To connect to the college BYOD Wi/Fi you will need to have a valid network username and password.  You will also need to download and install the Certificate in your browser and local machine, follow the steps below.

Step 1:

Download SSL Certificate here

 

Install the certificate in your web browser

Internet Explorer

  1. In the Menu Bar, click Tools > Internet Options to display the Internet Options window.
  2. Switch to the Content tab and, under the Certificates section, click Certificates to display the Certificates Window.
  3. Switch to the Trusted Root Certification Authorities tab and click the Import button to start Certificate Import Wizard.
  4. Import the Certificate downloaded in step 1 using this wizard.

Firefox

  1. In the Menu Bar, click Tools > Options to display the Options window.
  2. Switch to the Advanced tab and then select the Certificates tab.
  3. Click View Certificate to display the Certificate Manager window.
  4. Switch to the Authorities tab and click Import.
  5. Select the Certificate downloaded in step 1 and click Open.
  6. In the Downloading Certificate window, select Trust this CA to identify websites and click OK.

Google Chrome

  1. To the right of the Address Bar, click on Customize and control Google Chrome button and click Settings.
  2. Click Show advanced settings and scroll down to HTTPS/SSL.
  3. Click Manage Certificates… to display the Certificates window.
  4. Switch to the Trusted Root Certification Authorities tab and click the Import button to start Certificate Import Wizard.
  5. Import the Certificate downloaded in step 1 using this wizard.

Safari

  1. Download the SSL CA Certificate as shown in step 1.
  2. Once downloaded, double-click the Certificate. This launches Keychain Access and displays a Certificate Not Trusted warning.
  3. Click Always Trust to import the certificate into Login Keychain.

 

Additional Steps  required for IOS 

How to trust the Root Certificate

The following instructions are for iOS 10.3, if your version is different please check the documentation to see where these settings are.

  1. Navigate to Settings.
  2. Go to General and then click on About.
  3. Select Certificate Trust Settings.
  4. Enable the Root Certificates displayed below Enable Full Trust for Root Certificates.

In Y10 and Y11, all students have to study the ‘core’ subjects of English, Maths, Science, PE/Sport and PSHE.  Students choose an additional three or four subjects, depending on whether they follow triple or combined Science.

There are two stages to the Options process:

Preferences

At the first stage, students inform college about the subjects they would like to study; this can change depending on the year group. Students receive an Options Information Booklet. They are also given opportunities to find out more about each of the available subjects, including visiting some Y10/11 lessons to see them in action. Students then tell us their preferences by ranking the subjects that they think they would most like to study.  Students should consider ranking highly those courses that they think they would enjoy and be best at.  We cannot guarantee that we will be able to offer all of these courses.  We will, however, try to construct an Options grid that reflects the preferences of as many students as possible.

Options

We then produce an Options grid.  Overall choices should be appropriate to any specific career that students have in mind and be balanced enough to leave as many post-16 options open as is possible.

Once Option choices are submitted we will create a timetable that meets the choices of as many students as possible within staffing and budgetary constraints.

Download the Options Booklet 2019

Fill in the Preferences Form

Our vision is that all students should have a love of learning.  Teaching should be inspiring, inclusive and support the progress of all students.  We will aim to ensure that our students are fully prepared to make a full contribution to society, and be ready for the next stage of their lives.

We expect our teachers ensure that all students make progress in their learning. Individuality is recognised and the challenge of managing diversity is embraced. We also advise and encourage our staff to use differentiation not only in the tasks they set and resources they create, but also in how they present learning objectives and outcomes to students. Teachers use data and professional dialogue to ensure that they understand individual student needs and aim to match learning objectives, success criteria and lesson tasks to these needs.

Our Learning Wheel is a model for high quality teaching, learning and progress. It also provides a framework for leading, developing and appraising the quality of learning:

Inspire:

Students are engaged; they know what they are learning, how they are learning it and why.  There is a positive climate for learning.

Support:

Students can access the learning.  Work is differentiated using a range of appropriate strategies:

  • Assessment
  • Peer/adult support
  • Task
  • Structure

Feedback:

Effective AFL, including a range questioning techniques and high quality marking, ensure that the teacher understands how to help each student to learn and improve.

Challenge:

Work should be at the correct pitch and encourage deeper thinking and problem solving.  Students should be encouraged to work out of their ‘comfort zones’. Teaching builds on prior learning.

Behaviour:

Students behave well and this supports learning.  They understand expectations and are cooperative and polite.  Rewards and sanctions are used in line with College expectations.

Progress:

Students, regardless of their starting point, learn and make progress.  Students understand what is expected of them and how to improve.  There is evidence that students are making progress over time in line with expectations.

Marking and Feedback

Each department will have a statement in the front of all exercise books detailing how work will be assessed, what will be taught and how often it will be marked based on the following principles:

  • Work should be checked as per departmental policy, but should be ‘regular’. This means that you have read/reviewed work and identified any significant errors in learning.
  • Summative feedback (marking), including ILPs and homework, must be explicit and quantified, and include a level or grade and improvement target, which students should record in their progress tracker.

Marking:

  • Targets and feedback must be written in RED pen. Targets should be based on improving outcomes and progress for their next piece of work with clear guidance about how to achieve this.
  • Errors/corrections must be highlighted, not normally corrected.
  • Work will be ‘dot marked’; RED dots indicate that work is not at the required standard, GREEN dots mean that work is at the required standard and BLUE dots indicate that work is exceeding the student’s target grade.
  • Students should correct errors and respond to written feedback in GREEN pen. Staff should provide students with time and guidance as to how to do this effectively.

Presentation guidelines

  • C/W (Classwork) or H/W (Homework) written on the left hand side of the page and underlined neatly.
  • Titles and sub-titles written in the centre of the page and underlined neatly.
  • Date written on the right hand side of the page and underlined neatly.
  • Mistake indicated with a single line through it.
  • Write in black pen.
  • Work not completed to the right standard should re-done.

Accelerated Reader Programme

https://ukhosted48.renlearn.co.uk/2247137/default.aspx

Whether it is mock or trial exams or the real thing, students will need to get organised, independent and motivated for some hard work and effort.

No one likes revision. Too many young people tell their friends they aren’t doing any. Many young people secretly are revising but say they are not! Don’t be the one who gets caught out. Your GCSE results are with you for the rest of your life and you cannot borrow your friend’s grades.

Exams are all about effort, exam practice and time spent revising. Some people seem to be able to do well in exams without much effort. You know yourself best. Now is the time to work harder and put more effort in, even those subjects you struggle with.

This short-term pain brings long-term benefits. The rewards are great. Think about achieving your best grade. Think about being able to do the course you really want to do post-16. Think about all those jobs you will apply for over the length of your adult life putting down GCSE grades you are proud of. Think about that long summer at the end of Year 11 knowing you really worked your hardest.

You can download a revision booklet here: Revision Resources

Homework will be meaningful, engaging and challenging for all students.  It will be personalised wherever possible and regularly acknowledged. All students will be given access to ‘Class Charts’ so that all homework tasks, including ILPs, can be shared with students digitally and accessed online. Independent Learning Projects are extended homework tasks that broaden the student’s understanding of the curriculum, develop their research and presentation skills, and provide opportunities for personalised and flipped learning.

Students and parents have access to ‘ClassCharts’ which will enable them to access the homework set on computers, smartphones or tablets.  Student accounts will be linked to their Office 365 account, parents have a personalised access code.  To login to ClassCharts either use the icon on the top bar of the website or click here:

Students:

https://www.classcharts.com/student/login

Parents:

https://www.classcharts.com/parent/login

Homework Calendar

Please note that students and parents can access all homework set even if they can not access their personal accounts by using the filters at the top of the homework calendar.

http://www.classcharts.com/homework/calendar/Hope-Valley-College