Bourne Newsletter 13th March 2020
Bourne Weekly News 13 March 2020web
Reporting Cycles 2019/20
| Date | Type |
|---|---|
| Tuesday 17 Sept 2019 | Yr8 & 9 Expectations Evening |
| Tuesday 22 October 2019 | Yr11 Expectations Evening |
| Thursday 24 October 2019 | Yr7 Parents’ Evening |
| Thursday 28 November 2019 | Yr9 Parents’ Evening |
| W/B Monday 16th Decemeber 2019 | All Yrs Full Data Report |
| Thursday 16 January 2020 | Yr11 Parents’ Evening |
| Thursday 23 January 2020 | Yr9 Pathways Evening |
| Thursday 26 March 2020 | Yr10 Parents’ Evening |
| W/B Monday 30th March 2020 | All Yrs Full Annual Report |
| Thursday 21 May 2020 | Yr8 Parents’ Evening |
| Thursday 11 Jun 2020 | Yr7 Parents’ Evening |
| W/B Monday 13th July 2020 | All Yrs Full Data Report |
Expected / Forecast Grades
Key Stage 4
| Old GCSE Grading Structure | A* A | B C | D E F G | U |
| BTEC Equivalence | D* D | M P | L1 | F |
| New GCSE Grading Structure | 9 8 7 | 6 5 4 | 3 2 1 | U |
Attitude to Learning
| 1. Outstanding | a. Demonstrates a zest for learning. Celebrates their success and that of other learners. |
| b. Learns from criticism and persists in the face of setbacks. | |
| c. Homeworks always completed to a high standard and on-time. | |
| d. Behaves in a way that encourages outstanding learning. Smartly presented. | |
| 2. Good | a. Keeps going when things get tough and embraces learning challenges. |
| b. Acts on feedback given to improve their learning. | |
| c. Consistent effort with homework completed to a good standard. | |
| d. Behaves appropriately to support learning. Smartly presented. | |
| 3. Inconsistent | a. Varying effort with learning, may avoid learning challenges. |
| b. Inconsistent response to feedback to improve own learning. | |
| c. Homework is unreliable and often does not show best effort. | |
| d. Behaviour does not always support learning. | |
| 4. Unacceptable | a. Low level effort with own learning. |
| b. Difficulty embracing challenges or learning from feedback. | |
| c. Homework not always completed. | |
| d. Behaviour often disruptive to own and others learning. |
