 9 November 2012Spring Term Wednesday 28 March 2013Summer Term Year 11 Will not receive a Summer Term Progress ReportKEY:EXCHATGCSE Examinations in Sports HallControlled Assessment for GCSE or Coursework Assignment for BTECor OCR NationalsHomework to be assessed for BTEC or OCR NationalsAssessmentTestSp TGCSE Speaking TestResults of all the above key tasks will inform teachers' judgements of progresstowards Target Grades.22 2012-2013

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ResourcesWebsites of Examining BodiesAssessment and Qualifications Alliance (AQA)Oxford, Cambridge and RSA (OCR)Edexcelwww.aqa.org.ukwww.ocr.org.ukwww.edexcel.org.ukThese examining bodies offer a range of useful resources, including full syllabuses,exemplar question papers, student guides, samples of controlled assessment andcoursework tasks etc.Revision GuidesSeveral companies produce popular revision guides, including :Collins Educational PublishersCo-ordination Group PublicationLonsdale School Revision Guideswww.collinseducation.comtel : 0870 787 1612www.cgpbooks.co.uktel: 0870 750 1252www.lonsdalesrg.co.uktel: 015242 72413Help With Revisionhttp://lgfl.skoool.co.uk (Note: three "O"s)www.rudimentsofwisdom.comwww.bbc.co.uk/schools/gcsebitesize/An excellent site: Maths andScience learning/revisionresources, including good use ofanimationFacts in cartoon form. Wide rangeof subjects.'Bitesize' revision topics, includinggames, in most curriculum subjectswww.channel4.com/learning/teachers/websites/ Help with homework and revision inmany subjects.www.s-cool.co.ukGCSE revision: English, French,Geography, Maths, PE, Science,Technology (Food)