KS4 information evening year 11
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Information for parents of Year 11 students from the KS4 information evening at Chew Valley School, October 2015
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This document provides information for Year 11 students and parents at Chew Valley School. It outlines the tutoring support system, expectations for academics, citizenship, and well-being. It also describes additional pupil support services and interventions available. Rewards and standards are outlined, along with important calendar dates for the term. Communication between school and home is emphasized as key to students' success.
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This document provides information for parents of students entering Year 8 at Chew Valley School. It highlights accomplishments from Year 7, outlines the vision and expectations for Year 8 which include developing academic and social skills. It also details the pupil support systems available and some potential concerns like disengagement. Suggestions are made for how parents can support their children's learning at home and communication channels are provided.
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This document provides information for parents and carers about Year 8 at the school. It introduces the Year 8 team and tutors. It outlines expectations for pupils academically and socially. It describes the pupil support system and mentoring available. It discusses standards, rewards, and extracurricular activities. It provides tips for how parents can help their children and encourages communication between home and school.
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Evaluation Question 2
This document discusses how a media product represents particular social groups through its use of shots, mise-en-scene, props, and lack of dialogue in an opening sequence. It describes establishing shots that show the main character is a teenage girl through her clothes and face. Mise-en-scene and props like nooses, a dark cellar setting, a knife, and bottle suggest the girl's interests differ from typical teens. Plain mise-en-scene leaves the girl's thoughts unclear, intriguing the target audience as little is revealed. While dialogue is absent, focus on the girl establishes her as the main character, and listed props mark her as unusual.
Narrative theories new
This document discusses several narrative theories:
- Narratives can be told linearly or non-linearly, with events shown chronologically or through techniques like flashbacks.
- Theories of Tzventan Todorov and Claude Levi-Strauss view narratives as resolving conflicts between binary oppositions.
- Roland Barthes identified 5 codes audiences understand: referential, symbolic, semantic, proairetic, and hermeneutic.
- Vladimir Propp's theory is that narratives rely on character types and their recognizable actions to elicit emotions from audiences.
- The opening sequence fits theories about resolving an imbalance through a disruption (death) and new equilibrium, and Barthes' codes engaging
Concentration Assembly
The document discusses a memory test that lists 5 items - tree, motorway, mirror, Saturn, and electrode. It instructs the reader to focus and concentrate on remembering the items from the memory test.
Collected Revision Presentations
Revision techniques that actively engage the brain are more effective than passive techniques like re-reading. The document recommends interleaving subjects, self-testing with practice exams, and using elaboration techniques like explaining concepts to yourself. These techniques help strengthen memory by forcing re-engagement with material over time in varied contexts.
Easter study camp
This document provides information about a study camp program being offered to help students prepare for exams. It will take place over four days from 9am to 1:30pm each day and include subject-specific revision sessions led by teachers, as well as time for independent study. The goal is to provide a structured yet supportive environment outside the home to help students focus on revising in their own way through scheduled breaks, creative work, and assistance from peers and teachers. Students are asked to commit to working during the study camp in order to succeed in their exams.
Year 11 Time Line March 2015
The document outlines the schedule for Year 11 students approaching their GCSE exams in March through May. It details the dates for various mock exams in March as well as full GCSE exams happening in April and May for subjects like English, math, science, art and more. It encourages students to start revising early by getting organized notes and studying in small sections, while also providing support and guidance from teachers.
WETRATS
The document provides instructions for writing analytical paragraphs using the WET RATS method, which involves analyzing a quote using 8 stages: Words, Effect, Technique, Reader's reaction, Author's intention, Themes, and Structure. It also compares a conventional PEE (Point, Evidence, Explanation) paragraph on Tybalt's character to one using the full WET RATS method, showing how the latter provides a more in-depth analysis considering word choice, effects, the author's intentions, and other elements.
The jelly baby disaster
The document summarizes a story told through a series of photos depicting the death of a jelly baby and its effect on others. The stages show: 1) the jelly baby in danger in the hospital with family and doctor; 2) relatives saying goodbye as the heart monitor shows no pulse; 3) the jelly baby is wrapped after dying while the doctor tells relatives the news; 4) the upset relatives lie on the floor after hearing the news; 5) the deceased jelly baby in the hospital bed with an emphasis on death through a black face in the background. The conclusion reflects on how lighting and camera angles can impact mood and filmmaking.
The jelly baby disaster
The document describes 5 stages of a jelly baby disaster role play. Stage 1 shows a family in a hospital room with a stable patient. Stage 2 shows the patient's heart monitor flatlining. Stage 3 shows the doctor informing the family the patient has died. Stage 4 shows the grieving parents on the floor. Stage 5 shows the parents seeing the deceased patient, with the background changed to represent death. Lighting and camera shots are adjusted in each stage to convey the mood.
Drowning script
Four teenagers are dared to enter an abandoned, creepy building at night. They split up inside and one girl finds one of the boys dead. She hides from a monster that is stalking her. When two of the boys find her hiding, she turns around with the monster's face, revealing it has gotten to her as well.
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skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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KS4 information evening year 11
- 1. Year 11 The Year Ahead
- 2. Tutor Team Head of Year: Miss A Hellier Assistant Head of Year: Miss L Gillespie • 11C Mr Walford • 11H Mr Baxter • 11E Mr Cordle • 11W Mr Joyce • 11V Mr James • 11A Ms Wilcox • 11L Mrs Hayes/Mr Rees • First point of contact/support. • Rounded picture of pupil progress. • Communication – diaries/email. • Three tutor periods per week that focus on private study and tutor activities.
- 3. Expectations Academic • For all pupils to achieve the best possible grades at GCSE. • To have aspirations beyond Year 11 and to work hard to achieve them. Social • Pupils to become responsible ‘well rounded’ citizens. • To make the most of every opportunity that Chew Valley School offers Sentimental • To be happy and confident!
- 4. Pupil support • Mrs Rowlands – Deputy Headteacher (Pastoral) • Mrs Taylor – Home/School Liason. • Megan Harris– Pastoral Support. • Mr Edwards – Behaviour Support • Literacy and numeracy intervention. • Outside agencies. • Provide specialist intervention beyond the role of the tutor. • Communication between tutor/head of year/pupil and parents.
- 5. Year 11 Mentoring Support • ‘In school’ specialist mentors to provide individual support for pupils that have been identified for specific academic/organisational reasons. • Reaches out to around 40 students. • Meetings take place fortnightly during registration. • The mentor works behind the scenes to help with issues such as homework, organisation, class room confidence etc.
- 6. Standards • Be prepared to learn! • Uniform • Phones • Make up and Jewellery Rewards Green Slips / commendations. Attendance Privilege Pass
- 7. “The beginning is always today” – Mary Shelley October 6th to March 24th 2016 to
- 8. Passport to the Prom Applications are currently being looked at! You have to earn the right to go to the Prom! Key Criteria - • No more than 10 Behaviour Points within each defined period • 5 Late marks at registration/lessons or no more than 25 minutes in total of lateness • 95% attendance between October 6th and March 24th 2016
- 9. Success starts at home! • Insight Portal • School website • Calendar dates • Communication • Reinforce expectations • Support the school YEAR 11 STUDY CLUB – EVERY TUESDAYS in the LIBRARY until 5.30pm
- 10. Calendar dates • Weds Oct 15th - Entry to Sixth Form assembly • Thursday 22nd Oct – M1 published • November 2nd English and MFL CA • November 9th Drama CA • November 19th Entry to Sixth Form Evening • Tuesday 8th Dec MOCK EXAMS BEGIN • December 14th WEX week for Child Care students • January 5th MFL Speaking Assessments • Tuesday January 12th – Year Group Photo • Friday January 22nd – Year 11 full reports published • Thursday February 4th – Year 11 Subject Evening
- 11. Believe in yourself, work hard and inspire yourself to exceed expectations! No regre
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