This document summarizes information presented at a Year 7 transition evening at Simon Balle School. It discusses the differences between primary and secondary school, introduces the Year 7 pastoral team, outlines the transition process including an overnight trip to Bawdsey Manor, and previews events for the new school year starting in September. It also addresses student behavior, technology use, attendance, and the school's rewards system.
- This document provides information for parents about their child's transition to secondary school at SBAS.
- It discusses differences between primary and secondary school, the pastoral and academic support systems in place, building relationships and developing resilience.
- The evening will involve introductions from school staff, information about routines, behaviour, and developing a culture of grit. It aims to help new families thrive as part of the school community.
Presentation given to Year 7 Parents on 3rd September at Countesthorpe Leysland Community College with useful tips and advice on how best to support your child.
CHARACTER FORMATION MUST GO ON (July 14)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Positive relationships student, parents and teachersJONELLE TELESFORD
The document discusses the importance of positive relationships between teachers and students, parents, and other teachers. It provides practical ways for teachers to develop these relationships, such as communicating often, praising students, and attending extracurricular activities. Positive relationships are beneficial as they help students learn and feel supported, and create a cooperative environment in the school. The document emphasizes the key role teachers play in connecting students, parents, and other teachers to enhance learning.
New year 10 parent info evening presentation 2017 rvhstl
This document provides information for parents on supporting their child through their GCSE courses. It introduces key staff at the school and examines ways parents can help, such as using homework platforms and ensuring enough study time. It also covers GCSE grades, cyber safety, and who to contact with specific concerns. Rewards and sanctions are outlined to encourage positive behavior and progress.
This"Back to School" presentation for parents and our community outlines the learning focus for this year and highlights the work that has been done at our favorite school of learning, Wilkeson Elementary.
1. The document provides information for parents on key staff members at the school, changes to the curriculum and assessments, homework expectations, and the school's behavior and rewards system.
2. It introduces the new online homework platform and explains the school's approach to student progress reporting, which focuses on knowledge development and mastery of key concepts.
3. The document also outlines the school's Positive Action for Learning behavior system and emphasizes the partnership between parents and the school in supporting students' success.
This document provides information for parents about Year 9 at a school. It introduces key staff members and outlines two curriculum pathways for students. It discusses GCSE reforms and homework expectations. Assessment and reporting procedures are explained, focusing on progress towards targets rather than levels. The document also covers rewards, behavior management, online safety, and bullying support. Parents are encouraged to work with the school to support their child's success.
- This document provides information for parents about their child's transition to secondary school at SBAS.
- It discusses differences between primary and secondary school, the pastoral and academic support systems in place, building relationships and developing resilience.
- The evening will involve introductions from school staff, information about routines, behaviour, and developing a culture of grit. It aims to help new families thrive as part of the school community.
Presentation given to Year 7 Parents on 3rd September at Countesthorpe Leysland Community College with useful tips and advice on how best to support your child.
CHARACTER FORMATION MUST GO ON (July 14)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Positive relationships student, parents and teachersJONELLE TELESFORD
The document discusses the importance of positive relationships between teachers and students, parents, and other teachers. It provides practical ways for teachers to develop these relationships, such as communicating often, praising students, and attending extracurricular activities. Positive relationships are beneficial as they help students learn and feel supported, and create a cooperative environment in the school. The document emphasizes the key role teachers play in connecting students, parents, and other teachers to enhance learning.
New year 10 parent info evening presentation 2017 rvhstl
This document provides information for parents on supporting their child through their GCSE courses. It introduces key staff at the school and examines ways parents can help, such as using homework platforms and ensuring enough study time. It also covers GCSE grades, cyber safety, and who to contact with specific concerns. Rewards and sanctions are outlined to encourage positive behavior and progress.
This"Back to School" presentation for parents and our community outlines the learning focus for this year and highlights the work that has been done at our favorite school of learning, Wilkeson Elementary.
1. The document provides information for parents on key staff members at the school, changes to the curriculum and assessments, homework expectations, and the school's behavior and rewards system.
2. It introduces the new online homework platform and explains the school's approach to student progress reporting, which focuses on knowledge development and mastery of key concepts.
3. The document also outlines the school's Positive Action for Learning behavior system and emphasizes the partnership between parents and the school in supporting students' success.
This document provides information for parents about Year 9 at a school. It introduces key staff members and outlines two curriculum pathways for students. It discusses GCSE reforms and homework expectations. Assessment and reporting procedures are explained, focusing on progress towards targets rather than levels. The document also covers rewards, behavior management, online safety, and bullying support. Parents are encouraged to work with the school to support their child's success.
This document provides information from a parent information session at Truganina South Primary School. It introduces the school leadership and staff. It describes the school's facilities, vision, curriculum, literacy and numeracy programs, use of iPads, positive behavior program, uniform policy, parental involvement opportunities, and important dates for the upcoming school year including transition dates for prep students.
PresEd 19 : Chapter 7 (The Pre-School Years : Getting Ready for School.)CarloAlmanzor1
The document discusses key aspects of preschool, including:
- Preschool aims to prepare children for school through learning, play, and socialization in a safe environment.
- Preschool programs include public, private, and Head Start options with part-time or full-time schedules.
- A quality preschool features age-appropriate activities, low student-teacher ratios, and trained staff to foster children's academic skills and development.
- The daily schedule balances free play, outdoor time, large group instruction, and small group activities to engage children in diverse settings.
The document provides information about the curriculum, programs, and procedures for New Gisborne Primary School's Prep (kindergarten) class. It outlines the school's values of respect, lifelong learning, responsibility and excellence. It describes the literacy, math, and integrated studies curriculum, as well as weekly specialist programs for art, music, physical education, and ICT. It provides details about reading, writing, spelling, and speaking and listening activities. It also outlines pick-up/drop-off procedures and the use of parent volunteers.
This document provides information for parents about kindergarten in Prince George's County Public Schools. It discusses what kindergarten is, where children will attend, the structure of a typical day, the curriculum and assessments used. It outlines the seven domains of the Maryland Model for School Readiness assessment. The document also discusses grading, report cards, and how parents can get involved at their child's school.
The document provides information about classroom rules, procedures, and expectations for a 1st grade classroom. It outlines 5 positive behavior rules focused on being safe, respectful, responsible, cooperative, and doing your best. It also describes incentives and consequences for behavior. Additional sections provide details about attendance, arrival/dismissal procedures, grading practices, and the spelling program. The overall summary is:
The document outlines classroom management policies for a 1st grade class, including positive behavior rules, incentives, consequences, attendance guidelines, arrival/dismissal procedures, grading practices, and an explanation of the spelling program.
Parent Teacher Conferences: What's new, fresh ideas and best practices from education thought leaders and technology specialists. Sponsored by McGraw-Hill Education and VolunteerSpot, the leading FREE, easy online parent-teacher conference scheduling tool.
- Awapuni School views the relationship between the school, students, and families as a partnership based on open communication and shared values of pride, excellence, respect, integrity, and creativity.
- The syndicate includes 5 classrooms of years 4-6 students who participate in literacy, numeracy, and integrated learning activities together.
- Parents are encouraged to communicate with their child's teacher and become involved in supporting their child's learning at home and at school.
The document provides information for parents about their child's fifth grade classroom. It outlines the school hours, attendance policy, ways for parents to contact teachers, visitor policy, homework policy, grading policy, and more. The goal is to welcome parents and inform them of classroom policies and procedures to set students up for success in fifth grade.
This document discusses factors that can contribute to students' poor performance in learning, including lack of motivation, family issues, low confidence, and classroom environment. It outlines specific causes for each factor, such as students avoiding difficult tasks if they have a poor self-image or living in poverty distracting from academics. Solutions are provided for parents to help with motivation, create a study space at home, communicate with teachers, and build their child's confidence by allowing independence. Effective classroom management is also highlighted as important for reducing disruptions.
This document provides information from a Year 7 parents' information evening at George Abbot school. It introduces the pastoral team and speakers for the evening. It discusses the school's culture and character, developing character in students, and an overview of Year 7 so far. It also covers working together, safeguarding procedures, homework expectations, the Show My Homework platform, assessment and reporting including the GEP bands system. Tips are provided for parents on supporting their child's learning.
This document provides contact information and policies for teachers in a 5th grade classroom. It outlines requirements such as reading minutes, homework policies, team teaching assignments, absent policies, and opportunities for parents to volunteer. Behavior is managed through a monetary system where students can earn and spend money. Teachers provide various resources for extra help including during recess, after school, and in a designated help room.
Mrs. Jensen, the school counselor, discussed kindergarten readiness and preparing children for success. She covered physical, social, emotional and cognitive development milestones. Academic expectations included recognizing letters, numbers, shapes and colors. The importance of attendance, routines, reading together and visiting the school were emphasized. Parents registered children by bringing documents like birth certificates and immunization records. Questions were taken at the end.
This document discusses mathematical skills and concepts in early childhood education. It covers how mathematics is used in everyday life, key areas of mathematics taught in early years frameworks, Piaget's stages of cognitive development and how they relate to mathematical learning, practical early mathematics skills, and the importance of understanding children's mathematical development and assessing their understanding to inform planning. The document emphasizes linking mathematics activities to children's experiences and ensuring all children feel confident in their mathematical abilities.
Year 12 parent info evening presentation 2017rvhstl
1) This document provides information for parents on supporting their children in the first year of A-level courses at Roding Valley High School.
2) It outlines the structure of the A-level program, including independent study expectations, reporting cycles, and key dates.
3) School staff including form tutors, subject teachers, and leadership are introduced and their roles in mentoring and supporting students are described.
The document aims to help parents understand how to best partner with the school to set their children up for success in their A-level courses.
The document provides advice for new teachers from experienced educators. Some key pieces of advice include: build positive relationships with students, parents, and colleagues; establish clear routines and classroom management from day one; ask for help from other teachers and staff; take care of yourself by maintaining a work-life balance and not taking work home; and remain organized, consistent, and flexible in your planning and teaching.
This document provides guidance on how to enhance communication between teachers and parents at a Montessori school. It emphasizes observing parents without judgment to understand their perspectives, just as Montessori teachers observe children. The document recommends implementing fundamental Montessori practices like respect, choice, and observation when interacting with parents. It also suggests increasing opportunities for parent-teacher connections through conferences, education nights, and individualized communication to foster understanding and collaboration between home and school.
Developing Positive Relationships with Parents, Students and Other TeachersCarla Ann
This document discusses the importance of developing positive relationships between teachers and various stakeholders in education. It emphasizes that positive relationships with parents, students, and other teachers are essential for student learning and well-being. Effective communication, showing care, respect, and support are some of the keys to building these relationships. Fostering collaboration and avoiding gossip are also important for developing positive relationships among teachers.
This document provides information for parents about their child's transition to Year 7 at Simon Balle School. It discusses differences between primary and secondary school, introduces the Year 7 team, outlines the vision for supporting students, and describes activities planned for the first days of term to ease the transition. It also addresses organization, developing grit and resilience, the Phasels Wood trip, uniform, and technology use at the school.
This document provides information for parents about Primary 7 at MidCalder Primary School. It outlines how parents can support their children's learning, what supplies children need, classroom expectations, and the curriculum. Key points include: parents should ensure children are organized for school with proper uniform; the classroom focuses on respect, responsibility, and cooperation; and the curriculum covers subjects like literacy, math, health & wellbeing, and social studies.
This document provides information from a parent information session at Truganina South Primary School. It introduces the school leadership and staff. It describes the school's facilities, vision, curriculum, literacy and numeracy programs, use of iPads, positive behavior program, uniform policy, parental involvement opportunities, and important dates for the upcoming school year including transition dates for prep students.
PresEd 19 : Chapter 7 (The Pre-School Years : Getting Ready for School.)CarloAlmanzor1
The document discusses key aspects of preschool, including:
- Preschool aims to prepare children for school through learning, play, and socialization in a safe environment.
- Preschool programs include public, private, and Head Start options with part-time or full-time schedules.
- A quality preschool features age-appropriate activities, low student-teacher ratios, and trained staff to foster children's academic skills and development.
- The daily schedule balances free play, outdoor time, large group instruction, and small group activities to engage children in diverse settings.
The document provides information about the curriculum, programs, and procedures for New Gisborne Primary School's Prep (kindergarten) class. It outlines the school's values of respect, lifelong learning, responsibility and excellence. It describes the literacy, math, and integrated studies curriculum, as well as weekly specialist programs for art, music, physical education, and ICT. It provides details about reading, writing, spelling, and speaking and listening activities. It also outlines pick-up/drop-off procedures and the use of parent volunteers.
This document provides information for parents about kindergarten in Prince George's County Public Schools. It discusses what kindergarten is, where children will attend, the structure of a typical day, the curriculum and assessments used. It outlines the seven domains of the Maryland Model for School Readiness assessment. The document also discusses grading, report cards, and how parents can get involved at their child's school.
The document provides information about classroom rules, procedures, and expectations for a 1st grade classroom. It outlines 5 positive behavior rules focused on being safe, respectful, responsible, cooperative, and doing your best. It also describes incentives and consequences for behavior. Additional sections provide details about attendance, arrival/dismissal procedures, grading practices, and the spelling program. The overall summary is:
The document outlines classroom management policies for a 1st grade class, including positive behavior rules, incentives, consequences, attendance guidelines, arrival/dismissal procedures, grading practices, and an explanation of the spelling program.
Parent Teacher Conferences: What's new, fresh ideas and best practices from education thought leaders and technology specialists. Sponsored by McGraw-Hill Education and VolunteerSpot, the leading FREE, easy online parent-teacher conference scheduling tool.
- Awapuni School views the relationship between the school, students, and families as a partnership based on open communication and shared values of pride, excellence, respect, integrity, and creativity.
- The syndicate includes 5 classrooms of years 4-6 students who participate in literacy, numeracy, and integrated learning activities together.
- Parents are encouraged to communicate with their child's teacher and become involved in supporting their child's learning at home and at school.
The document provides information for parents about their child's fifth grade classroom. It outlines the school hours, attendance policy, ways for parents to contact teachers, visitor policy, homework policy, grading policy, and more. The goal is to welcome parents and inform them of classroom policies and procedures to set students up for success in fifth grade.
This document discusses factors that can contribute to students' poor performance in learning, including lack of motivation, family issues, low confidence, and classroom environment. It outlines specific causes for each factor, such as students avoiding difficult tasks if they have a poor self-image or living in poverty distracting from academics. Solutions are provided for parents to help with motivation, create a study space at home, communicate with teachers, and build their child's confidence by allowing independence. Effective classroom management is also highlighted as important for reducing disruptions.
This document provides information from a Year 7 parents' information evening at George Abbot school. It introduces the pastoral team and speakers for the evening. It discusses the school's culture and character, developing character in students, and an overview of Year 7 so far. It also covers working together, safeguarding procedures, homework expectations, the Show My Homework platform, assessment and reporting including the GEP bands system. Tips are provided for parents on supporting their child's learning.
This document provides contact information and policies for teachers in a 5th grade classroom. It outlines requirements such as reading minutes, homework policies, team teaching assignments, absent policies, and opportunities for parents to volunteer. Behavior is managed through a monetary system where students can earn and spend money. Teachers provide various resources for extra help including during recess, after school, and in a designated help room.
Mrs. Jensen, the school counselor, discussed kindergarten readiness and preparing children for success. She covered physical, social, emotional and cognitive development milestones. Academic expectations included recognizing letters, numbers, shapes and colors. The importance of attendance, routines, reading together and visiting the school were emphasized. Parents registered children by bringing documents like birth certificates and immunization records. Questions were taken at the end.
This document discusses mathematical skills and concepts in early childhood education. It covers how mathematics is used in everyday life, key areas of mathematics taught in early years frameworks, Piaget's stages of cognitive development and how they relate to mathematical learning, practical early mathematics skills, and the importance of understanding children's mathematical development and assessing their understanding to inform planning. The document emphasizes linking mathematics activities to children's experiences and ensuring all children feel confident in their mathematical abilities.
Year 12 parent info evening presentation 2017rvhstl
1) This document provides information for parents on supporting their children in the first year of A-level courses at Roding Valley High School.
2) It outlines the structure of the A-level program, including independent study expectations, reporting cycles, and key dates.
3) School staff including form tutors, subject teachers, and leadership are introduced and their roles in mentoring and supporting students are described.
The document aims to help parents understand how to best partner with the school to set their children up for success in their A-level courses.
The document provides advice for new teachers from experienced educators. Some key pieces of advice include: build positive relationships with students, parents, and colleagues; establish clear routines and classroom management from day one; ask for help from other teachers and staff; take care of yourself by maintaining a work-life balance and not taking work home; and remain organized, consistent, and flexible in your planning and teaching.
This document provides guidance on how to enhance communication between teachers and parents at a Montessori school. It emphasizes observing parents without judgment to understand their perspectives, just as Montessori teachers observe children. The document recommends implementing fundamental Montessori practices like respect, choice, and observation when interacting with parents. It also suggests increasing opportunities for parent-teacher connections through conferences, education nights, and individualized communication to foster understanding and collaboration between home and school.
Developing Positive Relationships with Parents, Students and Other TeachersCarla Ann
This document discusses the importance of developing positive relationships between teachers and various stakeholders in education. It emphasizes that positive relationships with parents, students, and other teachers are essential for student learning and well-being. Effective communication, showing care, respect, and support are some of the keys to building these relationships. Fostering collaboration and avoiding gossip are also important for developing positive relationships among teachers.
This document provides information for parents about their child's transition to Year 7 at Simon Balle School. It discusses differences between primary and secondary school, introduces the Year 7 team, outlines the vision for supporting students, and describes activities planned for the first days of term to ease the transition. It also addresses organization, developing grit and resilience, the Phasels Wood trip, uniform, and technology use at the school.
This document provides information for parents about Primary 7 at MidCalder Primary School. It outlines how parents can support their children's learning, what supplies children need, classroom expectations, and the curriculum. Key points include: parents should ensure children are organized for school with proper uniform; the classroom focuses on respect, responsibility, and cooperation; and the curriculum covers subjects like literacy, math, health & wellbeing, and social studies.
This document provides information for parents about expectations and routines for Primary 7/6 students. It outlines that students will be expected to respect their environment and others. Homework will include spelling, reading, and maths assigned weekly. Parents are asked to ensure students come to school prepared and support completing homework. Various staff members will teach subjects like French, health, and learning support. The class will focus on place value in maths and genres related to the Jacobites in literacy. Rewards like Class Dojo points and Free Time Friday encourage positive behavior.
This document provides information for parents about their child's Primary 4 class. It includes details about what students should bring to school each day, how parents can help support their child's learning at home by ensuring homework is completed and signed, and an overview of a typical school day including subjects like literacy, numeracy, and interdisciplinary learning. Free time on Fridays is discussed as a reward linked to the school's behavior policy. The teacher hopes to create a safe, respectful classroom where learning is relevant and fun through using a class charter and celebrating success.
The document provides information for parents about expectations and routines for Primary 7 students. It introduces the teachers, Mr. Glancy and Mrs. Redmond, and outlines expectations for respecting others and trying their best. It provides details on homework, required supplies, and responsibilities for P7 students. Transition activities to high school are mentioned, and there will be a separate meeting for parents of students attending Loch Insh High School.
New year 10 parent info evening presentation 2017 rvhstl
This document provides information for parents on supporting their child through their GCSE courses. It introduces key staff at the school and examines ways parents can help, such as using homework platforms and ensuring enough study time. It also covers GCSE grades, cyber safety, and who to contact with specific concerns. Rewards and sanctions are outlined to encourage positive behavior and progress.
The document provides information about an upcoming Year 10 Information Evening at a school. It includes details about exam information, revision tips, sixth form options, careers advice and work experience opportunities. Statistics are presented showing improved GCSE results in recent years. The importance of attendance, punctuality and developing good study habits are emphasized. Parents are given tips on how to support their children during Years 10-11, including setting goals, maintaining a healthy lifestyle and believing in them.
This teacher is passionate about education and providing students opportunities to succeed. They have been teaching for seven years, five at the current school. They aim to be approachable and focus on students' education. Learning programs are planned collaboratively across classes to promote consistency. The document outlines various standards, rules, rewards, consequences, curriculum areas, homework, and communications with parents.
This orientation provides information for parents of students starting at Frontier Primary School. It outlines the school layout including evacuation routes and facilities. It also provides details about the school communication platform SNACT, downloading the app, and technical support contact. The orientation introduces the school leaders and personnel, as well as key programmes, uniform requirements, safety procedures, and the role of the parent partnership community. Parents are encouraged to be involved in their child's education.
- The document provides information for parents about the Senior Syndicate at Awapuni School, including the teachers, philosophy, curriculum, organization, and assessment.
- The Senior Syndicate aims to develop students who take up the challenge of learning through excellence, integrity, creativity and respect. Key areas like literacy, numeracy, and habits of mind are emphasized.
- Communication between school and parents is viewed as a partnership to support each child's learning and independence. Assessments are designed to improve teaching and identify student progress towards national standards.
The document outlines the behavior and discipline policies of Westquarter Primary School. It emphasizes using restorative approaches and anger management strategies to correct misbehavior. Positive reinforcement tactics are also utilized, such as golden time, raffle tickets for good playground behavior, and naming a star student of the week from each class. The school also implements a house system and circle time lessons to promote respect, trust and community. Staff are trained to use positive handling strategies safely if a student threatens violence and cannot calm down otherwise.
The document outlines the behavior and discipline policies of Westquarter Primary School. It emphasizes using restorative approaches and anger management strategies to correct misbehavior. Positive reinforcement tactics are also employed, such as golden time, raffle tickets, and stars of the week. The school aims to foster core values like respect, trust, and tolerance through a caring atmosphere.
This document provides information for parents about Year 7 at a school. It includes details about the school's values, staff contacts, uniform policy, behavior system, attendance expectations, and the school day schedule. Parents are informed about progress checks, parents' evenings, and aspirations day where they can meet with teachers. The Head of Year also discusses how the school has adapted during COVID and supports student wellbeing and workload management.
This document provides information from a teacher, Miss B, to parents about her classroom policies and procedures. It includes details about Miss B's background, arrival times, uniform expectations, behavior policies, homework requirements, specialist class schedules, birthday celebrations, volunteer opportunities, and the importance of parent-teacher communication. The teacher emphasizes consistent routines, high standards for learning and behavior, and working together as a team to support students.
This document provides tips for building a positive school culture and improving English fluency. It recommends using repeated reading to help students read fluently. It also suggests using trivia games in the classroom to motivate students and promote English conversation. Additionally, it advises monitoring English usage throughout the school and working as a team to build strong relationships, teach social skills, clarify rules, and praise positive behavior in order to develop a supportive environment.
Introduction to volunteering academy tutoring project ocof power point presen...literacymidsouth
This document provides guidance and information for volunteers tutoring students through an academy tutoring project. It outlines the program's purpose of improving student achievement, confidence, and attitude towards school. It describes the types of students who will be tutored, such as those living in poverty or single-parent homes. It provides tips for tutors on building trust with students, setting expectations, identifying learning styles, and offering encouragement. It also includes dos and don'ts for tutors and next steps after the training.
The document discusses implementing a social emotional learning program called Second Step at CICS Irving Park school. It aims to improve school climate by teaching students social and emotional skills to develop healthy relationships and connections to school. The program's lessons are highly interactive and teach empathy, communication, bullying prevention, emotion management, problem solving, and substance abuse prevention. It will be implemented school-wide on Wednesdays and reinforced in morning meetings and community meetings. The goal is for students, staff, and families to work together to create a caring community where all feel safe, welcome, and valued.
The document summarizes the key points from a parent forum meeting at Ryedale School in November 2019. It discusses the purpose of the forum, appropriate and inappropriate topics of discussion. It provides updates on the school's behavior policy, internal exclusion initiative, and new MCAS Parent App. The behavior policy focuses on building relationships and using sanctions like warnings, detentions to change rather than just punish behavior. The internal exclusion process aims to support students through meetings and self-reflection before readmission. An inclusion manager uses targeted strategies to help students with behavior needs. Exclusion rates had increased but fallen since introducing internal exclusion and the inclusion role. The MCAS app allows parents to access attendance, timetables, reports and notifications about their child
This document provides an overview of the Carroll Gardens School for Innovation for the 2016-2017 school year. It includes information about staff members, the daily bell schedule, the school week structure consisting of various subjects, mentoring and PBIS programs to promote positive behavior and academics, project based and intensive learning opportunities, and expectations for student success. Parents are encouraged to monitor their child's progress and communicate with the school.
This document provides information for students starting their freshman year at Florida Christian School. It discusses the school's mission to provide a Christian education while developing well-rounded students. It outlines expectations for academic rigor and participation. The document stresses the importance of attendance, time management, organization, note-taking, and developing self-discipline to achieve good grades. It emphasizes that freshman year lays the foundation for the next four years and students' college and career prospects.
Welcome back newsletter primary sept 2019SimonBalle
The newsletter welcomes new families to the school and highlights improvements over the summer including renovated outdoor spaces and a new nursery room. It celebrates the school's strong academic results and introduces new staff. Upcoming events such as the PSA AGM and fun run are announced, and parents are encouraged to check the school calendar.
Welcome back newsletter secondary sept 2019SimonBalle
This newsletter welcomes new families to the school and provides updates on the summer break activities. It highlights improvements to outdoor spaces and the nursery room. Academic results were strong with many students progressing to prestigious universities. New staff members are introduced and upcoming events are listed on the calendar such as information evenings, concerts, and an open morning. The Parent and Staff Association AGM is announced.
Simon Balle All-through School's 2018/19 newsletter provides updates on various school events from the past year. It discusses an upcoming trip to Madrid taken by 52 students and 6 teachers, sports achievements including winning district athletics and cricket titles, a work experience program painting a football stadium, and a successful end-of-year music concert. Reception and Year 1 teachers remark on students' progress and achievements over the past school year.
This newsletter provides information about the end of the summer term at Simon Balle All-through School. It reminds parents about dismissal times on the last day of term on July 23rd and the start date of the new term on September 4th. It also includes a reminder about uniform rules over the summer and introduces some new staff members for the upcoming school year. The headteacher concludes by thanking the school community and wishing everyone a happy summer break.
This newsletter provides information about the end of the summer term at Simon Balle All-through School. It discusses dismissal times for different year groups on the last day of term, the start of the new term in September, changes to some staff positions, and it thanks parents and students for their support over the academic year.
This document lists the governors of Simon Balle School including their start and end dates, committees served on, and attendance records for meetings in 2017/2018. It shows that Louise Archer and Danny Bidwell are new governors starting in May 2019. Paul Connolly has been chair since October 2016 and has perfect attendance.
Post result service letter gcse summer 2019SimonBalle
The document outlines the next steps in the exam results process for students. It informs parents that exam results will be released on August 22nd for collection from the school hall starting at 9am. If students cannot collect in person, they must request their results be emailed by sending a message from their school email. The document also details options for reviews of marking if students think their grade is incorrect, including the costs and deadlines to request a review. Staff will be on hand on results day to provide advice on reviews of marking.
This newsletter provides information about upcoming events at the end of the summer term at Simon Balle All-through School. It thanks volunteers who helped organize a successful fundraising event that raised over £5,000 and announces that several staff will be going on maternity leave or leaving their positions. It also provides details about collecting lost property, a problem-solving activity with cubes for Year 9 students, early dismissal times for the end of term, and upcoming dates.
The headteacher provides an update on recent and upcoming events at the school in the past week. There were several sporting events, music concerts, and an awards ceremony. The "Slice of Summer" fundraising event last weekend was very successful, raising over £5000. Several staff members are going on maternity leave or leaving their positions, and new staff will be introduced in the fall term. The primary phase notices include reminders about lost property, lunch choices, sports day photos, and the last week of clubs. The PSA newsletter discusses thanking volunteers for the successful summer fair and provides updates on uniform sales and upcoming events.
Changes to one person, one device scheme 2019SimonBalle
The school is transferring ownership of iPads from the school to students beginning in September 2019. Students will own the iPads outright and be responsible for repairs or replacements. The school will no longer repair or replace damaged devices. To transfer ownership, all parental contributions must be up to date. For repairs, the school negotiated a discounted scheme with a local company. The school will also offer a new subsidy program for students to purchase Asus Chromebooks as an alternative to using iPads for 5 or more years.
This document appears to be a self-evaluation form for a written report. It prompts the user to reflect on what went well, what didn't go so well, and how they can improve for their next report. It also asks them to identify potential barriers to achieving goals and the support needed to develop, and to make three commitments and actions for the next period.
The document provides guidance to parents on understanding student reports from school. It discusses the different types of reports, how to understand the data and grading, and how to set targets based on the reports. The key points are:
1) Schools provide different types of reports throughout the year to update parents on students' academic progress, attitudes, and attendance.
2) Reports use color-coding to indicate whether students are on track to meet targets, with purple, green, yellow, and red denoting different performance levels.
3) Written comments provide an area for students to focus on improving as well as how to access help and resources.
4) Parents should review reports with students and set specific, measurable,
Good school attendance is important for a child's education and future opportunities. Missing just one day a week equates to missing two years of schooling by the end of primary education. Children with attendance below 85% are much less likely to achieve good GCSE grades or any GCSEs at all, limiting their future options. Poor attendance also suggests unreliability to employers and is associated with increased crime, as a quarter of school-age offenders were repeat truants.
Staff guidance for subject reports 19 20 SimonBalle
The document provides guidance for staff on writing reports for students. It aims to ensure reports are positive, individualized, and focus on achievable goals and skills while also maintaining uniform quality across subjects. Reports should be seen as a valuable feedback tool rather than just summative. When allocating grades, staff should use descriptors to make fair judgements of students based on their individual progress rather than comparative ability. Written comments should be positive and focus on targets, next steps, and how students can improve rather than behavior, attendance, or curriculum content. Primary reports include similar content but in a different format with examples provided.
This document lists various clubs and extracurricular activities taking place at a school across multiple days of the week. Activities include choirs, sports teams, academic support groups, arts clubs, and more. They are separated by day and note times, locations, and which teachers or staff are leading each event. The clubs are open to a range of year groups from primary through sixth form students.
This document lists various clubs and extracurricular activities offered at a school. It includes details such as days, times, locations, and contacts for activities like choir, various sports teams, music ensembles, arts clubs, academic support groups, and more. The clubs are available for students across different year groups and genders from primary through senior school.
The document outlines the itinerary for two school trips taking students from Simon Balle School to World War 1 battlefields in Belgium over two dates in February and March 2019. The trips will involve visits to memorial sites like Passchendaele Museum, Langemark Cemetery, and Tyne Cot Cemetery, as well as the Last Post Ceremony at Menin Gate. Expectations for student behavior and the requirements for the trip are also provided.
This document lists various clubs and extracurricular activities offered at a school. It includes details such as the day, time, location, and contact person for clubs involving sports like football, basketball, netball, and rugby, as well as arts activities like music, drama, photography, and dance. Academic support is also offered for subjects like maths. The clubs are open to a range of year groups from primary through senior students.
This document lists various clubs and extracurricular activities offered at a school. It provides details such as the day, time, location, and contact person for each club. Clubs include choirs, sports teams, arts activities, academic support groups, and more. The clubs are open to a range of year groups from primary through sixth form/senior students.
This document lists various clubs and extracurricular activities offered at a school organized by year, day of the week, time, and location. Sports clubs include football, basketball, rugby, netball, hockey, swimming, and cricket organized for different year groups on various days. Other clubs involve music, art, games, outdoor activities, dance, and academic support for subjects like maths. The document provides contact details for each activity for students to get more information.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Pastoral Information
• Primary vs Secondary
• Year 7 Team
• Transition
• Resilience & Grit
• Bawdsey Manor Trip
• Information about tomorrow
• Information about the start of term.
3. Primary School Secondary School
Environment
Typically smaller.
Fewer specialist areas (e.g. ICT,PE and
hall).
Typically larger.
Numerous specialist areas (e.g. gym,
studio, labs, art room, photo lab etc).
Staff
Typically one class teacher who teaches
the majority of subjects.
Most staff, including the Head, are likely
to know students by name.
Several subject teachers, as well as
form tutor.
Staff not involved directly with
student are unlikely to know them by
name.
Personal
organisation
Equipment for most lessons is provided
and kept in the room.
Timetable shows the sequence of the
day; failure to use or understand it is of
little consequence.
Students are expected to bring their
own equipment and to remember
which day they need to bring it.
Students need to use the timetable
to know where he/she should be,
which lesson it is and what
equipment is required.
Differences between primary and secondary school
4. Primary School Secondary School
Other students Year 6 are the oldest.
All students are children.
We have EYFS, Y1 & Y2 (Y3)
Y7 -13
5yrs – 18yrs
Student movement Lessons take place in one
room.
Students move to different
locations usually
accompanied by an adult.
Students move to different
rooms for different lessons.
Students move around the
site independently taking
responsibility to arrive at the
right place at the right time.
Curriculum Subject based but divisions
less evident.
Homework set by one
teacher, often on an
occasional, informal basis.
Subject based, emphasised
by movement to different
rooms and teaching by
different teachers.
Homework set by different
teachers on a regular, more
formal basis.
6. Our Vision for Year 7
Positive Transition to Secondary and Wellbeing
•Students will be encouraged to participate in all areas of school life and have the
provisions that enable them to be safe, happy, healthy and successful, not only
for today, but for the future.
•We will ensure every Year 7 student makes a successful and positive transition
(both socially, mentally and academically) to Simon Balle and are on the right
pathway to achieve their next steps to success.
•Year 7 students will develop independence and character skills, taking on
leadership roles and working with different people.
•We will establish good working relationships with you as parents, with regular
contact and enrichment events throughout the year.
7.
8. Pastoral and Academic Structure
Is you question / success / problem
pastoral or academic?
Pastoral Academic
Form Tutor Subject
teacher
First point of contact First point of contact
Head of Year
9. Success at Simon Balle
We will work together to ensure
your children do their best We want all the students to enjoy school
Encourage them to join clubs and participate in
as many activities as possible Use the lines of communication and feel free to
talk to us at the end of this evening
10. Effective Transition
Relationship with curriculum
What skills does the child currently have and what additional skills will be necessary
to deal with differences in the curriculum, teaching methods and increased
expectations of personal organisation of learning?
Relationship with others
What skills does the child currently have and what additional skills will be necessary
to form new relationships with staff and peers and deal with increased expectations
of abilities to learn and socialise in group settings?
Relationship with self
Does the child have the dispositions and attitudes that are
likely to contribute to better coping with the transition?
What are their feelings about their perceptions of their own
ability to cope with change?
11. The transition…
We want to create a platform for students to develop
all relationships during Y7
We provide 2 days off timetable at the start of the
year that helps them make any adjustments.
Activities include:
Form tutor time
E-Safety talks
Equality and Equity session
Protective behaviours workshop
Formal expectations assembly from the Head
Photos
Tour
Baseline tests in M&E
12. Meeting new friends
E-Safety / Equity & Equality
Protective Behaviours
Adjusting to Secondary
Showing resilience
Baseline Test
September
13. Routines
• It is crucial that students adopt positive routines from their
first day.
• Students are far more likely to be successful if they feel in
control of their learning; routines are an essential element
of this.
• We expect all students to be appropriately dressed, in
school, punctual, fully-equipped and ready to learn from
day one.
• Support from school and home should be available to
enable students to achieve this.
14. Organisation – how you can help
• Encourage students to refer to Go4schools each
evening and to meet all homework deadlines
• Encourage students to refer to their timetable each
evening to ensure that they have packed all that they need
• Check that they are fully-equipped each evening
• Ensure that they are dressed neatly, leave for school on time
and with a good breakfast inside them
• Gaming, sleep and social media!
15. How do we nurture resilience?
What is “Grit”?
“Grit” is having the passion and perseverance to
achieve especially long-term goals.
Achievement = Talent x Effort
•Roger Black – Intrinsic Motivation
•Will Smith – Attitude
16. Culture of Grit
• Deep practice involves failure.
• Deep practice is frustrating.
• Students often think that talent is all that
matters.
• When practice is frustrating – praise effort!
• We embed culture that failure is on the path
to success – we celebrate ’stuckness’
19. Simon Balle All-through SchoolSimon Balle All-through School
Tuesday 25th September – Friday 28Tuesday 25th September – Friday 28thth
SeptemberSeptember
We will be taking the whole year group at onceWe will be taking the whole year group at once
We strong recommend students attend as this isWe strong recommend students attend as this is
crucial to their transition.crucial to their transition.
22. Uniform
Uniform on sale in school on:
•17th
July Stevensons uniform sale 3pm-8pm
In the canteen area
23. Next term...
• Year 7 begin school on September 5th
• Year 7 will be off timetable for the first two days and will begin lessons fully
on Wednesday 7th
• Students will be completing a variety of activities – both formal and informal
• Please send a cheque (made payable to Simon Balle School) to be paid in for
use on a smart card if you want your child to have a school dinners or set up
a Parentpay account
• The deadline for paying the deposit for Bawdsey Manor has passed, so if you
have not yet done this it needs to be done ASAP
• If you are requesting a locker for your child then this money needs to be
paid as they are on a first come first served basis
• Thursday 13th
September 6:30pm – Trip Information Evening
• Thursday 4th
October 6:30pm – Academic Information Evening
• Tuesday 2nd
April 5-8pm – Parent Consultation Evening
24. Technology
Apple iPad 32GB with a case
You have received ‘One person, one device’ scheme breakage
information in transition books.
Two payment options (Covers cost of case, accidental breakage). It does
not cover Theft or loss
It will have installed on it a particular App called MIRAKI that monitors
what they do on it. It also ensures they can access WiFi and have internet
security.
We strongly believe that using technology purposefully develops students
into the citizens of tomorrow therefore value technology skills like we do
handwriting and presentation
Any questions please contact: edutech@simonballe.herts.sch.uk
finance@simonballe.herts.sch.uk
27. At Simon BalleAt Simon Balle
Year 7 parental questionnaire
97.55% agreed the school makes sure students are well
behaved
Ofsted May 2018
-Pupils’ behaviour is exemplary. Relationships between
teachers and pupils are very strong.
-Pupils feel safe in school. They are very well cared for by
staff. Pupils are taught to appreciate people’s
differences. Equal opportunities underpin the school’s
moral purpose.
28. Think like a student...
Teacher
• Grades
• Fulfilling
objectives
• Course content
Student
•Interest
•Fun
•Ease
•Success
VS
A curriculum with elements of interest, ease,
success and fun will be a compromise for most
students.
29. Behaviour for Learning
Reciprocal influence of these factors
on learning behaviour.
Process supported
by ethos and within
a context.
30. Relationship with self Relationship with others Relationship with curriculum
• Reluctance to try
new things
• Frustration with
lack of immediate
success.
• Blaming behaviour
• Lying
• Non- compliance
with authority
• Cynical, sarcastic,
hypercritical
• Don’t care
• Accuse you of being
unfair when you are
not
• Not interested in you
and ignore you.
• Personal criticism of
your teaching.
• Continue to do
something when
asked not to.
• Class out of control
• Off task
• Bored
• Hates the subject
• Taps the desk, low level
behaviour.
• Do not understand the
work – too hard.
• Too easy
31. Dealing with behaviourDealing with behaviour
• What happened?
• Informing parents
• Logging incidents
Some easy rules
-No trainers – letter lasts 3 days and then a doctors note is required.
-No extreme hairs cuts, no shapes, natural hair colour only.
-1 pair of studs in ear only.
-No rings, bracelets etc.
-No mobiles seen in school
32. Bullying Summarised!Bullying Summarised!
• 5 Stages
• Level of supervision and sanction increases
• Seniority of staff involvement according to the
stage.
Recent Year 7 parental survey - Does the school
deal effectively with bullying – 81% agree or
strongly agree. 19% did not know as had no
experience.
35. AttendanceAttendance
• What does an attendance rate of 90% look
like?
• If you have a 90% attendance record, it means
that you are absent from lessons for the
equivalent of one half-day every week.
A 90% attendance rate means that you have missed the equivalent
of four whole weeks of lessons in the school year.
If your attendance rate is at 90% throughout KS3 and KS4 (5 years) you
have missed the equivalent of about one half of a school year
36. Statistics…Statistics…
• 1 in 5 pupils miss 19 days a year- these pupils
will drop at least ONE GCSE GRADE.
• 1-4 GCSE grades can increase your wages by
17%.
• If you improve your attendance by 1% you
could see a 5- 6% improvement in your
attainment.
37. Attendance
Our attendance average – 96.5%
Our system for poor attendance and lates:
-Student seen
-Letters home
-Detentions
-Parents invited in.
38. LatesLates
• 5 minutes late each day = 3 days lost
• 10 minutes late each day = 6 days lost
• 15 minutes late each day = 9 days lost
• 20 minutes late each day = 12 days lost
• 30 minutes late each day = 18 days lost
*(Figures below are calculated over a school
year)