Year 9 Mentoring Term 1 Organisation Year 9 Mentoring Programme for Students 2016-2017
Name Mentor Group. Themes Termly Term 1 Organisation Term 2 Communication Term 3 Resilience Term 4 Initiative Term 5 Leadership Term 6 Reflection Thursday 29th September Y9 Curriculum Evening Key Dates Friday 7th October Parent Mentor Day Thursday 13th October Sixth Form Open Evening Friday 14th October Half Term
Year 9 Timetable Monday Tuesday Wednesday Dirt and Literacy Mentoring Assembly Thursday Enrichment (with Y10) Friday Mentoring Your responsibilities; 1. Mentoring is exactly the same as a lesson. Basic expectations are crucial each day. Arrive on time with the correct uniform, equipment and planner. 2. Each mentee will complete several tasks throughout the term. For Term 1 this is based on organisation and independent learning. 3. Each Monday you are expected to arrive with a book to read. 4. Your effort and behaviour is crucial to your development. You are expected to work to your best and comply with all classroom expectations. 5. Reflect on what mentoring sessions are about. Use this is lessons throughout your day. 6. Your mentor will sign off your passport and award you a level of achievement based on the work you do in your booklet and in mentor sessions.
FIRST DAY BACK Task Complete? Received planner and timetable Gone through Fire Drill procedures Cycle review from last year Behaviour expectations poster Attendance My first week in Year 9: This year I would like to improve.... I see this as important because..... I am going to accomplish this by.....
Getting it Right NOW
Year 10 Taking GCSEs Start of my year 9 journey
Complete the questions about your character and skills below. How accurate do you think this is for you? Which of the careers/skills do you identify and want to develop? A Building things Being active and working outdoors Making and fixing things Using tools and machines Solving Problems B Designing and displaying things Being on television Writing a book Playing in a band Doing a makeover C Helping people Sorting out arguments Showing people what to do Looking after people Doing voluntary work D Finding out how things work Doing experiments Researching and testing ideas Designing a new computer game Doing calculations E Organising parties and other events Buying and selling things Running a business Entering competitions Campaigning for change F Making plans Using a computer and calculator Arranging things over the phone Organising data and objects Organising your money
MOSTLY As You seem to like practical work. Look for options where you can use your practical skills, do something active and work on different types of projects Possible PATHWAYS: Construction and the environment, design and technology, engineering, food tech, hair and beauty, manufac- MOSTLY Bs You sound creative. Look for options where you can express yourself and work on new ideas Possible PATHWAYS: Art, Creative and media, dance, drama, hair and beauty, hospitality, music, photography, textiles, graphics MOSTLY Cs You seem to be a sociable person. Look for options where you can work with other people and find out more about how society works Possible PATHWAYS: Citizenship, Creative and media, hospitality, R.E, Retial and business, society health and development, travel MOSTLY Ds It seems you lie investigating things. Look for options where you can use your number and thinking skills to find out about why things are the way they are. Biology, environmental and land based studies, chemistry, geography, history, maths, physics and statistics MOSTLY Fs MOSTLY Es You sound like an enterprising person. Look for options where you can use your energy, communication, number and thinking skills to test your ideas about how to improve the world. Being well organised seems important to you. Look for options where you can use your planning, communication and computer skills Business, administration and finance, economics, history, hospitality, IT, Law, Politics Possible PATHWAYS: Business Studies, citizenship, Politics,
How do I spend my time? WEEKDAY WEEKEND What changes should I make?
Crossing the River Aim To recognise that every job involves different skills In a small group of no more than five people you have to work together to cross a river. Each student in the group needs a card for a different job and they take on the role. You have to cross the river quickly because a flood is on its way. You can only make one trip and the boat is not quite big enough so you have to leave one person behind. The group has to decide which skills are less important in order to choose who to leave behind. The skills listed on each card are not the only ones needed for those jobs and you can add skills to the list from your own knowledge. Think about what skills they have that would enable the group to cross or cope on the other side? E.g. Nurse somebody is ill and only they can save them Engineer boat develops a leak and only they can fix it Journalist keeps calm under pressure and keeps group going talking At the end of the activity they have to say who crossed the river and who was left behind and why. What were the most important skills for the task? Are there situations when the skills of the person left behind could be important.
Numeracy Scavenger Hunt 1 First of all, calculate all the sums without using a calculator and write the answers in the answer columns. The numbers of each answer represent a different letter of the alphabet: A=1, B=2 etc. Once you ve answered all the sums, convert the numbers to their corresponding letters using this code. Each table will give a different word. This will tell you where to find the item and what item you need to collect. House points will go to the first pupil to bring this item to your mentor. Where to look 3 2 +3x2 5x4-3x2 5 2-7+2 (64) 10 2 (5x2 2 ) 5-7+5 2 (81) (225) 1 6 2 3 2 1+3x7-7 3x2 3-1 2x5+24-7 6 2-5 2-2 2 2 x3 7 2-1-6 2 What to look for (9 2-8 2 ) 2 (36) -1 7x2 4 4 (1+2) 2-2x3 (121) 2 (10 2 +5x2 3 +2)
Numeracy Scavenger Hunt 2 First of all, calculate all the sums without using a calculator and write the answers in the answer columns. The numbers of each answer represent a different letter of the alphabet: A=1, B=2 etc. Once you ve answered all the sums, convert the numbers to their corresponding letters using this code. The letters then give the location and item to be found. This will tell you where to find the item and what item you need to collect. House points will go to the first pupil to bring this item to your mentor. Where to look 5 2-2 2 7 x 3-7 6 2 5 2-7 10 2 (5 x 4) 2 3 + 2 2 + 2 x 3 2 2 x 5 4 2 2 225 3 2 5 2 4 + 2 2 1 5 + 3 x 2 What to look for 2 3 (4 4) 6 2 2 2 + 3 x 7 2 4 2 3 x 5 (6 + 2) 2 + 3 x 2 + 3 x 2
Numeracy Scavenger Hunt 3 First of all, calculate all the sums without using a calculator and write the answers in the answer columns. The numbers of each answer represent a different letter of the alphabet: A=1, B=2 etc. Once you ve answered all the sums, convert the numbers to their corresponding letters using this code. This will tell you where to find the item and what item you need to collect. House points will go to the first pupil to bring this item to your mentor. Where to look 1 + 7 x 2 4 x 1 + 5 x 2 9 x 3 7 2 + 3 x 2 25 75 5 2 4 3 2 3 7 0 3 2 4 2 + 2 7 x 3 5 x 4 + 1 6 2 5 2 2 3 (5 x 3) (2 + 3) 3 2 + 2 What to look for 4 + 3 x 2 3 2 2 3 6 9 3 4 + 3 x 2 + 1 1 + 12 3 2 + 6 x 3