KS3 Curriculum

School Information (64)

Student Tracker Report - KS3 Guide

Download a PDF of this guide

Please note that there is a further FQA document in the parent Guides and Reportingsection of the website, should you want more information about the reports.

1. Academic Progress Tracking Report:

APS Values GCSE Table

A) Minimum GCSE target grades are based on prior attainment data and are set using the new 9-1 grading system, as all students currently studying in Years 7, 8 and 9 will be sitting only the ‘new’ (reformed) GCSEs. The diagram below illustrates how these new grades relate to the old A-C/D-G grading system, and includes an approximation of how the distribution of grades will change (in the form of a percentage).

 

 

 

B) Progress in relation to these minimum target grades is assessed each term in every subject using the definitions below. Reports will continue to include assessment from previous terms for comparison.

KS3 report

C) Attendance and punctualityis also shown on all reports.

2. Values Reports

The values report has a broader educational focus, with the intention of developing a range of valuable attributes that will prepare students for life after school. The values are taught in subject areas and via the pastoral system.
All teaching staff contribute to the values report based on observation of each value during class activities and interactions. Individual staff contributions are averaged to create the report you receive.

 

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Food Menu

Pabulum provide the catering services at Alexandra Park School.  Pabulum’s Vision is to be at the forefront of improving the next generation’s health and well-being, by shaping the food culture in education that inspires a passion and love of fresh food – without compromise.  Pabulum were awarded ‘Education Caterer of the Year’ at the Foodservice Cateys 2016.  This is regarded as the “Oscars” of the catering industry.  More information is available at http://www.pabulum-catering.co.uk/for-parents/menus.  To find out more about Pabulum, our suppliers or our company initiatives then please check out our website at www.pabulum-catering.co.uk for the latest blogs and news stories, or alternatively you can call us on 01252 819991

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Careers Education at Alexandra Park School

Overview

  Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13
Citizenship lesson on the labour market and careers          
Careers Assemblies    
Careers Related lesson during National Careers Week
Careers Advisors at Student Progress Days
Register and use startprofile          
One to one career coaching for those making subject choices          
Careers Fair      
Open Evening for Subject choices          
Information on post-school options    
Opportunities to attend university open days        
Opportunities for Work Experience          
Opportunities to take part in Enterprise activities            
Opportunity to access mentoring for medical careers          
Support with Personal Statements and CVs          
Download the Annual Careers Plan

 

Focus / Activities

All students will have access to assemblies on the subject of careers advice and subject choices. Throughout the year, and at subject teachers’ discretion, parents and alumni will be invited into the classrooms to hold sessions on careers in specific industries.   Work Related Learning is also delivered across the curriculum and there is a specific focus on preparing for future education and employment in citizenship lessons.

Key Stage 3

In addition to the above students in Year 8 will take part in a careers themed day and in Year 9 students have the opportunity to attend a careers fair in school.  The Year 9 Options process includes an evening for parents, a separate assembly for students and all students have an individual guidance appointment with an independent careers adviser.  Students will also have the opportunity to take part in careers themed educational visits.

Key Stage 4

All Year 11 students will have a personal interview with a careers advisor.  There is also a careers guidance ‘clinic’ focussing on interviews for Year 11 students (which is available to students in Year 10 too).  Students in Years 10 and 11 have access to work experience placements where appropriate. 

In addition, we hold a Sixth Form Open Evening for students and parents to prepare student for post-16 progression.  All students in Year 11 receive two personal Information, Advice and Guidance Appointments with senior staff and the sixth form team to discuss their options for post-16 study.

Key Stage 5

In Years 12 and 13 numerous opportunities are promoted for students to gain knowledge and experience of a wide range of specific careers.  In addition to events outside school, speakers and representatives from varied employment areas are invited into school to present to and meet with students.   All students in Year 12 will have a personal interview with a careers advisor and all students are encouraged and supported to arrange and attend work experience placements.  

Once examinations have been completed in June of Year 12 the enrichment programme focusses almost entirely upon preparing for progression with a particular (but not exclusive) focus upon university applications.  Support includes a Higher Education Evening for parents, visits to universities and the opportunity to attend briefings / Q&A sessions with Admissions Tutors and subject experts from City University, KCL, LSE and Oxbridge and UCL which are arranged in school.  Many students also participate in preparatory programmes organised by top universities for specific subject areas for example LSE Choice Pathways to Law, Target Medicine and The Brilliant Club.

Resources

General careers advice including support for choosing a career, writing a CV and completing job applications

https://www.mykindafuture.com/
http://www.prospects.ac.uk
http://www.notgoingtouni.co.uk

Work experience

http://www.work-experience.org/
http://www.my-work-experience.com

Apprenticeships

http://www.apprenticeships.org.uk/
https://amazingapprenticeships.com/
http://www.direct.gov.uk/en/EducationAndLearning/14To19/OptionsAt16/DG_4001327

Gap Years

http://www.yearoutgroup.org/
http://www.gapyeardirectory.co.uk/

Year in Industry / Headstart

http://www.etrust.org.uk/

For further information, please contact the APS Careers Leader Tony Cummisky on 020 8826 5011  or email tcummisky@alexandrapark.school 

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Free School Meals

Please read all the information carefully before submitting an application for free school meals

Who is elligible for Free School Meals?

Free School Meals are available for children who attend a state maintained school on a full time basis.

In order to be elligible the parent / carer must be in receipt of the following:

  • Income Support
  • Income Based Job Seakers Allowance
  • Child Tax Credit with no element of Working Tax Credit (with a family income of less than £16,190 as assessed by HM Revenue & Customs)
  • National Asylum Seekers Support
  • Guarantee Element of State Pension Credit
  • Employment and Support Allowance - Income-related only

Please note: if you are currently in receipt of Working Tax Credit, then you do not qualify for free school meals.

How to Apply

Pease complete the form (available to download below), using BLOCK CAPITALS.  You should ensure that you have signed the form and return it to the School Office.  Unfortunately, any forms that are not signed or incomplete will be returned to sender and this will lead to a delay in the Free School Meal being given.

Is evidence of Benefit Entitlement Required?

You do not need to provide evidence of your benefit when you submit this form.  We will check your entitlement through the Department of Education's Eligibility Service (ECS).

Download the Free School Meals application form
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APS Reporting - Frequently Asked Questions

Please let us know if you have a question which is not answered here by emailing office@alexandrapark.school.  We shall update these FAQs to answer questions as they arise.

Please do also read the Parents' Guide to the new reporting system, which may also provide an answer to your question.

1. General

Why is the system changing?

The Government has removed Key Stage 3 Levels, and changed the way that assessment works at both Key Stages 2 and 4.  As a result the system of tracking that we used up until 2015/16 was no longer fit for purpose, particularly as the ‘old’ levels can no longer be linked to expected GCSE performance.

Will there be further changes?

We will continue to review the system to see how it is working. It is likely to adapt as we become more familiar with the implications of the changes to assessment at Key Stages 2 and 4.

2. Progress Reports

What is a Minimum Target Grade?

Minimum Target Grades (MTGs) are the minimum grade that a student is expected to achieve in a particular subject. For Years 7 to 11 MTGs are in the form of the minimum GCSE grade that student is targeted to achieve at the end of Year 11. (For Years 12 and 13 MTGs relate to the A level grade to be achieved at the end of Year 13.)

How are Minimum Target Grades calculated?

Minimum Target Grades (MTG) are calculated using students’ prior attainment data. For Years 7 to 11, MTGs are derived from Key Stage 2 data. If there is no KS2 data available, other assessment data such as CATs is used to generate a MTG.For Years 12 and 13, MTGs are derived from GCSE attainment.

My child's Minimum Target Grade seems quite low. Should I be concerned?

It is important to emphasise that Minimum Target Grades (MTGs) are not predicted grades.They are the minimum grade that a student should achieve. At APS most students exceed their minimum targets, and some students achieve well above their MTG (i.e. by two or more grades).

My child is consistently 'secure' in a subject - does this mean that s/he is not making progress?

No. Secure means that a student is on target to achieve his/her Minimum Target Grade at the end of Year 11. In order to remain ‘secure’ from one term to the next, a student must be making progress.

3. Values Reports (KS3 only)

What is the purpose of the values report?

Above all, the purpose of the new system is to increase the scope of reports to ensure that they support student development in a variety of ways. The new reporting system has a broader educational focus, with the intention of supporting students’ academic progress, and also developing a range of valuable attributes that will prepare them for life after school.

How did you determine which 'values' to inclue on the report?

The values report was designed following consultation with students, staff and parents. Governors were also consulted, and a working party of staff conducted research before drafting proposals which were considered further before the current design was agreed.

How will the school support students in developing the attributes that are assessed within the values report?

Many of these have long been implicitly supported at APS, and the school curriculum is developing to ensure that students are more explicitly guided to make progress in all of the areas that are covered by the values report. This means that all of the values will be taught across every subject and within the pastoral curriculum too.

Where can I find more information about the benefits of teaching 'values'?

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Guide to new reporting system

Download a PDF of this guide

Rationale:

  • Curriculum Reform is changing assessment and grading at all Key Stages.  Key Stage 2 and Key Stage 4 now have different grading structures, and ‘National Curriculum levels’, which formed the basis of previous reporting, have been removed.  These ‘old’ levels can no longer be linked to expected GCSE performance.  A new system of reporting is needed to reflect this.
  • Responding to the suggestions of students, parents and staff.  Consultation took place throughout the 2015/16 academic year, which confirmed that there were many areas of agreement about how reporting could be developed further at APS.
  • An opportunity to enhance the effectiveness of reporting>.  Above all, the purpose of the new system is to increase the scope of reports to ensure that they support student development in a variety of ways. The new reporting system has a broader educational focus, with the intention of supporting students’ academic progress, and also developing a range of valuable attributes that will prepare them for life after school.

Overview

This guide sets out details of the new reporting system.

  1. ‘APS Values’ Report – see pages 2 - 3
  • Page 2 -  provides a summary and explanation of the ‘values’ that we will be reporting on in Years 7, 8 and 9.  Since September there has been a strong focus on developing these ‘values’ in lessons, and throughout the school.
  • Page 3 -  shows an exemplar for the new ‘Values Report’.  All teachers will contribute to this report and it will be sent home for students in Years 7, 8 and 9 in December and July.
  1. Academic Progress Tracking Report - see page 4
  • Page 4 – gives details of the information that will appear on the new Tracking Report which will also be issued each term for Years 7, 8 and 9.  This report will provide attendance and punctuality data and a minimum target grade for GCSE.  Progress will be tracked in each subject for every student and will indicate whether or not they are on track, above or below where they are expected to be, in order to achieve their minimum target at the end of Year 11.

Alexandra Park School’s Values

School is about more than exam results; we educate the whole student.

When we say goodbye to students at the end of their time with us we hope that they are well-rounded individuals, confident about their futures, with the skills to achieve on their chosen paths. To ensure this we actively teach values and characteristics that we believe will help them during their time at school and later in life.

Resilience is the ability to deal with setbacks; perseverance is our capacity to push on through difficulties to complete tasks. At school and beyond, these characteristics can be the difference between success and failure. They can be encouraged and must be practised.

Being organised is more than just remembering what you need to bring to school, planning your time and completing tasks by the due date. It is about having systems of thought that will allow you to structure essay responses and see your way through a task.

We often think of enthusiasm as being positive, upbeat and willing to throw yourself into a task. But it is also the ability to talk yourself into this state of mind; to recognise that whilst there may be other things that you would rather be doing right now you will benefit from this task and you will get the most out of it if you commit to it whole-heartedly. Hard work is much more rewarding if you are enthusiastic about your subject!

One of the goals of education is to give students independence and initiative so that they can flourish on their own. The first step on this road is to take responsibility for your own learning and, rather than waiting to be shown something, take the initiative and find out for yourself. The best learners show drive; they are independent and motivated.

Learning new things requires an interest in the world outside of your immediate life. A sense of inquisitiveness and curiosity makes this easier. Whilst some people are naturally curious, others must make an effort. However, it is its own reward. Learning new things opens up new worlds and our curiosity grows.

Whilst learning is a goal in itself we are judged by what we produce. The care, patience, diligence and desire to perfect a piece of work are summed up in a sense of craftsmanship.

Students learn new topics in several subjects every day. To make the most of their time they must develop adaptability. After the uniformity of the school experience, their life is likely to be varied and changing. Being ready and willing to adapt to new situations is a valuable skill. Those who throw themselves into tasks, without the fear of failure, often gain the most from them. By doing and succeeding we build our confidence. Sometimes we need to be fearless in order to start a task, particularly something that is new to us: we must have a sense of adventure and the desire to try something

We are using the word creativity to mean more than the conventional definition of artistic endeavour. Creativity in finding new ways to accomplish tasks and the innovation to find solutions to difficult problems can differentiate us from our peers. These skills can be developed in all subjects.

Ambition is a characteristic that we often believe is innate. But is usually begins with the spark of interest in something. Finding something to be ambitious about is part of the school experience.

Whilst being happy may not be as simple as making a decision to be happy we can find ways to be positive, work out what makes us happy and practise other characteristics that will help us be happy: gratitude, kindness and open-mindedness.

Empathy and consideration, the ability to understand the feelings of others and modify our responses with those feelings in mind, are qualities that may not help earn academic grades or get us to university but will be essential to our success in every other aspect of life.

ValueTable

Academic Progress Tracking Report

(a) Minimum GCSE target grades are agreed for individual students within each Department and are based on prior attainment including results from Key Stage 2 and assessment conducted in school.

(b) Progress in relation to these minimum target gardes will be assessed each term in every subject using the definitions below. Reports will continue to include assessment from previous terms as the system develops.

Progress Definitions

(c) The first Year 7 report (at the end of the Autumn term) will be a settling-in report, which will include a written element instead of progress indicators.

(D) Attendance and Punctuality will also be shown on all reports.

(E) Minimum targets will be set using the 9 to 1 grading system as all students currently studying in Years 7, 8 and 9 will be sitting only the ‘new’ (reformed) GCSEs. The diagram below illustrates how these new grades relate to the old A-C/D-G grading system, and includes an approximation of how the distribution of grades will change (in the form of a percentage).

GCSE Structure

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