Year 7 Foundation

1. Year 7 Foundation ? Where are we now

2. Location/staff: • English link corridor to become the Foundation corridor • Room 1 - Scott Hugill • Room 2 – Nikki Banks • Room 3 – Craig Moss • Room 4 – Katy Lloyd Jones • Room 5 – Diane Carey

3. Rooms/Area • painted • interactive boards • carpeted • new blinds • sinks • furniture • display for learning • Stella Mead – Pastoral support. Based in the English office • Area outside rooms 4 & 5 to be converted into a mini library/role play area

4. Primary Visits • Children arriving from 33 different primary schools • Approximately 15 children arriving alone • Many schools sending two children only • 12 children - most we’re getting from any one school • Foundation staff, Stella, Joyce, Sue have carried out visits/interviews with children • Allison processing data • Excellent feedback from primary schools

5. Induction Day – Friday 4th July • Staff: Katy Lloyd Jones, Scott Hugill, Craig Moss, Nicki Banks, Monica McGuire, Ali Carlile, Steve Ellis, Stella Mead, Sue Walsh, Allison McNab, Pauline Brooks. • Groups 3 x 40 students • Venues: • Gym: Circus Skills • Hall: Enterprise • Drama studio: Murder mystery. • Break: 10.10 -10.30am • Lunch: 12.30 – 1.00pm • 1.00pm Hall and organised into forms. Form activities with form tutor • 2.30pm line up on yard to be dismissed • Open evening for parents: Monday 7 July

6. Group structures/forms • Upper half & lower half of year group–based on TA • Upper half 2 classes (Craig/Nikki–28 per class) • Lower half 3 classes (Scott/Katy/Diane–20 per class) • Kagan structures based on having 4 children per group Positive interdependence – same goals Individual accountability – every one group accountable for their contribution Equal participation – pupils learn by taking part and interacting with the group Simultaneous interaction – everybody takes part at the same time H MH Cooperative learning PIES ML L

7. Strengthening the role of the form teacher Form tutor: monitor/ intervention Form tutor to assess impact on student Gateway SEN & G&T Focus room Internal exclusion SENCO Child protection Study support • Enjoy and Achieve • Keeps safe • Keeps healthy • Makes a positive contribution • Economic well-being Little/no impact S. Mead & M McGuire Assess student needs ECM Information from non-foundation departments Curriculum: Competence/skill/literacy based/5Rs, L2L. Kagan structures. Celebration assembly. Taught through themes – develop concepts Heads of department refer students - non-foundation subjects

8. ECM Agenda Enjoy and Achieve Keeps safe

9. ECM Agenda Keeps healthy Makes a positive contribution Economic well-being

10. Assertive Discipline • Assertive Discipline Ideology • Reduces confrontation • Places onus of responsibility on pupil • Focus placed on learning. • Focuses on changing, not punishing poor behaviour. • Changes the culture • The rules & procedures of the Assertive Discipline policy must be shared explicitly with pupils & applied consistently • Big Four • Serious incidents that threaten the safety of pupils/staff should result in immediate removal from the room by either study support or the “pastoral/key” teacher (at the teacher’s discretion, depending on the seriousness of the incident). • Refusal of direct instruction. • Swearing directly at a member of staff. • Physical violence or intimidation. • Vandalism of school property. • Parental contact should be made immediately. 1 hour detention. • Referral to Year leader/SLT / Sent home as appropriate. Placed on report card.

11. Curriculum Areas • To be incorporated into the Foundation curriculum (14 lessons) • English • Science • Humanities: History, Geography, RE • French • Art • Work related Learning, PSHE, citizenship, L2L • To be taught in specialist areas (11 lessons) • Maths • ICT • DT • Drama • Music • PE

12. Themes Topic areas are science & humanities based • Term 1 – Me, Myself & I • Term 2 - Power • Term 3 - Space • Term 4 - Changes • Term 5 - Enterprise project (market place event) • Term 6 - Getting ready for year 8