PERSONAL DEVELOPMENT LOGBOOK KING ECGBERT SCHOOL SIXTH FORM 2023 - 2025 NAME:
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Miss L Martin Head of Year 13 Mrs Clayton Head of Year 12 Mrs S Ahmed & Mrs Dunne Attendance and Punctuality Officers 16-19 bursary Mrs C Stott Deputy Head of Sixth Form Oversees UCAS, progress to University, Early Applications, wider participation 4 | www.ecgbert.sheffield.sch.uk
Excellence Respect Aspirations Academic excellence for all Showing respect at all times Having high aspirations and personal goals that go beyond our time in school E R A King Ecgbert School community believes in: www.ecgbert.sheffield.sch.uk | 5
Challenge Tuesday Thoughtful Thursday Fun on Friday Wellbeing Wednesday 6 | www.ecgbert.sheffield.sch.uk Our enhancement lesson runs Monday period 3 each week. It is compulsory for all students and a key part of our personal development programme. You will have a combination of classroom based lessons, assemblies, workshops and activities involving visiting speakers. We work closely with local charities, universities, apprenticeship providers and previous students to prepare a programme designed to support you in the transition to adulthood. Your enhancement hour is designed to help you develop into more rounded individuals with a good grasp of what is happening in the world around you. You will gain most from them if you approach them in this way. Activities that get students to develop critical thinking skills, such as problem solving, which are essential skills in the world of work. Activities: Countdown, puzzles, writing references A space for students to talk to each other about their wellbeing, share strategies and a safe place where students can reflect on taking care of themselves. Essential for personal development. Activities: Sleep patterns; too much or too little...in pairs, what problems do we share, what strategies could we try? An opportunity for students to develop their communication and listening skills. Based around the idea of debate with a thunk / stimulus, students have the freedom to express their ideas and thoughts. Activities: Do we have free will? An opportunity for students to work together and improve their knowledge of current affairs in the news. Activities: Quiz of the Week - 7 days, 7 questions Registration time will be an opportunity for your form tutor to get to know you which is essential as they ultimately write your reference for employment or university. They will receive input from your subject teachers but ultimately your form tutor will follow your personal development throughout the sixth form and will be responsible for your welfare.
www.ecgbert.sheffield.sch.uk | 7 Y13 Y12 Autumn 1 Developing study skills for sixth form Autumn 2 Developing skills for healthy living Spring 1 Exploring career paths Spring 2 Developing resilience for independence Summer 1 Developing awareness Summer 2 Developing ambitious plans Autumn Post 18 applications - taking steps to fulfil ambitious aspirations Spring Developing character and skills for the adult world Summer Developing awareness and preparing to move on
Head students Prom Committee Officer Publicity and Newsletter Officer Fundraising Committee Officer Year Book Committee Officer Sport Committee Officer Wellbeing Lead Debate Club Lead Community Lead 8 | www.ecgbert.sheffield.sch.uk
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(Mr Sharpe) (Miss Baldry) (Miss Maxwell) (Vi Shu) (Miss McCairns) (Miss McCairns) (Miss McCairns) (Miss McCairns) (Miss McCairns) (Miss McCairns) (Mrs Stott) 10 | www.ecgbert.sheffield.sch.uk
Early Applications (English Department) (Mr Howse) (Ms Turner) (Miss McCairns) (Mrs Stott) (Miss McCairns) (Miss McCairns) www.ecgbert.sheffield.sch.uk | 11
Miss Stockham Deputy Head Designated Safeguarding Lead Miss Akram Safeguarding and Inclusion Manager Designated Safeguarding Deputy 12 | www.ecgbert.sheffield.sch.uk
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• Lanyards must be worn at all times to identify students • Shoes must be suitable and not pose any health and safety issues • Hair should be tied back for sporting activities, jewellery removed • Hats and hoods must not be worn on corridors or in lessons at any time as this is not professional dress • Phones and earphones must not be used on corridors. Wired headphones may be on show, earbuds must be removed • Puffy/outdoor coats must not be worn on corridors or in lessons at any time as this is not professional dress • Bare midriffs, short skirts/shorts, low slung trousers, low cut tops or underwear on show as this is not professional dress • Clothes with slogans which others might find offensive are not permitted www.ecgbert.sheffield.sch.uk | 15
The 16 - 19 Bursary has been introduced to help those students in financial need reduce the barriers they face whilst remaining in education. It is a means tested fund that can assist with a wide range of items / expenses that a student may need help with, to enable them to complete their Sixth Form Studies. These include but are not limited to; residential visits, transport costs, bus passes , books , revision guides. Further information and application forms can be obtained from Mrs Ruth Clayton, Sixth Form. If you bring an educational device into school you will be able to connect to our wireless and use this to study anywhere. 16 | www.ecgbert.sheffield.sch.uk
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Frequently Asked Questions This opportunity is advertised to sixth form students in the first few days of sixth form. Students with family incomes under £17705 are eligible. This information will be kept confidential. For more information please contact Mrs Clayton. every day 18 | www.ecgbert.sheffield.sch.uk
D I G N I T Y & R E S P E C T P O L I C Y Respect Dignity Bullying Harassment we demonstrate our 'respect' towards others by listening to different views, by seeking to understand differences, by ensuring politeness and sensitivity, being thoughtful and caring is the feeling which comes as a result of being treated fairly and with respect by others, this means an individual or minority group's feelings of self-worth are valued is the repeated, unwanted and aggressive behaviour by one person group towards another. This can be mental or physical bullying, online or face to face, when there is an imbalance of power in the relationship is any threatening, abusive or insulting words or actions, e.g. showing a lack of respect for someone’s sex, race or nationality, disability, religion and belief, gender reassignment or sexual orientation www.ecgbert.sheffield.sch.uk | 19
D I G N I T Y & R E S P E C T P O L I C Y WE WILL: The following behaviours WILL NOT BE TOLERATED towards any member of the school community 20 | www.ecgbert.sheffield.sch.uk
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BE CURIOUS (Debate Club, Thoughtful Thursday Discussions, Extended Project Qualification) BE OPEN MINDED (LGBT+ Group, Debate Club, Wellbeing Wednesday, Thoughtful Thursday, News & Current Affairs on Friday) BE A PROBLEM SOLVER (Challenge Tuesday, working in teams) GO THE EXTRA MILE (Leadership Roles, Peer Mentoring, Paired Reading, School Council) HAVE THE DESIRE FOR SELF-IMPROVEMENT (Reflecting on monitoring data, high aspirations) www.ecgbert.sheffield.sch.uk | 23
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The keys to successful performance in sixth form are: • choosing the right curriculum for you • making a good transition to sixth form study • working hard, being well organised • making the most of the support available to you To help you we will monitor your progress at the end of September (to make sure you have made a good transition to level 3 study) and then every term. Staff will be asked to comment on your approach to learning, your organisation and, after the first term, to give a predicted grade. If it is felt that your approach to learning could improve, you will complete additional Supervised Study for a four week block. Monitoring your progress There are several ways that your progress will be tracked throughout the year at KES. This is designed to help guide you and give you feedback about your attainment and your expected outcomes for the year ahead. You will be monitored in each of the half terms. Subject teachers will report on your current rate of progress towards your target grade. For students who are new to KES, we call this monitoring. This will highlight any cause for concerns teachers have and give you regular feedback about how you are doing. If you are eligible for an educational bursary this may be affected if your monitoring scores are poor. Effort is recorded on a scale of 1-5 YOU SHOULD AIM FOR A GRADE 1 Teachers may also write a comment about your progress. If your effort falls below the expected level you will be given additional support through supervised study. Monitoring Folders Every monitoring collection, staff will be expected to record whether students’ academic files are acceptable or not acceptable. This will then be followed up by the form tutor and Head of Year. www.ecgbert.sheffield.sch.uk | 25
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Attendance & Punctuality • Has attendance below 85% • Is regularly late twice a week • Constantly misses form time and enhancement • Does not contact school when they are going to be off. • Makes appointments during school time • Does not sign in or out when they are using the building • Constantly has to be reminded to wear their lanyard • Has attendance less that 90% • Regularly takes time off for minor illnesses • Regularly misses form time or enhancement • Is usually late once a week • Rarely catches up on the work that is missed • Has an attendance around 93% • Takes odd day off here and there • Occasionally makes appointments during school time Arrives on the bell for lessons • Will catch up on school work if challenged • Has an attendance of 95% or above • Is usually on time, with genuine reason if late • Responds to emails and requests from the attendance office • Catches up on work that is missed • Will arrange open days at weekends • Has attendance over 97% • Arrives early to school • Always makes appointments outside of school times • Is never late – or on that rare occasion calls immediately • Informs the school and subject staff of absences in advance • If absent emails the teacher and always catches up on work and notes missed 32 | www.ecgbert.sheffield.sch.uk
Attitude to learning • Regularly off task • Not getting equipment out in lessons • Never fully equipped • Disrupting others • Having to be moved seats • Constant reminders of what is required • Poor & negative attitude • Actively seeking disruption • Does not respond to feedback/ act on advice • Has in the last three lessons failed to bring equipment/books/notes • Limited response to feedback with little or no further development • Needs two or more reminders a lesson to concentrate • Never volunteers an answer • Passive in group situations • Responds to tasks in a satisfactory manner but often needs encouragement • Picks and chooses when they are positive • Often passive rather than active • Doing what is required but not going beyond • Occasionally offers an answer or challenges opinions • Some response to feedback, but lacks desire to do anything additional to improve work • Has a positive attitude to learning and lessons regardless of the teacher / the topic / content • Takes an active role in all activities in lessons • Rarely off task and perseveres when work is challenging • Responds positively to feedback with a desire to improve and develop their work • Rarely needs to be reminded about expectations • Consistently outstanding attitude and engaged in ALL learning, answering questions and exploring ideas • Seeking and taking opportunities to extend their knowledge through wider reading. • Regularly going above and beyond the expected • Takes the lead for their own learning and giving support to others www.ecgbert.sheffield.sch.uk | 33
Homework • Homework is not handed in regularly • Homework shows a total lack of care and effort • Never checks Moodle / edulink / writes homework down • Always needs an extension • Continual gaps in catching up work • Homework is often not completed in a satisfactory manner, or only the bare minimum is done • Homework is produced that is significantly below the standard expected • Deadlines are missed and/or homework is often late • No responsibility taken, often asking peers last minute what is due in • Homework is completed and sometimes of a high standard. However, sometimes homework shows a lack of care or attention to detail, or evidence of being rushed • Homework may not reflect the same standards displayed in class • Deadlines for homework are mostly met, but there may be some instances where homework is late • Positive attitude to homework, producing work that is interesting and of good quality • Sometimes going above and beyond what is expected • Almost all homework deadlines are met • Consistently outstanding attitude to homework, producing work that reflects the best one can do • Regularly going above and beyond the expected • Always meeting deadlines for homework and additional pieces of work to extend understanding and knowledge 34 | www.ecgbert.sheffield.sch.uk
Independence & Accessing Support • Can only complete tasks that have been set • Does not understand how to revise / study • Has not created a plan that is adhered to • Regularly asked to stop talking in supervised study and can only work with close peers. • Continuously asking peers what they have to do rather than ask a member of staff. • Has not started revising at all / or regularly misses BTEC deadlines • Only works when staff stood over • Created a plan, but does not stick to it • Only does homework, with extremely limited work outside • Has no clear place to study / revise / complete coursework • Listens to advice but does not act upon it • Makes use of the study space, but limited work outside of lessons / at home • Does work that is asked, but does not include any study until very close to exams. • Will only ask for support last minute if homework is due in • Sees asking for support as an weakness • Has set aside time to revise and organise their time in the lead up to exams • Checks their email regularly • Will ask for support • Uses a variety of revision methods and has been systematically revising since the start of term. Is organised and has a clear weekly timetable that accommodates change and has a good work life balance. • Actively uses the schools study space if needed • Is able to access support outside of lessons from academic staff and from pastoral staff • Checks their emails every day www.ecgbert.sheffield.sch.uk | 35
Aspirations • A levels and BTECs were chosen on entrance grades rather than progression routes. Has not engaged • Has not considered any of the routes • Has not engaged in any career conversation with friends, family or school • Has limiting aspirations such as ‘Get a job’ ‘Go to University’ • Has attended some of the career events • Attended the employability fair but did not engage in any conversation with employers • Is keen to follow friends or parental desires. • Has attended the apprenticeship talk at school • Has attended the University visit • Has taken part in the Alumni event • Has accessed the interview workshop • Has attended the ‘Competitive writing’ workshop • Attended the UCAS event but used it to limiting success • Has applied for several different work experience opportunities • Has made a careers appointment • Has completed on line research at home • Is involving family in conversations • Has attended an open / insight day • Has considered all options equally • Has attended additional talk at school • Has back up planned and clearly understands the routes • Has undertaken work experience • Has spoken to somebody in that role or profession • Has attended a summer school / experience day (I know everyone cant do this) 36 | www.ecgbert.sheffield.sch.uk
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www.ecgbert.sheffield.sch.uk | 41 In Year 12 all students will be given a unifrog account. This is a fantastic portal where we will plan, record and reflect on opportunities throughout sixth form. All Y12 will be expected to take part in work experience during a week in February. Students will be asked to organise their own work experience through friends and family. For those who are unable to source their own, the school will support in finding placements on a needs basis, but these are limited. Those who do not secure a placement will take part in work experience opportunities in school in the study room with employers and take part in virtual work experience. Activities to support you finding a placement Rather than trying to find the ‘perfect’ opportunity, look for a placement that ticks as many boxes as possible. Instead of focussing on one specific job role, consider the wider career industry. For example, it may not be possible to shadow an anaesthetist, but you could explore other roles in the healthcare industry like working in a dental practice, nursing home, or GP clinic. You could also think about the transferable skills that are relevant across industries to help you find a placement. For example, it’s unlikely that you’ll be able to find work experience as an air steward, but you could reach out to customer services departments as the staff will use very similar skills in their day to day jobs . • History and Classics: museums, archive offices, National Trust sites, and archaeological digs. • Art and Design: galleries, workshops, branding departments, and architectural firms. • Drama and Performing Arts: talent agencies, local theatres, local events spaces, and drama departments in schools. • English and Modern Languages: foreign language classes, translating companies, local newspapers and radio stations, broadcasting companies, libraries, publishing houses, advertising agencies, blogs, and local councils. • Physics, Astronomy, Chemistry, and Engineering: water works, research and development departments at a local factory, energy/oil/gas companies, local pharmacies, local airports or aerodromes, local astronomy observation centres, automobile and aviation manufacturers, and science museums. • Medical Sciences and Human Biology: pharmaceutical companies, dental practices, nursing homes, local hospitals, GP or walk in clinics, opticians, chiropractors, and podiatrists. • Computer Sciences: app development companies, IT security companies, programming companies, tech start-ups, and school IT departments. • Maths: finance departments, accounting firms, insurance firms, tax firms, HR departments, and banks. • All subjects: primary schools, local blogs and magazines, local societies or study groups, supermarkets, department stores, libraries, and local councils. unifrog
42 | www.ecgbert.sheffield.sch.uk Finding contacts and how to message them. When organising work experience, try to be realistic. You are unlikely to be allowed access into the head office of a national organisation with no prior experience. Look for local businesses or people with whom you already have a connection - like the parent/carer of a fellow pupil, a family member, a friend, etc. If you don’t have any contacts, or aren’t sure where to start, speak to your careers officer or adviser at school; they may be able to suggest organisations where pupils from your school have previously worked and made such a good impression that they’re keen to have another student. Don’t rely on a parent or your school to contact them for you! You need to show that you can be confident and professional, even if you are nervous! Write either a formal email or letter - even if you know the person you are contacting - and have someone else read it before you send it to check it for errors. Make sure you include: • The days or dates on which you would like to complete your work experience - make sure to give them plenty of time; you can’t ask for your experience to start tomorrow! • Why you would like to complete your experience at this organisation-what do you want to learn? What do you want to experience? Some research would help here - maybe they have great customer reviews or are among the top ranked businesses locally? Maybe they have created a new way of doing something and you want to learn how managed this? • What you can offer them - that’s right: you can’t get something for nothing, so bowl them over with your skills and how your time with them will benefit them, even if that is admin support or helping out busy employees with their workload. Initial ideas and thoughts:
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