Download our FREE smartphone app today!
Progress Sessions for Years 10 and 11
Year 10 progress sessions
Year 10 students get an additional two hours per week in subjects where they have been identified as making the least progress. These Progress Sessions are led by a subject specialist. Directors meet with Ms Ayodele, the Year 10 Progress Leader, to choose students for bespoke additional support based on the latest attainment data. These sessions cover a range of subjects at any one time and include some or all from those detailed below, based on the progress and attainment needs of the students.
In addition, we use Tuesday mornings for careers, Building Cultural Capital and an assembly programme. The assemblies are delivered by members of the Senior Leadership Team, Directors or external agencies and focus on themes such as: changes to exam specifications; Post 16 applications; Progress and Attainment 8; and extra-curricular enrichment. The sessions are rotated every term based on the most recent data.
BTEC Sport: Mr May, Mr Miller and Mr Belcher
Students in the B band are divided into one of three BTEC Sport Progress Sessions as all students in these groups will sit their BTEC Sport Unit One examination at the end of the first term. This exam unit is worth 25% of their overall end of Year 11 grade and we are optimistic that the additional time will help maximise their attainment.
In term 1a the groups revisit the subject knowledge required for Unit One which is covered in the BTEC Sport curriculum. The teachers will deliver theory or practical sessions to help students apply their knowledge and understanding.
In term 1b the focus changes from subject-specific knowledge to exam preparation and exam technique. The PE staff model the ‘PEEL’ answering technique (Point, Example, Explain, Link - see picture) to help students plan their longer answers and we are confident this will stretch and challenge students to access the higher grades.
In term 2, B and O band students will switch over as O band prepare for their Unit One exam which will be sat at the end of term 2b.
The Year 10 EBACC Progress sessions follow the pastoral support system driven by individual student's subject specific needs. Each programme is aimed at providing extra support to the students in order to enhance and embed core skills, knowledge and understanding of the syllabus.
Geography: Mr Maserejje, Director of Humanities. Our mornings involve improving literacy for geography learning, revision skills, practising of exam techniques, exploring relevant subject resources and completion of learning tasks to stretch understanding and a review of subject content. Students are expected to take advantage of this programme so as to ultimately make the expected progress and raise their attainment in the subject.
History: Ms Baawa, Innovation Leader/Teacher of History. Pupils are studying for the most difficult GCSE history exam that there has ever been. The sessions will help pupils succeed and reduce the amount of intervention needed at school From Monday to Friday all pupils have an engaging 40 minutes in which they revise and develop the knowledge and skills required for the GCSE paper. Over term 2a and 2b the pupils will be revising the Cold War unit of the Edexcel exam board.
Spanish: Ms Burley, Teacher of Spanish. This term we have been focusing on grammar skills with a specific emphasis on the tenses and how to conjugate verbs. In addition, we are also practicing our Spanish dialogues using interactive videos to promote spontaneity in speaking, which is a skill required on the new Spanish GCSE exam. The smaller group size enables students to engage with discussion in a more confident and meaningful way.
Year 11 progress sessions
Year 11 progress sessions use the most recent mock exam data to select small groups of students for almost 3 extra hours of learning. The progress groups are reviewed each term and there is a regular assembly programme on Mondays to cover PSHE issues and offer revision guidance.
We have used our tracker to select pupils who have had problems on specific questions, as indicated by their low scores. We have then chosen 10-12 pupils to target for a session which is completely focussed on that question. We teach techniques and practice/model answers. Each English teacher teaches students from their own group – this gives us a faster start as we know them and their areas of challenge and how to get them to work. For the next session we choose another cohort and another question: this way we will work through every question and each pupil has a tailored intervention based on specific and relevant need.
In the Autumn term we use Question Level Analysis (QLA) from the most recent mock exams to place students into weekly topic specific interventions. Each week teachers work through a past paper and mark schemes are provided so that pupils can also revise independently.
BTEC Business progress sessions are a great way for pupils to develop their subject knowledge. They focus on considering case studies. Pupils get support with how to research and reference relevant contextual examples to illustrate work. They are a great way to get clarification about key topics and to progress further by brainstorming ideas in groups and thinking critically. They also allow for pupils to complete homework as part of their coursework in a quiet and focused environment.
Year 11 progress sessions allows students to expand their composition coursework by using resources such as our recording studio and mini mac studios to develop their coursework to a high standard. The progress sessions have allowed for more opportunities for students to perform as part of an ensemble by holding and organising rehearsals. We have held informal solo performances in front of their peers in the class to build their confidence and have more experience in preparation for their solo performances. The sessions also include students listening and supporting each other. Students also appreciate the 2 to 1 support from peers as well as from the teacher. Students have managed to complete coursework in a shorter amount of time due to them having more access to our state of the art music technology and performance equipment.
Year 11 art intervention sees students working independently on their projects. The students have access to our broad range of materials and specific equipment that is used to create a variety of art work and artistic experiments. This work all goes towards Unit 1 and Unit 2 of their GCSE.
We started selecting the students that missed controlled assessments. These students will complete the controlled assessment within the set date. After this we move to the students that need more support and we give them interventions to prepare for their exams.
Since September the history department have made great use of the intervention time to support students with their GCSE revision. The pupils have worked hard to develop their work to an acceptable level. Pupils know the high expectations we set on them and pupils realise that the hard work they put in now will go a long way to helping them achieve their target grade.
Science intervention has been set up based on the Year 11 mock exams. All pupils completed mock exams in Biology, Chemistry and Physics and were given a predicted grade. From this both attainment and progress can be calculated for every pupil. If pupils have not achieved their target grade or have significantly poor progress scores (based on KS2 data) then they are required to attend compulsory Science intervention with the Science department. Here they will spend six weeks studying topics they performed poorly in during the mock exams. This six week intervention will culminate in a small test to check progress and if this is significantly better than the previous mock result will result in the end of intervention for that term. If the test is not completed to the required standard the pupils will re-attend intervention the following term. This process will happen each term up to and including the exam period.