Events

Student Tracker Report - KS4 Guide

Download a PDF of this guide

 

APS Values GCSE Table

1. Targets and Attainment

The 9 to 1 GCSE grades are now used for all subjects except Turkish. The diagram to the right illustrates how these number grades relate to the old A* to G letter grades.

2. Learning Grade Definitions

The learning grades provide an indication of students’ behaviour in lessons and the quality of classwork and homework produced in each subject. Definitions for each grade are below.

 

Behaviour

 A  Excellent Always polite and respectful to others and always makes a positive contribution to the learning environment
in class and around the school.
 B  Good Usually polite and respectful to others and usually makes a positive contribution to the learning environment
in class and around the school.
 C  Unsatisfactory Is usually polite and respectful to others but needs regular reminders to concentrate on learning without distracting
others and to behave sensibly around the school.
 D  Poor Is often disrespectful to others and distracts others from their learning; has difficulty maintaining a high standard
of behaviour around the school.
 E  Serious Concern Is often rude and disruptive. Is unable to maintain an acceptable level of behaviour in class and around the school.

* In DT, the behaviour grade takes into account students’ ability to work safely with tools and equipment.

Classwork

 Excellent   Work is always completed efficiently and/or to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed efficiently and/or to a standard reflecting his/her best work.
 C  Unsatisfactory Work is usually completed but not often efficiently and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor   Work is usually not completed efficiently and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on classwork to meet the required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.

 

Homework

 A  Excellent Work is always completed on time to a standard reflecting his/her best work and often going beyond
the expected minimum.
 B  Good Work is usually completed on time to a standard reflecting his/her best work.
 C  Unsatisfactory   Work is usually completed but not regularly on time and/or does not always reflect his/her best work.
He/she usually only completes the minimum requirements.
 D  Poor Work is usually not completed on time and/or is below the expected standard for his/her ability.
More time and effort needs to be spent on homework to meet required standard.
 E  Serious Concern Work is rarely completed and/or is usually of a poor standard.
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APS Values

Alexandra Park School's Values

Download a PDF of the 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 and the capacity to push on through difficulties to complete tasks. At school and beyond, this characteristic can be the difference between success and failure. It can be encouraged and must be practised. 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 challenging.

One of the goals of education is to give students independence 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, with high ambitions for their work. Longer-term ambitions usually begin with the spark of interest in something. Finding this spark is part of the school experience.

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 are using the word creativity to mean more than the conventional definition of artistic endeavour. Creativity in finding new ways to accomplish tasks and innovation in finding solutions to difficult problems can differentiate us from our peers. These skills can be developed in all subjects. After the uniformity of the school experience, life is likely to be varied and changing. Being ready and willing to adapt to new situations is a valuable skill.
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.

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 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. Positivity is also about enthusiasm and willingness; a recognition that whilst there may be other things that you would rather be doing right now, you will get the most out of something if you commit to it whole-heartedly. Hard work is much more rewarding if you are enthusiastic about your subject!

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.

APS Values Reporting

A sample Values report is shown below. 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.

APS Values Reporting table1

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Key Stage 4 Transition Evening Follow-up

Many thanks to the 200+ parents who attended this meeting on Tuesday 11th July. Your obvious commitment to helping your children is the most important support they will receive. We have read the impressive range of ‘barriers to success’ that you identified. These ranged from the more obvious - social media, parties, exam stress etc. through to the more individual: ‘Love Island’ and ‘thick parents’ being interesting ones! 

From personal experience,  a book about teenage behaviour that some parents may find useful is: Get out of my life by Tony Wolf and Suzanne Franks  

Please negotiate for and encourage the following in September:

  • A positive and inquisitive attitude – these are amazing subjects taught by passionate teachers. Discuss their subjects with them – ask them to teach you.
  • A healthy lifestyle – sensible bed times (without phones) good breakfasts and regular physical activities.
  • Clear homework routines and an organised bag and work space.
  • A robust attitude to attendance.  If in doubt – always come to school. Aim for 100%.
  • Sensible and safe social lives. In the past, the school has had to deal with the fall-out from large unmanaged parties, mixed sleep-overs, students without sensible curfews etc. Teenagers will often say that “all their friends are allowed to do something”. This is rarely true.
  • A supportive attitude towards school rules. Encourage your children to see the reasoning behind rules associated with uniform, behaviour, punctuality etc. We aim to ensure the safety and happiness of students from many different backgrounds. All the school rules are designed to help this happen.

The information from the Key Stage 4 Evening can be found below:

Key Stage 4 transition - English presentation pdfpdf pptxpptx
Key Stage 4 transition - Maths presentation pdfpdf pptxpptx
Key Stage 4 transition - Science presentation pdfpdf pptxpptx
Key Stage 4 transition - Wellbeing presentation pdfpdf pptxpptx
Key Stage 4 transition - Access Arrangements pdfpdf pptxpptx

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