Year 10-11 Pastoral Information

The challenge of GCSE is a large one. Any student aiming for success at this level must be willing to show a great deal of commitment to his chosen subjects, to develop independent thinking and to prepare himself for the multitude of choices which are opening in the world of post-16 education. Much work is essential from day one, but the rewards are obvious.

Your son is part of a year group which has already been highly successful; the Key Stage 3 results which were attained in Year 9 show that your son has been responsible enough to work to the highest level and, as in many cases, exceed his perceived ability; this is what Queen Elizabeth’s School wants and enables him to do. This success should now give him the confidence to move forward to a task which will reward both industry and innovation and give him a set of results which are a basis for success and excellence in his adult life.

The aim of this guide is to assist you as a parent, not just in the transition to GCSE, but in the two years of the courses which your son will undertake. It supplies you with the routes to excellence by outlining our expectations of our pupils, the standards which each subject demands, the work which will be undertaken, the standards of behaviour which we expect, as well as the strategies and techniques which we use in and outside of the classroom to ensure the highest standards of teaching and learning and most importantly, attainment.

Mr T. Bennett
Senior Year Head and Head of Year 11

Mr I. Benjafield 
Head of Year 10

Ensuring the best education for our pupils

How can we assure quality in your son's performance

By the time students reach Key Stage 4, there is a noticeable difference in their working practice; where before homework may have been set and completed within one or two days, the nature of GCSE and its coursework means that a task may have to be completed over two or three weeks. The student who plans his work and does not start it the night before a deadline is due is the student who will succeed. Coursework deadlines must be kept to; they are published long in advance and give the student enough time to consider, research and write his piece of work. Your son must work independently and thoughtfully to ensure his maximum progression, and homework/coursework are an essential aspect of his development as an independent thinker.

Homework-ganeral guidelines

In Years 10-11 there is no formal homework timetable. Students may be set work at any time and will be asked to note it down in the usual way. Some general guidelines, which should be useful for parents, are:

• Each pupil should be completing around three hours of homework per night.
• The nature of homework varies enormously at Key Stage 4; subjects such as Languages may ask for vocabulary to be learnt in two days, while subjects such as Design or English may require it to be completed over a number of weeks.
• Your son should be making use of the PRIORITY ACTION sheets in his organiser; these allow him to organise his academic studies effectively.
• The use of Information Technology has been a huge benefit to our students in the drafting, presentation and completion of work. Sometimes, though, the excuse of a PC not working is used. It is crucial that your son gives himself enough time to fulfil a deadline, and the practice of printing a piece of work the night before it is due in is to be avoided
• If homework is not completed properly, or is not handed in, the subject teacher will deal with the problem. If trouble persists, the Head of Department will become involved, and the Form Tutor and Year Head will be informed. A formal detention and a letter to parents may follow. Prevention is better than cure; careful monitoring of the Personal Planner by parents is an important aid, both to boys and the School.
• Where a concern is persistently raised regarding homework not being completed, it is clear not only that there is a problem, but that the problem is not being solved. Parents are asked in such instances to check the books of their son and to ensure that the necessary follow-up is being completed

Mentors

Some pupils need assistance which goes beyond the normal commitment of a tutor or subject tutor. The need may be an academic or a personal one; it may be a short-term or a long-term issue. In such an instance, the School will provide the individual with a staff mentor. This person will work with the pupil on a one-to-one basis, meeting regularly and working to ensure success through attainable goals. Mentoring is a positive way in which we can ensure that difficulties are resolved in partnership between School, pupil and parents.

Home and School - an active partnership

The methods outlined above demonstrate how the School will seek to work alongside parents at all stages and will report back to them whenever necessary. It is crucial, also, that parents work with the School to ensure the best progression for their sons. It is not unfair to suggest that teenage boys experience personal problems as they grow up-this is a part of adolescence. What is essential is that if a parent recognises such problems to be hindering academic progress, they inform the School immediately. This allows School and home to work together purposefully for the benefit of pupils.

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IMPORTANT DATES 2008-2009 (Year 10)

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IMPORTANT DATES 2008-2009 (Year 11)

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