Charles Swindoll

1. Charles Swindoll The longer I live, the more I realise the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company...a church....a home. The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past...we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude...I am convinced that life is 10% what happens to me and 90% how I react to it. And so it is with you...we are in charge of our attitudes.

2. September 2014 Y10 Information Evening

3. Aims for the evening • Share key messages given to students • Provide information which will help us to work in partnership • Clarify expectations in the core subjects

4. Trinity School Vision • Standards • Responsibility • Opportunity ………………………………for All

5. Pupil or Student • Pupil • Needs to be told what to do. • Only do what they are told to do • Teacher enforces work rate and behaviour. • Motivation comes from others. • Student • Independent • Responsible • Well motivated • Well organised and prepared.

6. Motivation and ‘mindsets’ Fixed Mindset: Cleverness is a fixed thing. You’re either clever or you’re not. Growth Mindset: Cleverness can be developed. Everyone can get smarter. Neuroscience tells us that the brain is like a muscle; exercise makes it grow and develop

7. Fixed Mindset • Look clever at any cost. Don’t get into situations where you will not look smart. • Don’t make mistakes. If you make mistakes you must be inadequate • Don’t work hard. Success should come naturally, because you are smart. If you can’t do something, don’t work at it; act as if you could do it if you tried.

8. Growth Mindset • Learn at all costs. These students care very much about doing well. Learning is more important than grades which, ironically, leads to better grades • Take on challenges. If offered a choice between a difficult task they can learn from, and a task that will make them look smart they take the task they can learn from. • Work hard. These students believe the harder you work the better you will be. • Confront weaknesses and correct them. Students with this mindset are keen to tackle the things they aren’t so good at, and get better at them.

9. You can’t fall if you don’t climb. There is no joy in living your whole life on the ground.

10. Theodore Roosevelt Believe you can and you’re halfway there

11. Chinese Proverb Bite off more than you can chew and chew like mad

12. Mindset Hard work beats talent when talent doesn’t work hard.

13. Choices

14. Presentation of work • There should be no graffiti anywhere in your work • Students should write in black pen and draw diagrams and graphs with pencil • Pages should not be ripped out of your exercise books or folders • Each new piece of work should have a title and date underlined with a ruler • Loose sheets should be stapled in at the appropriate place • Any mistakes should be crossed out using a line through the incorrect piece of work • At the end of each piece of work, a line should be drawn with a ruler and the next piece of work should begin underneath the line • All pages should be used - you must not leave blank pages • Any rough work should be done in the back of your book or folder, unless an integral part of the work in progress

15. Presentation of work STANDARDS: To promote high standards of presentation RESPONSIBILITY: To encourage students to become more independent by understanding that they have a responsibility for taking care with their work OPPORTUNITY: To help students to realise that having high standards for simple things such as presentation of work can lead to improved opportunities in later life FOR ALL: To support each other through all applying expectations consistently

16. Feedback, feed forward • Students should write in black pen • Teachers will mark and give feedback in purple • Peer assessed comments using G and I should be in blue. • Self assessed comments using G and I should be in red. • Students should act on feedback, re-draft, correct in green

17. Feedback, feed forward STANDARDS: To promote high standards in the quality of work RESPONSIBILITY: To encourage students to want to improve work and aim higher OPPORTUNITY: To help students to realise that skills gained from acting on feedback or helping their peers to do so can be transferred to other areas of life FOR ALL: To ensure that consistent use by all will help students to improve in all their lessons

18. Be prepared Fail to prepare and you must prepare to fail

19. Attendance The world is run by those who show up.

20. Attendance • Missing just 17 days in one year (90%) can cause a drop of a full grade at GCSE. • Only about one in four students with attendance less than 90% achieve 5 A*-C GCSEs. • Only about one in ten students with less than 80% attendance achieve 5 A*-C GCSEs

21. Subject information

22. Subject information

23. The year ahead • Interim 1 – 12th Dec 2014 • Interim 2 – 27th Feb 2015 • Tutor Evening – 5th Mar 2015 • Parents’ Evening – 14th May 2015 • Reports -8th May 2015 • Exam weeks – starting 15th June 2015 • Work Experience – 29th June 2015

24. Communication • Feedback in books • E mail info@trinity.cumbria.sch.uk • Schoolcomms • E mail and text system • PC, laptop, tablet or Smartphone app • Leave your name with us or contact us and we will send you a form to sign up

25. Working together

26. When to let go

27. Bill Gates Quotes • “Before you were born, your parents weren’t as boring as they are now. They got that way from paying your bills, cleaning your clothes...”

28. Bill Gates Quotes • If you think your teacher is tough – get a boss!”

29. Key Stage 4 Mathematics at Trinity School.

30. Learning Objectives • To give information about the maths courses and exams • To give advice about maths revision • To give practical information about preparation for exams

31. Year 11 • GCSE Maths Higher Grades A*-D • GCSE Maths Foundation Grades C-G • Entry Level Maths Level 1 and 2 • GCSE Statistics Higher Grades A*-D • GCSE Statistics Foundation Grades C-G • Further Mathematics Level 2 Certificate

32. Year 10/11 MATHS DETAIL • Linear GCSE Maths: 2 papers 50% each • EDEXCEL • Paper 1 Non Calculator • Paper 2 Calculator • Results Late August 2016 • No Coursework

33. Year 10/11 MATHS DETAIL • End of Year 10; syllabus completed • Full Mock exam in June • Groups re-set to reflect progress • Year 11 identify and work on areas of weakness: pixl • 2nd Mock in December Year 11 • Final preparation for exam in June 2016 • No Coursework

35. Edexcel GCSE Mathematics A

37. MyMaths website : Login Trinschool password cylinder

40. Mathswatch website : Centre id Trinityschool username apupil password mathswatch

41. an

44. Staff e-mail Staff initials@trinity.Cumbria.sch.uk Egrdi@trinity.Cumbria.sch.uk

45. Key Stage 4 English at Trinity School.

46. GCSE English Language & English Literature

47. Familiar? I haven’t got any homework... You can’t revise for English...

48. Skills... Developing interpretations of symbolic meanings of texts Finding an Individual Voice Analysing Language, Form & Structure Whole-Text Organisation Extended, Developed Written Pieces Inferring and Deducing Finding Quotes Grammar (Advanced) Understanding what you’ve read Spelling & Vocabulary

49. The Times They Are A-Changin’ English GCSEs are no longer modular. Your child’s year group will be the last to sit this specification. Results are norm-referenced.

50. English Language 3a Extended Reading 3b Producing Two Creative Texts 3c Spoken Language Unit