Evening 12/9/2017 Welcome Mr Perry Assistant Headteacher Mrs - - PowerPoint PPT Presentation

Y11 Parental Engagement Evening

12/9/2017

Welcome

• Mr Perry – Assistant Headteacher
• Mrs Adams – Deputy Headteacher
• Mr Gittus – Head of Maths
• Miss Powell – Head of English
• Mr Ross – Head of Science
• Mr Cox– Head of Y11

Programme

• Steps to success in Y11
• How to succeed in Core subjects
• Success at Post-16
• Key Dates for the diary

SUCCESS

• THANK YOU!
• 12 years of schooling and it comes down to this
• Success is different for every student
• 3 way relationship between – Parent – Teacher –

Student is key to success

• Support/Challenge/Engage throughout the year.
• Proactive – If you are concerned contact the school.

SUCCESSFUL vs UNSUCCESSFUL

SUCCESSFUL UNSUCCESSFUL Has already started preparing Attends support sessions Completes 1 hour per night Faces up to failure and addresses Attitude to learning A/Bs Leaves everything until last minute Completes no work outside of traditional hours Attitude to Learning C/Ds Causes Low Level Disruption in class Has no aspirations

MARKERS

• Check books – Level of work
• Check latest assessments – In line with

expected grade?

• Attitude to Learning – As/Bs?
• Homework – Students should be working 1

hour a night, directed or not!

• Mock exams in December – Close to expected

grade?

• Numerical grades are here
• Our interpretation

Grading

CURRENT TIMETABLE

MON TUES WED THURS FRI 1.20pm - 2.10pm

RE (WEEK B ONLY) DRAMA (PRACTICAL) MUSIC MUSIC

3.15pm - 4.30pm

ART RE ENGLISH ART GRAPHICS COMPUTER SCIENCE/ICT GEOGRAPHY HEALTH & SOCIAL MATHS (AIM FOR 8) HISTORY (4s) MATHS (5/6s) ART FOOD FRENCH GERMAN SPANISH HEALTH & SOCIAL MATHS (4s) ENGLISH HISTORY (5/6s) SCIENCE ART COMPUTER SCIENCE/ICT BUSINESS DRAMA MATHS (5/6s) ENGLISH HISTORY (5+) PE BTEC SPORT MATHS (SHOOT FOR 7)

WEEK A&B LATE BUS AVAILIBLE AT 4.30PM EVERY TUESDAY, WEDNESDAY & THURSDAY

PERSONAL TIMETABLE

LEARN FROM FAILURE

The six most common mistakes in exam preparation:

• 1. Students don’t leave enough time to prepare.
• 2. Students don’t do the right work eg. Too long making notes.
• 3. Students don’t correct and learn from past mistakes.
• 4. Students don’t plan their revision.
• 5. There is no goal to aim for.
• 6. Students don’t practice enough exam papers.

EXAM PREPARATION

• Exam Board Website
• Students should know the board they are studying. It will be
• ne of AQA, OCR, EDEXCEL or WJEC.
• Use the specifications to double check you have all of the

notes

• Use Past Papers/Mark Schemes once information has been

memorised.

• http://www.aqa.org.uk/subjects/science/gcse/chemistry-4402
• http://www.aqa.org.uk/subjects/religious-

studies/gcse/religious-studies-b-4055

Year 11 2017-2018

GCSE English Language and English Literature

General Information

• It was 100% examination for the first time in 2017. Two examinations in both English

Language and English Literature. Students will get two GCSEs. Our examination board is WJEC

• Students are generally stronger on the reading aspect of the English Language paper (50%

Reading/ 50% Writing)

• Accuracy is crucial (SPAG). Spelling, Punctuation and Grammar are now worth a third of the

marks on the English Language examination and are also assessed as part of the English Literature examination

• Traditionally we have had strong English Literature results; this requires a lots of revision by

students are there is a lot of content. Students in sets 4 and 5 have already taken their English Literature examination

• We will put on whole year group and focused intervention sessions to support students

before the mock examinations and the real GCSEs

• Timed writing will be undertaken frequently in class. Students should expect to get detailed

feedback from this and complete response tasks

Examinations

English Language (all students 2018)

• Fiction Reading and Writing (40%. I hour 45 minutes)
• Non-fiction Reading and Writing (60%. 2 hours)

English Literature (sets 1, 2 and 3 2018)

• Macbeth and Poetry from the Anthology (40%. 2 hours)
• Modern Literature (An Inspector Calls), Victorian Literature

(A Christmas Carol)and Unseen Poetry (60%. 2 hours 30 minutes)

Students follow two different pathways. Sets 1, 2 and 3 will undertake a mix of Language and Literature work including ‘A Christmas Carol’, unseen poetry and comparing 19th and 21st century non-fiction Sets 4 and 5 will focus on the Language papers including Spoken Language, fiction and non- fiction text types and narrative writing

How you can help

• Encourage students to read a variety of fiction and non-fiction texts
• Encourage them to focus on their Spelling, Punctuation and Grammar
• Look at the WJEC website and undertake any relevant activities on there
• Buy study guides for Macbeth, A Christmas Carol and An Inspector Calls
• Tell students to learn their story (20% English Language GCSE) and the

features of letters, speeches, articles, leaflets, reports and reviews (30% English Language GCSE)

• Stress the importance of English Literature

GCSE MATHS

• 1) New challenges (9-1)
• 2) Expectations
• 3) Year 10 Mock Feedback
• 4) Year 11 Key Information
• 5) Intervention
• 6) How we support your child
• 7) How to support your child at home

RECAP NEW CHALLENGES

• It is harder, foundation paper especially
• Grade 4 is a grade C equivalent
• Grade 5 is the new benchmark
• This would be C+ or B-, standards have risen
• A-level topics have been drawn into GCSE
• Will be examined over 3 papers (1x non- calculator

and 2 x calculator)

• 3 year KS4 starting in year 9 to cover the content
• Better position this year as have seen new exams and

grade boundaries

Expectations

• Work to the best of your ability
• Complete homework on time and to a good

standard

• If unsure seek help by asking teacher, friends
• r using websites like Hegarty Maths
• Review work and learn from mistakes
• Revise for tests and exams
• Attend our Maths intervention sessions
• Do not give up!!

Year 10 Mock- Feedback

• Pupils found it challenging
• Analysis sheets given out
• Summer Holiday targeted topics on Hegarty

maths (Was due in 11th September 2017)

Key Dates

• Exam Practice (Exam Conditions) – Before October ½

term in lesson

• Practice paper for HW – October ½ Term
• Real Mock Exam – Before Christmas

– IMPORTANT – Used to gauge Higher or Foundation Tier

• Aim to finish the course before Christmas.
• Focused topic revision after Christmas
• Exam practice papers for Homework in the run up to

exams in May/June 2018

Intervention

• 4 or 5
• 5 or 6 x2
• Shoot for Seven
• Aim for Eight
• Tuesday, Wednesday, Thursday and Friday
• Targeted pupils but all welcome
• Look out for letters, SMHW and text messages

Support

• Quality first teaching
• Assistance where needed, all staff are available
• Feedback from HL Tasks and Tests designed to improve

student’s understanding

• Analysis breakdown of performance on Exam papers

» What can you do? » More importantly which areas do you need to improve?

• Opportunities to improve and learn from mistakes
• Students will be pushed to improve and mediocre work won’t

be accepted

• Intervention after school
• new twitter account

How you can help

• Ensure work is being completed
• If they have none, direct to revision
• A little often is better than revising at the end
• Ensure students are fully equipped
• Use our websites to help:

– www.hegartymaths.com – Centre id: cheslyn hay

• All students are given clip numbers for each topic

www.mrbartonmaths.com www.corbettmaths.com

Final thoughts

• Revision Guides and Workbooks available after the

meeting (£2.50 each) or from finance

• Corbett maths revision cards
• Pupils join our Year 11 Twitter account

–@mathscheslynhay

Any questions feel free to ask, email etc

Science

Simon Ross Head of Science

The main aims of Key Stage 4 science are:

• to develop underpinning knowledge and understanding

prior to A-level;

• to develop transferrable science skills which relate to how

science works;

• to develop the communication skills necessary to enable

learners to become more scientifically literate;

• to create a culture where science is enjoyable and

accessible for all learners irrespective of ability.

Learners will follow two pathways: life and environmental sciences and physical sciences. Life and environmental sciences Building blocks, transport over larger distances, interactions with the environment and explaining change. Physical sciences Building blocks for understanding, interactions over small and larger distances, movement and interactions and guiding Spaceship Earth towards a sustainable future.

Learners will be:

• assessed through end of topic and unit tests, home

learning and literacy-based activities;

• expected to engage in continuous revision throughout

the year;

• ffered the opportunity to engage in gifted and

creative challenges and report on aspects of science they have read, seen or experienced.

1 The atomic number of an element identifies the number of which sub-atomic particle? A protons B neutrons C isotopes D none of the above 2 The mass number of an element describes the numbers of which two sub-atomic particles? A protons and electrons B neutrons and electrons C protons and neutrons D none of the above

Name: SPaG score: 3 2 1 C Candidate number: Outcome: Extended Competent Emerging C

Produce a report on how the high specific heat capacity of water allows life to exist in a wide range of environments. In the report discuss  the properties of water;  the amount of water in organisms (as a percentage);  how surface area to volume ratio affects an organisms ability to retain/lose heat energy;  Through this activity learner will produce a series of information cards whereby:  all key words are used correctly and fluently;  at least two sources of legitimate and verified information are used to support content.

alkali metal, atomic number, atoms, compound, diatomic molecule, electron, elements, flame test, formula, group, halogen, inert, molecules, neutron, noble gas, period , proton, symbol, transition metal

Extended

 discuss the properties of water and relate them to the structure of water;  state the percentage of water in at least five different organisms (stating specific examples);  discuss how surface area to volume ratiois different in different organisms(stating specific examples);  explain how different surface are to volume ratios affect a named organism’s ability to lose/gain heat;  explain how the water is important in maintaining the internal environment and plays a vital role in thermoregulation.

Competent

 identify the location of each element on the Periodic Table (stating specific examples);  describe the appearance and properties of each element (stating specific examples);  explain in detail what the Periodic Tab le indicates about the elements (stating specific examples);  describe some properties and uses of a compound of each element (stating specific examples);  define and use correctly the words: atom, element, compound, using diagrams (stating specific examples );  use a range of quantitative (numbers and statistics) information in descriptions and explanations (stating specific examples) .

Emerging

 discuss the different properties of water .  state simply the appearance and properties of each element (stating one example);  identify one use of each element (stating one example);  state simply what the Periodic Table indicates about an element (stating one example).

Name: Target score: Candidate number: Completed score:

Literacy Numeracy Practical Application

Extended

Produce a short, but detailed report on the Plimsoll line found on the side of ships. Relate the importance of this to the different densities of water. Explain how water may have different densities and the factors which may affect this. 5 100 cm3 of water is heated through 15.6 K by a spirit burner. Determine the amount of energy transferred to the water on

• heating. The specific heat capacity
• f water is 4200 J/kgoC. What

errors may cause the temperature

• f the water not to rise as much as

it should? 5 Measure the mass and volume of a at least three regular and irregular shaped objects from home. Record the results in a table and determine the density of the

• bject, quoting all measurements

with the correct units. 5 Research and describe an experiment to measure the specific latent heat of a solid, e.g. stearic acid or ice. Show how the results from the experiment would allow a value for the specific latent heat to be calculated. Identify all the key variables in the experiment.

Signed

Competent

Produce a short, but detailed report on the Plimsoll line found on the side of ships. Include a short biography of Samuel Plimsoll, the man credited with the invention of the Plimsoll line. 3 0.1 kg of water is heated through 15.6 oC by a spirit burner. Determine the amount of energy transferred to the water on

• heating. The specific heat capacity
• f water is 4200 J/kgoC. Identify
• ne error which may cause the

temperature of the water not to rise as much. 3 Measure the mass and volume of a range of at least three regular shaped objects from home. Record the results in a table and determine the density of the

• bject, quoting all measurements

with the correct units. 3 Describe the factors which affect the melting and boiling points of solids and liquids. Describe how the melting and boiling point of water may be measured and quote values for these two measurements.

Signed

Emerging

Carry out thirty minutes of unassisted reading on a science topic related to specific heat capacity, density or specific latent heat. Write three short sentences to summarise what has been read and what you have learnt from the information. 1 Define the following terms: mass, volume, density, temperature, specific heat capacity. Convert the following masses from g to kg: 150, 13, 4.5, 0.37. Convert the following volumes from cm3 to m3: 1000, 275, 15, 0.1. 1 Measure the shape of at least three regular objects from home and record the volume in cm3. Measure the mass of the object and record the mass in g. Determine the density of the object using density = mass/volume and record the value in g/cm3. 1 Describe the three states of matter using particle diagrams. Using a diagram, label all the changes of state between solids, liquids and gases.

Signed

Home learning

Examination breakdown There are four terminal examinations worth 25% each set at either foundation or higher levels. Papers 1 and 2 assess the life and environmental sciences

• content. Papers 3 and 4 assess the physical sciences

content. All papers will be 1 hour 45 minutes long and comprise multiple choice, structured, closed and open short answer

• questions. Examinations will focus on knowledge,

application, analysis and evaluation as well as work undertaken during the required practicals.

Key messages

• Literacy is the key to examination success. Developing

literacy should be a major aim for all learners.

• The examinations are becoming more application
• focussed. Therefore it is important to engage in the

practical work undertaken in class.

• Scheduled, regular, independent revision is important,

not just last minute cramming for examinations.

• Home learning is to be monitored by parents.

Support for learners

• Bespoke revision materials available for download on

the shared drive;

• Subject-specific surgeries;
• Revision masterclasses;
• Revision guides (new);
• KERBOODLE: www.kerboodle.com;
• Easter school.

Science

Simon Ross Head of Science

rossS@cheslynhay-high.staffs.sch.uk

The Sixth Form

An inclusive sixth form where the individual counts’

Facts about our Sixth Form

• Over 99% Pass Rate
• 46% entries A*-B grades
• 100% students go to Higher Education, Education or training
• One of the widest course offer in the area
• One the only sixth forms offering extended diplomas in Art and Sport

Myths about our Sixth Form

• Its just like being in the main school
• I wont get a fresh start
• You have to have 10,000 GCSE’s to get in
• You have to perform a song and dance at interview

08Th November 2018 @ 6.30pm

INFORMATION EVENING

Entry into the Sixth Form

Subject entry requirements are based on an average point score.

Grades gained 9 8 7 6 5 4 3 2 1

Joe gets 1 x8, 4 x 6’s, 3 x5’s and 2x 3 grade. This totals 53 He studies ten subject therefore his APS score is 5.3

APS What does it mean?

Certain A level subjects need you to achieve certain APS scores. These are based on the national pass rates.

Art & Design 4.65 Biology 6.13 Business Studs 5.00 Chemistry 6.18 Drama 4.18 Economics 5.73 English Literature 4.82 Geography 5.15 Government & Politics 5.13 History 5.07 Computer science 5.30 Mathematics 6.33 Media/Film/TV Studs 4.00 Physics 5.55 Psychology 5.30 Sociology 4.72 Sport/PE Studies 5.25

Joe has an APS of 5.3 So what subjects could Joe possibly do? A note on Science and Maths. So ALL subject grades are important!

Case study 1:

• Profile

Name: Ben Watkiss. Point Score 5. Subjects: BTEC National Extended Diploma Character: Laid back, willing to be involved in everything, good at delegation, hard working, conscientious, good leader however wasn’t always like that! Achieved: D*D*D*, FA Referee, Qualified personal trainer, National Talent Identification programme – F.A. Future: Deferred University: applied for West Murcia Constabulary.

Case study 2:

• Profile

Name: Amy Annakin. Point Score 4 (Achieved high GCSE Art Score) Subjects: Art Character: Quiet, hard working, focussed, unbelievably dedicated. Achieved: A*A* Future: Art studies.

‘An inclusive sixth form where the individual counts’

The Sixth Form

Come and visit us on Sixth Form open evening on 8th November for more information. See you there!

Year 11 Info Evening KEY DATES

REPORTS

• Oct 18th
• Full report
• Dec 13th
• Short Report
• Jan 17th
• Mock Report

SUPPORT AND GUIDANCE

• Oct 19th

– Parents’ Evening (4pm-8pm)

• Nov ??th

– “How to Revise” (periods 1 and 2)

• Nov ??th
• Y11 Choices at 16 (periods 1 and 2)
• Nov ??th
• Sixth form information evening

EXAMS

• Oct 16th to 20th

– Maths Mock exams

• Dec 11th to 15th

– Full mock exams

• Jan 17th

– Mock results day

• May 14th to June 26th
• GCSE exam period

Year 11 Assembly

CERTIFICATES THAT DON’T EXIST

* But I’m better than this really, I just missed quite a lot of work in Year 11

Year 11 Assembly

* But I’m better than this really, I just didn’t like my teacher

Year 11 Assembly

CERTIFICATES THAT DON’T EXIST

Year 11 Assembly

* But I’m better than this really, my mates just distracted me in class

Year 11 Assembly

CERTIFICATES THAT DON’T EXIST

Parent Teacher Student

Year 11 Info Evening SUPPORT AND GUIDANCE

• Tell us if there’s an issue that we can help

with (Tutor, Head of Year, Subject Teacher)

• Email: coxa@cheslynhay-high.staffs.sch.uk
• Phone
• Meeting
• Absence:
• Be aware of patterns
• Still check Show My

Homework

• Screenshots of work

to copy up if they are well enough!