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Student Handbook 2016/17
CONTENTS Welcome 2 Our Mission 3 The College day 4 Student Calendar 6 EHC10 / Home-College Agreement 8 What to do if… 10 Code of conduct/expectations 11 Praise 12 Sanctions system 12 Behaviour policy – exclusions 13 16-19 Bursary 14 Student health and support 15 Tutorials 16 Career guidance 17 Curriculum 18 Exam guidance 19 EPQ 20 Exams plus exam dates ?? Plagiarism 22 Procedure for the unplanned closure of the College 23 Learning Log 24 Subject 1 DEP/APs Tracker 26 Subject 1 AP1 Progress Evaluations 27 Subject 1 AP2 Progress Evaluations 28 Subject 1 AP3 Progress Evaluations 29 Subject 2 DEP/APs Tracker 30 Subject 2 AP1 Progress Evaluations 31 Subject 2 AP2 Progress Evaluations 32 Subject 2 AP3 Progress Evaluations 33 Subject 3 DEP/APs Tracker 34 Subject 3 AP1 Progress Evaluations 35 Subject 3 AP2 Progress Evaluations 36 Subject 3 AP3 Progress Evaluations 37 Subject 4 DEP/APs Tracker 38 Subject 4 AP1 Progress Evaluations 39 Subject 4 AP2 Progress Evaluations 40 Subject 4 AP3 Progress Evaluations 41 AP1 Tutor Evaluation 42 AP2 Tutor Evaluation 43 AP3 Tutor Evaluation 44
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Student Handbook
2016/17
Student Handbook
WELCOME
OUR MISSION Our mission is to ensure that young people in the Leeds city region enjoy access to truly inspirational academic post-16 education. We do this by creating a culture that demands and supports excellence. By focusing on pride and quality in all aspects of the student’s work and achievements, we are committed to providing the platform for students to achieve their best, and to progress with confidence to the next stage of their lives.
The EHC student handbook has been designed to help you get the most from your time with us. The handbook makes clear the values that we hold and how these underpin the decisions that we make. I very much believe that academic success is one of the keys to future opportunity and our goal is to provide inspirational teachers, fully committed to ensuring you exceed your current view of your potential. We ask that you show commitment to your studies, work hard, and develop a willingness to accept challenges. By realising that making mistakes is an important part of the learning process and in doing so you will grow in confidence and build self-esteem.
2016/17
CORE AIMS
At EHC we will promote a culture that embraces and celebrates difference. We will expect that all members of our community develop an outward-looking mentality so that you are ready to make a really positive contribution to the wider community and society.
Mr David Holtham Principal
PUTTING STUDENTS FIRST
CELEBRATING DIFFERENCE We embrace, value and celebrate all members of our community. We create a safe and welcoming environment for all.
INSPIRING AMBITION We believe in all of our students and their ability to achieve the very best in life. We will push our students to aim for the best and make a lasting contribution to our community, daring to achieve beyond what they are today.
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Student success sits at the heart of every decision we take. All colleagues are commited to raising standards for all in our community.
EXCEEDING EXPECTATIONS We recognise that success comes from dedicated academic study rather than talent. We want our students, regardless of their starting point or context, to succeed beyond what they believe they can.
BUILDING SELF-BELIEF We adopt a no excuses culture that encourages students to adopt a can do attitude. Mistakes are encouraged as learning from these mistakes shows us what we can achieve if we demonstrate belief and determination.
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Student Handbook
2016/17
Student Handbook 2016/17
THE COLLEGE DAY Monday Period 1
D
Tuesday E
TERM DATES
Wednesday E
Thursday B
College Closes
Autumn Term 1 Begins
C
Monday 5 September
8.30–9.30am Period 2
College Opens
Friday
Staff INSET D
E
C
B
C
Year 13 Induction
Tuesday 6 September
Year 13 lessons begin
Thursday 8 September
Year 12 Induction
Friday 9 September
Year 12 lessons begin
Monday 12 September
9.30–10.30am 10.30–11.00am Period 3
Break B
C
A
D
E
11.00–12.00am Period 4
B
C
A
D
Autumn Term 1 ends
E
12.00–1.00pm 1.00–1.45pm Period 5
Lunch A
D A
1.45–2.45pm Period 6 2.45–3.45pm
A
Enrichment Staff CPD
Autumn Term 2
Monday 31 October
Friday 16 December
Spring Term 1
Tuesday 3 January
Friday 10 February
Spring Term 2
Monday 20 February
Friday 31 March
Summer Term 1 begins
Tuesday 18 April
B
May Bank Holiday
Monday 1 May
Summer Term 1 ends
Friday 26 May
Summer Term 2
4
Friday 21 October
Monday 5 June
Friday 7 July
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Student Handbook
2016/17
Student Handbook 2016/17
Sep
Aug
Nov
Mon
1
Tue
2
1
Wed
3
2
Thu
4
1 Enrolment Clearing
3
Fri
5
2 Enrolment Clearing
Sat
6
3
Sun
7
Mon
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
1 Bank Holiday 2 1
1 Y13 Parents’ Eve 1.30–7.00pm
3
1
2 Internal Mock Results Day
2
4
1
4
2
3
3
5
2
1
5
3
4
4
1 Easter Holidays
6
3
1
4
2
6
4
1
5
5
2
7
4
2
8
5 Staff Inset
3
7 Teacher 1:1s
5
2 Bank Holiday
6
6
3
8
5 External Exams
3
Tue
9
6 Year 13 Induction
4
8
6
3 Mock Exams
7
7
4
9
6
4
Wed
10
7
5
9
7 Y12 Parents’ Eve 1.30–7.00pm
4
8
8
5
10
7
5
Thu
11
8 Year 13 Lessons Begin
6
10
8
5
9
9
6
11
8
6
Fri
12
9 Year 12 Induction
7
11
9
6
10
10
7
12
9
7 College closes to students
Sat
13
10
8
12
10
7
11
11
8
13
10
8
Sun
14
11
9
13
11
8
12
12
9
14
11
9
Mon
15
12 Year 12 Lessons Begin
10
14
12
9 Mock Exams
13 Half Term
13
10
15 External Exams
12 External Exams
10 Year 11 Taster Day
Tue
16
13
11
15
13
10
14
14
11
16
13
11 Year 11 Taster Day
Wed
17
14
12
16
14
11
15
15
12
17
14
12
18 A Level Results Day
15
13
17
15
12
16
16
13
18
15
13
Fri
19
16
14
18
16
13
17
17
14
19
16
14
Sat
20
17
15
19 Open Morning
17 Christmas Holidays
14
18
18
15
20
17
15
Sun
21
18
16
20
18
15
19
19
16
21
18
16
Mon
22
19
17
21
19
16 Mock Exams
20
20
17 Bank Holiday
22 External Exams
19 External Exams
17
Tue
23
20
18
22
20
17
21
21
18
23
20
18
Wed
24
21
19 Open Evening
23
21
18
22
22
19
24
21
19
Thu
25 GCSE Results Enrolment Day
22
20
24
22
19
23
23
20
25
22
20
Fri
26 Enrolment Day
23
21
25
23
20
24
24
21
26
23
21
Sat
27
24
22
26
24
21
25
25
22
27
24
22
Sun
28
25
23
27
25
22
26
26
23
28
25
23
Mon
29 Bank Holiday
26
24 Half Term
28
26
23 Teacher 1:1s
27
27 Teacher 1:1s
24
29 Half Term
26
24
Tue
30 Enrolment Clearing
27
25
29
27
24
28
28
25
30
27
25
Wed
31 Enrolment Clearing
28
26
30
28
25
29
29
26
31
28
26
Thu
29
27
29
26 External Mock Results Day
30
30
27
29
27
Fri
30
28
30
27
31
31
28
30
28
Sat
29
31
28
29
29
Sun
30
29
30
30
Mon
31
30
Thu
Tue
6
Oct
31
31
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Student Handbook
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Student Handbook 2016/17
The college commitment to students: 01
Quality of Teaching
We will ensure that your teaching is of the highest possible quality in all subject areas. Lessons are designed to challenge you and take you out of your comfort zone. You will be set challenging and aspirational minimum grade expectations. 02
Assessment and Feedback
You will receive a model of sixth form teaching that is focused upon the requirements of your examinations. Very regular assessments will ensure that you are clear about the progress that you are making. Feedback will be clear about the strengths that you have and the steps that you need to take to improve. Examples of top quality work will be used to reinforce the characteristics of high grade performance. 03
Positive Support
04
Progression Focused
We will ensure that we prepare you for your next stage of your education, training or employment. We will provide high quality careers education, information and guidance to help you make informed choices about your future. 05
You will be given support and encouragement to overcome any barriers you experience. The staff at EHC will treat you as an individual and take the time to get to know you and ensure you are well cared for. You will receive the support of a Personal Progress Tutor who will work with you to ensure you achieve your minimum expected grades and provide care to ensure your personal wellbeing.
Independence
You will be given challenging, independent work to do which will deepen your understanding of each subject you study. You will be provided with an essential reading list to expand the breadth of your understanding. We will provide the opportunity for you to demonstrate your independent and project management skills by completing an Extended Project Qualification in a topic area of your choice.
The student commitment to EHC: 01
The Basics
04
I understand the foundations of success: I will attend all lessons, on time, prepared, dressed appropriately and with the right equipment. I will ensure that I wear my ID badge at all times to ensure the safety of everybody at EHC. These things will be known as ‘The Basics’ and it is my responsibility to get these right.
02
03
Commitment
I will show commitment to my studies. I will complete independent work on time, to the right standard, and will devote the required time to my wider reading. Each A Level studied will require 4 hours of independent study per week to be successful. I will ensure that part-time work will not affect my grades. A part-time job can be a great experience but I understand that if I work more than 8 hours per week my grades will suffer.
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I will respect the right of all students to learn and all teachers to teach. I understand that my behaviour and actions will have an effect on the learning of others and it is my attitude which determines my behaviour. It is my commitment to independent study and the quality of my student file that is the clearest demonstration of my attitude to my studies and, ultimately, the grade I will achieve.
Respect for the Community
I will treat all members of the College community, within and outside of the College and on social media, with the respect that everyone deserves. I am committed to the traditional British values of liberty, democracy and the rule of law. I will demonstrate tolerance and respect to all people regardless of their faith, race, culture, sexuality or gender. I understand that I have a responsibility to report any concerns regarding the wellbeing of others. I will ensure that I treat the college environment with respect, as an effective learning environment needs everybody to take care of it.
Attitude
05
Attendance
I will ensure that I attend all timetabled lessons including assemblies, tutorials and any other scheduled meetings. I will ensure that I do not book holidays in term time and I am clear that missed attendance for any reason will cost me grades. If I am absent I understand that it is my responsibility to notify the college before 8.30am. I understand that successful students have attendance above 95% and that if my attendance drops below 85% I will risk not progressing into Year 13 and not being entered for any external examinations.
Student Signature:
Date:
Parent Signature:
Date:
Tutor Signature:
Date:
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Student Handbook
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Student Handbook
WHAT TO DO IF... Attendance Procedures I am absent
You MUST contact Student Services by 8.30am on the first day of your absence and leave a message. You should ring each morning you cannot attend.
I am late and have a lesson
Go immediately to your lesson and the member of staff will issue you with a late mark. All late arrivals to the College are monitored carefully and students who are frequently late for lessons will be subject to disciplinary action.
I arrive at the College after 8.15am
You need to enter via main reception and use your ID badge to swipe in. The back entrance is accessible between 7.45-8.15am.
I have a study period
You should make use of the study facilities at the College. The library and break-out zones are available between 7.45am and 6.00pm and you can access the University of Leeds libraries 24 hours a day with your access card.
I have a planned absence, e.g. medical/dental appointment
Medical and dental appointments should be arranged out of lesson time. If this is unavoidable you should collect a leave of absence form.
I need time off during term time
Leave of absence for holidays will not be authorised. Only under exceptional circumstances will the absence be authorised. All other absences will be classed as unauthorised, and will be counted as such on attendance references. You will need an appointment with your Personal Progress Tutor for further discussion.
Student Health, Safety and Wellbeing I have lost something
Go to Student Services or Reception.
I have forgotten my ID card
Report straight to the college Reception to sign in and collect a temporary ID card. You must sign out at Reception when you leave that day. If you do not return the temporary card, you will be charged £5 for the loss of the card.
I have lost my ID card
A replacement card will cost £5. You will need to go to Student Services. Whilst new cards are being processed you will need to see Reception for a temporary card.
I do not feel well
Tell your teachers and then see your Progress Tutor who may give permission for you to go home. If your Progress Tutor is unavailable, see the Head of Alliance.
I have a personal problem that I need to talk to someone about
Tell somebody – your teacher, Progress Tutor, Head of Alliance or senior member of staff. Do not keep it to yourself.
I wish to raise an issue which I think affects the student body
The Students’ Union is the best way to raise any ideas, issues or concerns you may have. The Students’ Union represents the student body and they will bring any points raised to union meetings. Anyone can join the union – see your Head of Alliance.
I am in financial hardship and think I may be entitled to a discretionary bursary
Go and see your Progress Tutor who can explain the process of application. For further details about the eligibility criteria for a 16-19 Bursary see the relevant pages in the student handbook.
I need to change my contact details (name, address, etc.)
Please go to Student Services.
I want to see a careers advisor
Please see Mrs Medlock in the library or email her to make an appointment.
I am worried about the wellbeing or safety of myself or others including concerns over extremist views
Tell somebody immediately. We have trained staff who are here to help students when you need support. If a friend tells you something that worries you, explain to them that staff here can help and pass the burden of responsibility onto an adult.
I feel that I am being bullied or discriminated against
We take any form of bullying or harassment very seriously. We are committed to our core value of celebrating difference and therefore it is very important that you report any incidents or concerns to your Progress Tutor immediately.
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2016/17
CODE OF CONDUCT ATTENDANCE
PART-TIME EMPLOYMENT
A high level of attendance and punctuality is expected at ALL times. The College target for all students is 95%.
Many students choose to have a part time job which can bring both financial and personal benefits. However, you should exercise caution with the number of hours you spend in employment each week and ensure this does not adversely affect your studies. Working late into the evening is likely to affect you the next day at college. Your studies MUST be your priority during the time you spend at EHC. Please do not arrange to work during college hours or enrichment so that this time can be used for studying and group sessions with college staff.
Students with 95% attendance achieve 3 grades higher across 3 A levels compared to similar qualified students with attendance at 85% or lower. For e.g. 95%+ attendance = A, B, B, whereas 85% attendance = B, C, C. If lesson attendance is below 85% the College holds the right to withdraw students from internal and external examinations. If you are unable to attend the College, it is YOUR responsibility to contact the College by 8.30am on your first day of absence and leave a message. Leave of Absence Forms should be completed for any period of time when you will not be in timetabled lessons. This includes medical/dental appointments, university ‘open days’ etc.
IDENTITY CARDS As part of the safeguarding procedures at Elliott Hudson College, all students (as with staff) are expected to wear the EHC student lanyard that contains an EHC identity card. You will be issued with this card at the start of the year and anyone who loses his or her card will be expected to pay for a replacement. Entry to the College without a card is prohibited.
MOBILE PHONES / ELECTRONIC EQUIPMENT Mobile phones/electronic equipment must be switched off during all lessons, assemblies and enrichment activities. Please be respectful to your surrounding students and refrain from using your phone in study areas and along corridors.
SMOKING It should be clearly understood that all EHC sites are strictly non-smoking sites.
DRIVING LESSONS / TESTS Whilst EHC recognises the benefits of learning to drive, students should not book any driving lessons when timetabled to be in lessons, tutorials/assemblies or enrichment. If your driving test is scheduled to take place during any of these times, please follow the Leave of Absence procedure. Students are not permitted to park any vehicles on the College site.
HOLIDAYS These should not be taken during term time. If holidays are booked at any time throughout the academic year, students risk their progression into Year 13 and not being entered in internal and external examinations.
WORK EXPERIENCE It is an expectation that all students will engage in work experience opportunities relevant to a specific curriculum and/or career aspiration. This can take place during available time on a student timetable throughout the year and during holidays.
DRESS CODE EHC believes that students should be given choices about appropriate college wear, whilst also recognising that work place environments often have a code of conduct and expectations that are expected to be followed. At EHC, the following items are not deemed as appropriate college dress: hoodies, torn/ripped jeans, jogging bottoms, shorts, vest tops or revealing tops, flip flops.
YOU RISK LOSING YOUR PLACE AT THE COLLEGE IF YOU DO NOT ADHERE TO THE EXPECTATIONS OUTLINED ABOVE. 11
Student Handbook
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PRAISE SYSTEM At Elliott Hudson College we are committed to helping students achieve their full potential. Integral to this process is celebrating student achievement through hard work and determination. Teachers will ensure that they provide ongoing personalised support and positive feedback during lessons. In addition the College follows a more formal praise system which is outlined on the right.
Student Handbook 2016/17
Teachers will document student achievement in the EHC Golden Book. Letters will be sent home every half term to inform parents/ carers of student achievement. Students will also be spoken to by a member of the Senior Leadership Team. Members of staff will issue ‘Praise Stars’ to those students that go above and beyond what is expected of them. This will be recorded on SIMs and each Alliance Head will keep a running total for their Alliance. This will be displayed on Alliance Notice Boards. At the end of each term students will attend their Alliance Praise Assembly. Students can win awards for the following:
BEHAVIOUR POLICY – EXCLUSIONS
No-one has the right to interrupt anyone else’s learning
• Attendance • Achievement • Attitude • Alliance Leader Award • Staff Nominations
All nominees will then be put into a prize draw to win a £50 White Rose voucher. ‘‘A decision to exclude a pupil permanently should only be taken:
SANCTION SYSTEM STAGE 1 - STAFF TO SPEAK TO STUDENT TO RESOLVE CONCERN AND CFC 1 • Teacher raises concern with student e.g. no homework. • If the student fails to act upon the verbal warning, A cause For Concern 1 is issued. • Tutorial Tutor to discuss issue with student.
• CFC 2 issued – Phone call home from Progress Tutor. Targets set and intervention strategies agreed with timescales and review dates set. NB This could include a period of supervised study. • CFC 3 issued – Intervention meeting with Progress Tutor and parents/carers. Targets set and intervention strategies agreed with timescales and review dates set. • CFC 4 issued – Alliance Leader to contact parents/carers. Intervention meeting with Alliance Leader, Progress Tutor and parents/carers. Targets set and intervention strategies agreed with timescales and review dates set. A formal letter to be sent home at this stage.
STAGE 3 – SENIOR LEADERSHIP TEAM INTERVENTION • CFC 5 issued – Intervention meeting with member of Senior Leadership Team. Targets set and intervention strategies agreed with timescales and review dates set. • Possible that student may need to have their timetable personalised to support them to achieve. • Referral to external agencies.
• where allowing the pupil to remain in school would seriously harm the education or welfare of the pupils or others in the school.” (DfE ‘Exclusion from maintained schools, Academies and pupil referral units in England 2012’)
STAGE 4 - FINAL WARNING • If the student still fails to meet targets, he or she will be issued with a final warning. A meeting will then be held with student, parents/carers, Head of Alliance and a member of SLT. • A final warning contract will be agreed. Targets set and intervention strategies agreed with timescales and review dates set. • Should a student fail to meet these targets it may be necessary to remove them from the course.
STAGE 2 - THREE FURTHER CAUSE FOR CONCERN FORMS HAVE BEEN ISSUED WITHIN A SUBJECT
• in response to serious or persistent breaches of the school’s behaviour policy; and
• A student may risk losing their place at EHC if they fail to meet their targets. • Some incidents will warrant that students will be moved to stages 3 or 4 without having first been through stages 1 and 2. • The following incidents will warrant that a student be issued with a final warning: • In the event of extremely dangerous or threatening behaviour a student may risk losing their place at College without a final warning.
ATTENDANCE As highlighted in the EHC10, excellent attendance is the key to securing success at post-16. Therefore, it is a College expectation that all students achieve at least 95% attendance in all lessons including tutorials, assemblies and EPQ. Those students that fall below 90% attendance will be closely monitored by their Progress Tutor and Alliance Leader. If a student fails to show an improvement in their attendance they risk being placed on attendance report at which point they will be required to sign in at 8.30am. The aim of this measure is to support students to improve their attendance. If this does not occur after a period of time, students will then be placed on a structured timetable and be required to sign in with their Progress Tutor.
The Principal will make the judgement, in exceptional circumstances, where it is appropriate to permanently exclude a student for a first or ‘one-off’ offence. These offences might include: a) serious actual or threatened physical assault against another student or a member of staff; b) sexual abuse or assault; c) supplying an illegal drug; d) possession of an illegal drug with intent to supply; e) carrying an offensive weapon;
The Principal may permenantly exclude a student for: a) one of the above offences; or b) persistent disruption and defiance including bullying (which would include racist or homophobic bullying) or repeated possession and/or use of an illegal drug or drug paraphernalia on college premises. In addition, the College also considers the following to be serious incidents resulting in the permanent exclusion of a student: a) Deliberate activation of the fire alarm without good intent.
f) making a malicious serious false allegation against a member of staff;
b) Repeated or serious misuse of the College computers by hacking or other activities that compromise the integrity of the computer network.
g) potentially placing members of the public in significant danger or at risk of significant harm.
c) Repeated verbal abuse of staff.
These instances are not exhaustive, but indicate the severity of such offences and the fact that such behaviour can affect the discipline and well-being of the College community.
Signature:
d) Persistent disruption and defiance that may or may not be directly linked to the Sanctions System.
Date:
It is imperative that students fully understand that they must achieve a minimum of 85% attendance in order to guarantee entry into Y13 and entry into examinations. 12
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Student Handbook
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Student Handbook 2016/17
16–19 BURSARY The 16-19 Bursary was implemented to remove any barriers that a young person may face when trying to access learning at post 16, so the Discretionary Bursary can be accessed for many different purposes. In summary, it is primarily used for the following: • Travel – Weekly / Monthly Vouchers will be issued for students to purchase travel passes. These passes can be purchased from Leeds City Bus Station. They are not transferrable or replaceable. This is only to cover the cost of travel during term time. • Food – If students indicate that they would like to receive support with food, their biometric account will be credited with a maximum of £2.50 per day (if sufficient balance).
STUDENT HEALTH AND SUPPORT
Students who should consider applying for a Discretionary Bursary may: • be a student whose parents/carers are currently claiming other means-tested benefits including Income Support, Working Tax Credit/Child Tax Credit, Income Based Employment and Support Allowance (ESA), who is not entitled to free school meals. • be a student who is a young carer and is not in receipt of a carer’s allowance • be a student who does not fall under the categories listed above, but considers him or herself to be in financial hardship.
EHC has trained First Aiders across all sites on hand to support students and staff where needed. EHC does not have a resident healthcare professional and does not hold or administer any medication. Students are required to carry and administer any medication they require. We cannot however deal with significant injuries or successfully assess broken bones or internal injuries/complaints etc. In these cases we contact parent/carers as the College cannot sign for treatment in a hospital situation. In extreme situations the College will contact an ambulance or take the student directly to hospital. Parents/carers will be contacted and we will meet them at the hospital.
• Books and Equipment – Loaned to students for the duration of their course. Students will be encouraged to enrol in to the Leeds University Library for access to specific research books. Other equipment e.g. calculators can be provided.
To be eligible you must:
• Stationery can also be requested. The College has a supply of stationery.
• be aged under 19 on 31st August 2016
TRIP INFORMATION
The 16-19 Bursary does not provide childcare funding, Please refer to the Care to Learn website for under-20 childcare funding.
It is parental responsibility to make sure that medical information we have at the College is up to date. Please make sure that the medical form issued at the start of the year is completed correctly and updated where necessary so we can act appropriately. If a student carries an inhaler or other medical device we expect that the student carries one with them at all times.
• Clothing – Supplied by the College. • Other - This will include trips which are a compulsory part of the course. These payments are paid internally. Open Day visits - the cost of train/bus tickets may be covered. Students will need to produce receipts for booking or travel. Students must bear in mind that in order to cover the cost of these trips they will need to economise in other areas over the course of the year. The Bursary is allocated as one set sum of money from the Government for all eligible students to have fair and equitable access. All payments are subject to this condition and there being sufficient funds available.
There are two types of bursary that can be accessed:
VULNERABLE BURSARY Young people in the defined vulnerable groups are eligible for a bursary of up to £1,200 a year. The defined vulnerable groups are: • Young people in care or care leavers (EFA class ‘care leavers’ as young people aged 18-21 who have been looked after for more than 13 weeks or since the age of 14; or young people who cease to be looked after or accommodated, including unaccompanied asylum-seeking children).
• be an enrolled student on a full time course • provide evidence of household income below £25,000
HOW TO APPLY Applications can be made throughout the Academic year. Students complete an application form available from their Personal Progression Tutor. The completed application form is assessed and students are notified by letter if they are eligible for support.
CARRYING MEDICATION
HOW TO MAINTAIN YOUR BURSARY
Students are responsible for their own medication, including items such as epi-pens and inhalers.
Receipt of a vulnerable or discretionary bursary is conditional on the student meeting some agreed standards. These standards are set by the College and relate to attendance and standards of behaviour.
BROKEN BONES/SCRATCHES/STRAPS
Deductions to payments will be made if the student has not met the agreed standards of attendance and behaviour. The reasons for non-payment or deductions to bursary are listed below.
Attendance The bursary is to support students whilst in attendance at college. Therefore, attendance is monitored closely and students will receive a pro-rata payment dependent on attendance during the previous term. Students with attendance over 95% will not incur deductions. The attendance is calculated per term.
If you are injured or returning after an operation you must make an appointment to see your Progress Tutor. They will complete a thorough risk assessment and you will be supported so that you can move about the site effectively. Your teachers will be informed if you need to leave the lesson early as they may need to adjust the lesson structure in order to ensure that you do not miss valuable information and guidance.
SELF-INJURY If a student informs us that they or another student is self-harming we will follow the College safeguarding procedures. This would involve encouraging the student to inform parents/carers. We act proactively and want to help students get to the root cause of the issue. We help treat the issue not the symptoms. If you feel you need help with this situation please contact your Progress Tutor. If you are self-injuring our advice is to go to a Doctor’s Surgery as they can activate support quicker than the College can. However, we will also make this referral. Self-injury exhibits itself in many different ways: • Cutting • Burning (recent online trends for the ice challenge) • Significant rubbing • Pulling hair • Pinching • Starving or expelling foods • Hitting objects Advice can be found from: • Young Minds • Relate • Childline
CONFIDENTIALITY If a student is over the age of 12 and is deemed competent they can be granted confidentiality and seek medication and treatment for themselves. However, if the College feels that the young person is danger or that others are endangered, information can be shared to support them. The College does not want to break the bond we have with students. However, if they are in danger or do not meet the basic competency requirement* we will safeguard accordingly. *Frazer guidelines 1985 - http://www.nspcc.org.uk/inform/research/ questions/gillick_wda61289.html
Behaviour
• Young people claiming Income Support or Universal Credit (in their own name).
Any CFCs issued may result in a deduction from the bursary which can be equivalent to 1 week’s pro-rata payment.
• Young people getting both Disability Living Allowance (and the new Personal Independence Payments) and Employment Support Allowance (ESA) (in their own name).
Attitude to Learning at Assessment Points
DISCRETIONARY BURSARY
Attitude to Learning is essential to making progress and where students receive an ATL grade of 4 or 5 a deduction from bursary will be made which can be equivalent to 1 week’s pro-rata payment.
The fund is used to assist students who may be experiencing financial hardship to complete their course and it is only able to make contributions towards your costs incurred for attending college. It is cash-limited and priority will be given to certain groups (e.g. students who are economically disadvantaged).
Students are expected to arrange a meeting with their Progression Tutor each half term to discuss the bursary. This discussion will address payments and how the bursary can support their studies at College. The Head of Alliance will address any other issues or concerns.
• Low priority – net household income between £20,000-£25,000 per year • Medium priority – net household income between £18,000£19,999 per year • High priority – net household income below £18,000 per year
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Student Handbook
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Student Handbook 2016/17
TUTORIAL PROGRAMME You will have a dedicated tutor that delivers the Post-18 Planning Programme and will closely monitor achievement and attendance. You will have contact with your tutor once a week for one hour. Your tutor will support you with all applications for higher education, further training, or employment, and the relationship that you build will help create an outstanding reference.
WHAT IS THE POINT OF TUTORIALS? • To provide support and pastoral care for you throughout your time at EHC • To provide individual advice and guidance, and review the targets set to help you achieve your full potential across curriculum choices • To mentor and assist you in achieving your post 18 aspirations, including UCAS applications, apprenticeship applications and other career pathways.
CAREERS GUIDANCE WHAT DO TUTORS SUPPORT STUDENTS WITH? • Deliver key messages regarding attendance, praise and discipline issues. • Support and guide you regarding your post-18 choices
Elliott Hudson College recognises that all students require expert advice in planning for their future and therefore we provide guidance from a team of qualified and experienced advisors. All students are provided opportunities for one-to-one guidance sessions with a member of the Careers Team.
• Review and set a target aftereach Assessment Point • Collate comments from other staff to produce the first draft of the UCAS or employment reference • Meet students/parents/carers where appropriate • Undertake professional development opportunities to ensure they are experts in the field of post-18 progression • Help maintain all standards expected from our post-16 students.
Personalised advice and guidance services for students include: • Providing information, advice and guidance about a range of issues, such as careers, education, employment, training and student finance either directly or in partnership with specialist agencies. • Assisting students in gaining the skills required to increase their chances of successful transition from higher education to employment, for example CV writing, application and interview skills and practice.
Accessing Careers Advice; • Please visit the Careers area in the Library, where a range of resources are available for students. • Noticeboards in the Careers area display current labour market information and opportunities for students, for example higher education experience days, volunteering or work experience opportunities. • Visit the Careers Desk and book an appointment for a one-to-one appointment with an Advisor.
There are a vast number of Careers websites available for more information. We would recommend: • www.ucas.com University course information
• Preparing students for the UCAS application process.
• www.university.which.co.uk Includes information from the Annual Student Satisfaction survey
The tutorial programme aims to ensure that students leave EHC fully prepared for the challenges of life after A Levels. Therefore a focus will be placed on helping to develop students’ knowledge of the wider world as well as developing skills that are integral to leading a happy and successful life. The list below shows some of the topics that will be included in the tutorial programme. However, this is by no means an exhaustive list.
• Support following exam results, to help students decide on their next steps.
• www.successatschool.org General advice on career roles and action planning
• Support for students making applications for highly selective universities or courses.
• www.notgoingtouni.co.uk Information on alternatives to University • www.apprenticeships.gov.uk Current apprenticeship vacancies
• Study skills – Bridging the gap between Key Stage 4 and Key Stage 5 and how to be an effective post-16 learner
• Assisting students in drawing up action plans for employment, education and training and supporting them to achieve these goals. • Running small group/drop-in sessions or larger presentations on all aspects of careers work.
• www.futuremorph.org Information on careers in Science, Technology, Engineering and Maths
• Liaising and negotiating with other organisations on behalf of students.
• www.healthcareers.nhs.uk Information on Careers in Health
• Assistance in work placement and internship preparation and support to include co-ordination and implementation of work placement visits.
• www.fulbright.org.uk Information on studying in the USA
WHAT DO STUDENTS DO IN TUTORIALS?
• Revision skills • Post-18 progression, including Higher Education and Careers Day in June of Year 12 • UCAS applications – how the process works and writing a competitive personal statement • Student finance • Mock interviews and presentations • Gap year pathways • Managing your finances and how to live on a budget
• A range of external trips and visits to promote aspirational progression destinations to students.
• www.eunicas.co.uk Information on studying in Europe.
• Providing information and application support to students who are considering the possibility of studying abroad.
• Sexual, mental and physical health • Celebration of equality and diversity • Spirituality and faith • Healthy relationships • Driver safety • National Citizenship Service • Mindfulness and motivation • Democracy and exploring issues in politics.
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Student Handbook
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Student Handbook 2016/17
CURRICULUM
EXAM GUIDANCE
LEVELS AND QUALIFICATIONS
YEAR 12
YEAR 13
The courses on offer at EHC will allow you to gain either Level 2 or Level 3 qualifications. Depending on prior attainment at Key Stage 4, students will either select all Level 3 qualifications or a blend of Level 2 and Level 3.
The following subjects have been reformed and are a two-year A Level programme:
The following subjects have been reformed and are a two-year A Level programme:
• Art
• Art
• Biology
• Biology
• Business
• Business
• Level 3 courses: AS Levels and A Levels
• Chemistry
• Chemistry
• Level 2 courses: GCSE English and GCSE Maths. If you have not gained a C grade in GCSE English or Maths you must continue to study to ensure you have gained both of these qualifications throughout your time at EHC.
• Computer Science
• Computer Science
• Drama • Economics
CURRICULUM CHANGES FROM SEPTEMBER 2015 From 2015 all AS and A Level qualifications are in the process of being reformed. The main aspect of this reform is that AS (Year 12) and A2 (Year 13) qualifications have been ‘decoupled’. This means that they are standalone qualifications where attainment at AS does not have any impact on the final A Level grade at the end of Year 13. Content that is assessed at the end of Year 12 in the AS will be assessed again at the end of Year 13 as part of the A Level. Due to these changes, EHC has made the decision that, where qualifications have been reformed, students will not sit the AS qualification and will only be assessed in external examinations for the A Level at the end of Year 13. As qualifications are being reformed in a staggered manner, this impacts students different in Year 12 and Year 13 and from one subject to the next.
Coursework and controlled assessments are subject to JCQ rules and regulations. The regulations state that:
WHEN ARE THE MAIN EXAMINATION SESSIONS?
• “you must not copy from someone else or allow another candidate to copy from you”
GCSE Re-sits
November
Mock Exams
January
• Economics
AS/A Levels
May–June
• English Language
End of Year Internal Exam June
• English Language
• English Literature
• English Literature
• History
WHAT EXAMS COULD YOU BE ENTERED FOR?
• Ethics and Philosophy
• Physics
• GCSE (General Certificate of Secondary Education)
• French
• Psychology
• GCE (General Certificate of Education) - AS and A Level
• Geography
• Sociology
• German
For these subjects the grades you achieved at the end of Year 12 do not count towards your final A Level grade. For any subject not listed above, the marks you achieved at the end of Year 12 counts towards the final A Level grade you receive at the end of Year 13.
• Public/external exams are set and marked by external organisations. They are run under regulations set down by examination boards and the results are reported nationally.
• History • Music • Physics • Psychology • Sociology • Spanish • Sports Studies If you are sitting any subject not listed above then you will have an external AS examination at the end of Year 12. This counts towards the final A Level grade you receive at the end of Year 13.
For both Year 12 and Year 13, there will be formal mock exams for all subjects in January. For Year 12 there will also be mocks in any subject that has been reformed in June.
Typical programme of study for an EHC student each week: • 3 A Level courses selected – 5 hours of contact time per subject = 15 hours • Extended Project Qualification – 2 hours of contact time, 3 hours non-contact time per week (primarily Year 12 students) • Weekly tutorial – 1 hour • Weekly/fortnightly assembly – up to 1 hour • Enrichment – Wednesday from 1.30pm
COURSEWORK AND CONTROLLED ASSESSMENTS
Exams are a crucial part of your life and Elliott Hudson College will make every effort to ensure you receive the best possible preparation, that administrative arrangements run smoothly and that exams are conducted in a way that will make the experience stress-free and successful.
• Internal/mock exams are marked by teaching staff and are for Elliott Hudson College use only. We use the same format as a public/external exam and keep them as true to real exam conditions as possible. • The nature of the exams varies. While the majority of papers are written, some are entirely (or part) oral, listening, visual, practical, performance or on-screen.
WHERE DO MY EXAMINATIONS TAKE PLACE? All public/external exams are held at Phoenix House, where we use the hall and some classrooms. Exams start at 9.00am for a morning exam and 1.30pm for an afternoon exam. You are expected to register in the Restaurant 30 minutes before the exam, arriving no later than 8.30am for a morning exam and 1.00pm for an afternoon exam. Internal/mock exams will be held at whichever site you are based at. Again, we will be using the hall and some classrooms. Start times will be 9.00am for morning exams and 1.30pm for afternoon exams. You will be required to register 30 minutes before the exam, arriving no later than 8.30am for a morning exam and 1.00pm for an afternoon exam. Individual timetables are generated and distributed prior to all exam seasons. It is each student’s responsibility to know the date and times of their examinations, together with the equipment they need.
• “the work which you submit for assessment must be your own”
If you copy the work or ideas of others and don’t show your sources in references, this will be considered as cheating (see Plagarism section of the Student Handbook).
ABSENCE FROM EXAMS / ILLNESS If you are unwell or have been affected by circumstances outside your control at the time of your exam, but feel able to sit it, please inform the Exams Officer. Should these circumstances affect your performance during your exams, a request for Special Consideration can be made afterwards. This is a post-exam adjustment based on your individual situation and is at the exam board’s discretion. If you are unable to attend an exam due to illness or some other serious reason, you must contact College Reception as soon as possible, or at the latest, 8.00am on the day of your exam. If appropriate, medical evidence must be provided stating your illness, specific dates, and that you were unfit to take the exam. Misreading your timetable is not an acceptable reason for absence.
RESULTS We are unable to provide results by telephone or email. A third party can collect results as long as they have a letter of authorisation from the student concerned (an authorisation form can be collected from Reception). Alternatively, results can be posted home. A stamped, self-addressed envelope must be handed to the Exams Officer before we break up for summer.
2017 RESULTS DAYS: November GCSE Re-sits – Thursday 12 January 2017 AS/A Level and Internal Examination – Thursday 17 August 2017 GCSE – Thursday 24 August 2017
Further information on exams is available on the exams page of our website: www.elliotthudsoncollege.ac.uk/exams
ACCESS ARRANGEMENTS Access arrangements such as readers, scribes or extra time are pre-examination adjustments based on an evidence of need and a student’s normal way of working. They allow candidates to access the examinations/assessments without being disadvantaged. The need for an access arrangement has to be assessed by an independent, qualified assessor and an application is then submitted to each exam board. If you had an access arrangement for your GCSEs, or you feel that you may qualify for one, please inform your Progress Tutor so that the necessary arrangements can be made.
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Student Handbook
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Student Handbook 2016/17
EPQ EXTENDED PROJECT QUALIFICATION All students at Elliott Hudson College will complete the EPQ within their first year. We believe that equipping students with this qualification will help to make them a competitive applicant for universities, higher level apprenticeships and employment opportunities. In addition completing an EPQ will help you develop a wide variety of important skills.
WHAT BENEFITS DOES THE EPQ HAVE? For Students Students can research something they are really interested in but would not normally study. It develops research, study and project management skills. It can be a chance to explore possible career or university options.
For Employers It shows that students have wider interests and gives them something to discuss in interviews. It can be based around career interests. It demonstrates considerable project management skills.
For Universities To ‘show off’ to universities, particularly where interviews are involved or on competitive courses. It will always be looked on favourably. It may form part of an offer, particularly an offer based on points.
Cambridge University:
WHAT IS THE EPQ?
OUTLINE OF THE YEAR
The EPQ is a project management qualification. It is the equivalent of half an A Level with an A* grade available. The project is chosen, planned and managed completely independently by the student. You have a choice of writing a 5000 word essay on a topic of your choice, or producing an artefact and writing a 1000 word supporting report outlining the project process. In both cases you will also complete a log book which records the process of planning and managing the project.
Below is a list of the main elements of the EPQ. You will be responsible for keeping track of the deadlines for each one and ensuring that you meet those deadlines.
Deadline
Date Completed
Almost any topic that you are interested in can become a project. Past examples of questions are given below.
Essays:
Record of initial ideas
• Do video games cause violence? • How has modern technology changed the modern world?
Part A: candidate proposal
• Is time travel possible? • What does it take to be a Police Officer? • Should euthanasia be legalised?
Planning review
Artefacts: • Chapter 1 of a Horror Novel - Comparison of Iain Macarthur • Can student wargame players make their own gameboard to industry standard? • Can a classically trained singer give a convincing performance of a pop song?
Mid-project review
Project product review
‘We welcome the introduction of the Extended Project and would encourage students to undertake one. This support is because of the clear educational benefit of doing an EP. EPs might be submitted as an example of written work and/or discussed at interview’
• What is the best way to create a scale model of a Formula 1 racing car?
(Source: http://www.cam.ac.uk/admissions/undergraduate/ teachers/presentations/1a.ppt - Dr Geoff Parks - Director of Admissions – Cambridge University, April 2009)
1. Your independent planning and management of the project. This includes independent research and creating and evaluating your final product, as well as keeping a record of your progress in the log book.
Summary & reflection
2. A taught skills element where your EPQ teacher will help you to develop the skills necessary for successfully completing an EPQ.
First draft of essay/artefact
STRUCTURE OF THE COURSE The EPQ course is made up of three different elements:
3. Discussions with your supervisor about your specific project. These conversations are opportunities for you to discuss and get advice on your ideas.
Presentation record part A
Final submission
You will have two timetabled EPQ lessons a week which is when the taught skills will be delivered and when you will have the majority of discussions with your supervisor. You will be expected to allocate a further three lessons a week to working on your EPQ independently.
CANDIDATE DECLARATION
Signature:
I understand that the EPQ is a qualification which all students at EHC undertake. I understand that it is an independent project and that as such it is my responsibility to plan and manage the work that I need to do and to ensure that I meet deadlines. I will be supported in my project through taught skills and discussions with my supervisor but it is my responsibility to ask for help if I need it.
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Student Handbook
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Student Handbook 2016/17
PLAGIARISM It is extremely important that you understand the implications of plagiarism. Plagiarism is: • to steal and pass off the ideas or words of another as one's own • to use another's work without crediting the source • to commit literary theft • to present as new and original an idea or product derived from an existing source In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward. Plagiarism is a form of cheating. Copying the ideas of others and presenting them as our own amounts to stealing some of the credit for another person’s work and dishonestly obtaining credit for ourselves. All of the following are considered plagiarism: • Handing in someone else's work as your own • copying words or ideas from someone else without giving credit • failing to put a quotation in quotation marks • giving incorrect information about the source of a quotation • changing words but copying the sentence structure of a source without giving credit • copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not.
What about images, videos, and music? Using an image, video or piece of music in a work you have produced without receiving proper permission or providing appropriate citation is plagiarism. The following activities are very common in today’s society. Despite their popularity, they still count as plagiarism. • Copying media (especially images) from other websites to paste them into your own papers or websites • Making a video using footage from others’ videos or using copyrighted music as part of the soundtrack • Performing another person’s copyrighted music (i.e. playing a cover)
PROCEDURE FOR THE UNPLANNED CLOSURE OF THE COLLEGE
Where possible the decision will be made prior to 6.30am. Factors involved in reaching the decision to close the College are likely to be: • Access to the College, i.e. road conditions (snow, ice, flooding, obstructions etc.) • Breakdown of the College’s essential services (heating, electrical services, water, storm or fire damage etc)
CLOSURE DURING THE COLLEGE DAY On occasion it may be necessary for the College to close during the College day e.g. if the weather is deteriorating and there is doubt as to whether students can safely travel home later in the day.
CLOSING PROCEDURE - COLLEGE RESPONSIBILITIES TO STUDENTS The decision to close the College will only be taken as a last resort when no other suitable options are available. Once the decision to close has been made, the following procedure will be followed/observed: • Students will only be sent home where it is known that parents/ carers will be at home to receive them or where the student’s capacity to be at home alone has been considered regarding age, ability, etc.
• Composing a piece of music that borrows heavily from another composition. It is, of course, completely acceptable to use another person’s writings to aid our own learning and understanding but when writing essays, reports etc. if we include the work of others it should be clearly acknowledged as such. If plagiarism is found in a student’s work, this will be recorded and disciplinary action may follow. If plagiarism is found in work submitted for external examinations, this could lead to disqualification from that and other examinations.
CLOSURE DUE TO SEVERE WEATHER The decision to close the College will normally rest with the Principal, or in their absence, a Vice Principal, and the Executive Principal.
• Where students are accompanied to the College, parents/carers will be contacted to collect them. When parents/carers are unable to collect students they will only be sent home where the student’s capacity to return home unaccompanied has been considered regarding age, ability, route, etc.
INTRODUCTION The College will never take the decision to close or partially close lightly. We take our responsibility of remaining open seriously. However, it is sometimes necessary to close the College for a variety of reasons including: • Severe weather including snow, flooding or storms • Accommodation problems, for example loss of power supply, loss of water supply, heating failures or fire damage • Disruption to transport • When the health and safety of students and staff is jeopardised. The decision to close the College is taken by the Principal in consultation with the Executive Principal. The College will, however, endeavour to remain open where possible.
FULL OR PARTIAL CLOSURE OF THE COLLEGE It is essential to ensure the continuity of education for all students where possible and several issues will be considered before deciding to close the College: • Is it absolutely necessary to close the College? • Could the College be closed to a proportion of students? • Is it possible to relocate students to other areas within the College? • Is the problem one that may be resolved relatively quickly?
• College staff will care for students who are unable to return home until the end of the normal College day. • Where students arrive at the College accompanied by other childcare, alone or via taxi and a decision has been taken to close the College, the College will be responsible in contacting parents/ carers and provide care.
COMMUNICATIONS The College has pre-planned how parents/carers will be informed of College closures. The below methods will be used: • Notification will be sent to Leeds City Council who will then notify all local radio stations and place a notice on the Leeds City Council website • The College website www.elliotthudsoncollege.ac.uk • Parents/carers and students will also be contacted via eSchools • A message will be placed on the College telephone answer service.
REOPENING PROCEDURE The decision to reopen the College following closure will be taken as early as possible in order to ensure that students are not away from education for longer than necessary. Where possible the decision to reopen will be taken the day prior to reopening, in order to ensure that the reopening message can be communicated to parents/carers and students. Parents/carers will be informed of the College’s reopening via the following methods: • The College website - www.elliotthudsoncollege.ac.uk • A message will be placed on the College telephone answer service • A message will be sent on eSchools to parents/carers.
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Student Handbook
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Student Handbook 2016/17
LEARNING LOG The following pages form your learning log. This log is important and it is essential you keep it safe and with you at all times in College, and update it regularly with your progress. It is designed to help you record the progress you make during the year. Your teachers and Progress tutor will encourage you to record all your assessment grades in here as well as the targets you need to meet to ensure you reach your full potential. It is your log and therefore your responsibility to keep it up to date.
ASSESSMENT You will be formally assessed in all of your subjects every two weeks. These assessments check your understanding of recent topics, revisit knowledge from previous topics, and most importantly, let you know what you need to do to improve.
MINIMUM EXPECTED GRADES (MEGS) When you start at EHC you will be given a MEG for your subjects. These grades are calculated from your average GCSE score and indicate the minimum grade you should achieve in your subjects. Remember this is a minimum and you could aim to achieve higher than these. Your achievement at GCSE is used to give EHC a clear picture of your starting point. Your average GCSE point score is calculated as follows:
GCSE Grade
GCSE Score
A*
8
A
7
Total GCSE score
B
6
Number of GCSEs taken
C
5
D
4
E
3
F
2
G
1
U
0
Calculation
Eg: A*+A+A+A+B+B+C+D 8 8+7+7+7+6+6+5+4 = 6.25 8
Your MEG is calculated from your average GCSE point score and provides a benchmark for you in comparison to sixth form students throughout the country. These MEGs are based on the average results that a group of previous students achieved at AS/A Level joining us from your same starting point. These are summarised below:
Average GCSE Point Score
MEG
7.5 - 8.0
A*/A
7.0 - 7.5
A
6.7 - 7.0
B
6.4 - 6.7
B
6.1 - 6.4
B/C
5.8 - 6.1
B/C
5.5 - 5.8
C
1.2 - 5.5
C
4.7 - 5.2
C/D
4.0 - 4.7
C/D
0.0 - 4.0
C/D
ASSESSMENT POINT MONITORING Subject
My average GCSE point score is:
MEG
AP1 Grade
ATL
Mock Exam
AP2 Grade
AP3 ATL
Grade
ATL
My MEG is:
FEED BACK Teachers will feedback your grade and targets using the College marking policy. For each assessed piece of work you complete, you will received STAR feedback. S – Success. Identifies area(s) within your work where you have been successful, linked to assessment criteria. T – Target. Indicates what you must do to achieve the next level in your work, linked to assessment criteria. Targets should be used to close the gap between current and desired performance. A – Adjustment. You must always complete the adjustment. It indicates how you should improve your work. This is dependent on the piece of work. Adjustments could range from: redoing the whole piece of work; redoing one particular aspect; redoing a paragraph; answering/commenting upon the annotations made throughout the piece of work; re-reading key texts etc. R – Response. This should be completed by you as indicated in the ‘Adjustment’. If you are unsure on what you need to do or how to respond to feedback, it is your responsibility to speak to your teachers. Ignoring feedback will hold back your progression.
MONITORING In addition to assessing your learning every two weeks, your teachers will give you a predicted final grade at three points throughout the year. These are known as Assessment Points. A key part of this monitoring process is a 1-to-1 discussion with you to review your learning log and help set appropriate targets. These are recorded on the monitoring pages in your Learning Log. You will also discuss all your subject targets with your tutor and then agree three key targets that will help you to progress in all your subjects. All information from Assessment Points is shared in formal reports sent to your parents/ carers and through termly Parents’ Evenings.
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Student Handbook 2016/17
Subject Learning Log: Subject 1
Subject Learning Log
Subject:
Subject:
Progress Evaluation: Subject 1
Date
Assessment Title
Grade
Target
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher
Achieved
I think my strengths in this subject area are…
DEP 1
I think my areas for development in this subject area are…
DEP 2
DEP 3
Assessment Point 1
DEP 4
DEP 5
I have agreed with my teacher that the SMART targets to improve my performance in the subject are… MOCK EXAM January 2017
1. What
2. What
3. What
1. How
2. How
3.How
Deadline
Deadline
Deadline
Assessment Point 2
DEP 6
DEP 7
Assessment Point 3
DEP 8
My AP 1 grade in this subject is DEP 9 Teacher Signature
Date
DEP 10
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Student Handbook
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Student Handbook 2016/17
Subject Learning Log
Subject Learning Log
Subject:
Progress Evaluation: Subject 1
Subject:
Progress Evaluation: Subject 1
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher I think my strengths in this subject area are…
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher
I think my areas for development in this subject area are…
I have agreed with my teacher that the SMART targets to improve my performance in the subject are…
I think my strengths in this subject area are…
I think my areas for development in this subject area are…
I have agreed with my teacher that the SMART targets to improve my performance in the subject are…
1. What
2. What
3. What
1. What
2. What
3. What
1. How
2. How
3.How
1. How
2. How
3.How
Deadline
Deadline
Deadline
Deadline
Deadline
Deadline
My AP 2 grade in this subject is Teacher Signature
28
My AP 3 grade in this subject is Date
Teacher Signature
Date
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Student Handbook 2016/17
Subject Learning Log: Subject 2
Subject Learning Log
Subject:
Subject:
Progress Evaluation: Subject 2
Date
Assessment Title
Grade
Target
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher
Achieved
DEP 1
I think my strengths in this subject area are…
I think my areas for development in this subject area are…
DEP 2
DEP 3
Assessment Point 1
DEP 4
DEP 5
I have agreed with my teacher that the SMART targets to improve my performance in the subject are… MOCK EXAM January 2017
1. What
2. What
3. What
1. How
2. How
3.How
Deadline
Deadline
Deadline
Assessment Point 2
DEP 6
DEP 7
Assessment Point 3
DEP 8
My AP 1 grade in this subject is DEP 9 Teacher Signature
Date
DEP 10
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Student Handbook 2016/17
Subject Learning Log
Subject Learning Log
Subject:
Progress Evaluation: Subject 2
Subject:
Progress Evaluation: Subject 2
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher I think my strengths in this subject area are…
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher
I think my areas for development in this subject area are…
I have agreed with my teacher that the SMART targets to improve my performance in the subject are…
I think my strengths in this subject area are…
I think my areas for development in this subject area are…
I have agreed with my teacher that the SMART targets to improve my performance in the subject are…
1. What
2. What
3. What
1. What
2. What
3. What
1. How
2. How
3.How
1. How
2. How
3.How
Deadline
Deadline
Deadline
Deadline
Deadline
Deadline
My AP 2 grade in this subject is Teacher Signature
32
My AP 3 grade in this subject is Date
Teacher Signature
Date
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Student Handbook 2016/17
Subject Learning Log: Subject 3
Subject Learning Log
Subject:
Subject:
Progress Evaluation: Subject 3
Date
Assessment Title
Grade
Target
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher
Achieved
DEP 1
I think my strengths in this subject area are…
I think my areas for development in this subject area are…
DEP 2
DEP 3
Assessment Point 1
DEP 4
DEP 5
I have agreed with my teacher that the SMART targets to improve my performance in the subject are… MOCK EXAM January 2017
1. What
2. What
3. What
1. How
2. How
3.How
Deadline
Deadline
Deadline
Assessment Point 2
DEP 6
DEP 7
Assessment Point 3
DEP 8
My AP 1 grade in this subject is DEP 9 Teacher Signature
Date
DEP 10
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Student Handbook 2016/17
Subject Learning Log
Subject Learning Log
Subject:
Progress Evaluation: Subject 3
Subject:
Progress Evaluation: Subject 3
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher I think my strengths in this subject area are…
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher
I think my areas for development in this subject area are…
I have agreed with my teacher that the SMART targets to improve my performance in the subject are…
I think my strengths in this subject area are…
I think my areas for development in this subject area are…
I have agreed with my teacher that the SMART targets to improve my performance in the subject are…
1. What
2. What
3. What
1. What
2. What
3. What
1. How
2. How
3.How
1. How
2. How
3.How
Deadline
Deadline
Deadline
Deadline
Deadline
Deadline
My AP 2 grade in this subject is Teacher Signature
36
My AP 3 grade in this subject is Date
Teacher Signature
Date
37
Student Handbook
2016/17
Student Handbook 2016/17
Subject Learning Log: Subject 4
Subject Learning Log
Subject:
Subject:
Progress Evaluation: Subject 4
Date
Assessment Title
Grade
Target
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher
Achieved
DEP 1
I think my strengths in this subject area are…
I think my areas for development in this subject area are…
DEP 2
DEP 3
Assessment Point 1
DEP 4
DEP 5
I have agreed with my teacher that the SMART targets to improve my performance in the subject are… MOCK EXAM January 2017
1. What
2. What
3. What
1. How
2. How
3.How
Deadline
Deadline
Deadline
Assessment Point 2
DEP 6
DEP 7
Assessment Point 3
DEP 8
My AP 1 grade in this subject is DEP 9 Teacher Signature
Date
DEP 10
38
39
Student Handbook
2016/17
Student Handbook 2016/17
Subject Learning Log
Subject Learning Log
Subject:
Progress Evaluation: Subject 4
Subject:
Progress Evaluation: Subject 4
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher I think my strengths in this subject area are…
Please complete the strengths and areas for development before you attend your 1:1 monitoring discussion with your subject teacher
I think my areas for development in this subject area are…
I have agreed with my teacher that the SMART targets to improve my performance in the subject are…
I think my strengths in this subject area are…
I think my areas for development in this subject area are…
I have agreed with my teacher that the SMART targets to improve my performance in the subject are…
1. What
2. What
3. What
1. What
2. What
3. What
1. How
2. How
3.How
1. How
2. How
3.How
Deadline
Deadline
Deadline
Deadline
Deadline
Deadline
My AP 2 grade in this subject is Teacher Signature
40
My AP 3 grade in this subject is Date
Teacher Signature
Date
41
Student Handbook
2016/17
Student Handbook
ASSESSMENT POINT 1 TUTOR MONITORING
ASSESSMENT POINT 2 TUTOR MONITORING I have reflected on my progress so far this year in all my subjects and my 3 main strengths are:
I have reflected on my progress so far this year in all my subjects and my 3 main strengths are: 1
1
2
2
3
3
I need to develop the following skills further:
I need to develop the following skills further: 1
1
2
2
3
3
I am going to do this by:
Deadline
I am going to do this by:
Achieved
1
1
2
2
3
3
Tutor Comments
Tutor Comments
Tutor Signature
42
2016/17
Date
Tutor Signature
Deadline
Achieved
Date
43
Student Handbook
2016/17
ASSESSMENT POINT 3 TUTOR MONITORING I have reflected on my progress so far this year in all my subjects and my 3 main strengths are: 1
2
3
I need to develop the following skills further: 1
2
3
I am going to do this by:
Deadline
Achieved
1
2
3
Tutor Comments
Tutor Signature
44
Date
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