Outline of Evening Key differences from KS3 Introduction to Key - - PowerPoint PPT Presentation

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Introduction to Key Stage 4

November 2018

• Key differences from KS3
• Recent changes to the GCSE exam system
• Implications of these changes and some keys to success
• Importance of learning time out of school
• Subject specific information
• Opportunities for students to participate and take on responsibilities

Outline of Evening Key Differences from KS3

• Courses end in public examinations
• Inform future pathways
• Longer courses (typically 2-years)
• Require students to take greater ownership of their learning

Key Differences from KS3

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• Targets are set for each pupil individually
• Not limits......
• But not guaranteed

Target Setting

• Based on achievement at the end of the course
• Dependent on the type of qualification
• GCSE

9 – 1 scale

• BTEC / Camb Nat

L2 Dist* - L1 Pass

• Confidence Indicators

a, b, c

Grading Systems

• Regular reviews
• Mentoring
• Quickly pick up and respond to any concerns that may arise

Pupil Tracking Recent Changes to the Exam System

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• These have been gradually replacing all GCSEs over the last 3
• years. All GCSEs have now been ‘reformed’
• Key features include:
• Mainly assessed by final exams
• Little or no coursework – with only a handful of

exceptions

• Most courses only single tier of entry – with 3 exceptions
• New 9 – 1 grading system (with 9 the highest grade)

Reformed GCSEs

New grading structure – ‘Reformed’ GCSEs Former grading structure – ‘Unreformed’ GCSEs

9

A**

A* 8

A*-

7 A

A-

6

B+

B

(Strong Pass) 5 C+ (Standard Pass) 4

C 3 D 2 E F 1 G

What are the main differences from the ‘old’ GCSEs :

• Intended to be much more challenging
• Drawn down content from what was

previously AS Level

• Primarily ‘Knowledge-Centred’ courses
• Assessments are intended to be “less predictable”

Reformed GCSEs – how do they differ?

Students must:

• ‘understand’ the work
• be able to use and apply their knowledge to

different contexts and to solve problems

• be able to retrieve their knowledge (i.e. they must

have everything they’ve learnt for 2-years at their finger tips)

• be able to write well in exam situations

Reformed GCSEs – implications

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• Redesigning our courses to help students build their

understanding

• Equipping students with the skills to learn and revise
• Trying to spread the load for students
• Supporting students with their NEAs
• Equipping students with the skills to be successful in exam

situations

Practical steps we are doing to help

• GCSE Religious Education (for all students)
• GCSE English Literature (for Sets 2, 3 and 4)
• BTEC Tech Award in ICT
• Cambridge National in Health & Social Care
• Cambridge National in Sport Studies
• NEAs (where applicable) –

formerly known as Coursework or Controlled Assessments

Spreading the load – exams in Year 10

• Vital to the final grade
• Tend to be extended, open ended tasks
• Conducted under ‘controlled conditions’ –

low, medium or high level depending on the course

• Time limited
• Cannot be repeated!!

Non-Exam Assessments (NEAs) Subjects with Non-Exam Assessments

• BTEC Tech Award in ICT
• Computer Science
• Cambridge National in Health &

Social Care

• Cambridge National in Sport

Studies

• Art / Art Textiles
• Design & Technology
• Drama
• Dance
• Media Studies
• MFL – French & German
• Music
• PE - GCSE

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• End of Key Stage 3 exams
• Year 10 Exams
• Year 11 Mock Exams
• In-class assessments and practice questions

Familiarisation with the exam process Keys to Success

• Three layers of continued study at home

– Layer 1 Formal teacher-led work

• ‘Homework’

– Layer 2 Informal teacher-led work

• Often revision-based

– Layer 3 Student-led work

• Independent study; revision,

retrieval practice…

• 1-2 hours of work per night
• Up to 4 hours across the weekend

Completing work at home

Good organisation:

– Completing work well before the deadline – Organising resources at home – Packing a bag the night before – Good use of planner – Regularly checking My Learning, download the app, set up notifications to alert when new tasks are uploaded

How to manage this

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• Dual coding
• Practice questions – flip cards
• Reviewing knowledge organisers
• Reviewing work in exercise books and retrying previous

questions

Student-led work/Independent study

• All pupils will study English Language and Literature during Y10

and Y11.

• Some pupils will follow the Y10 Early entry Literature pathway:

entering Literature in May 2019, and Language in 2020.

• Others will follow a dual entry course: sitting both Lang and Lit

at the end of Y11 in 2020.

• These routes may be determined by their target grades,

progress at KS3 and our knowledge of individual pupils’ needs.

English

The English Literature course is made up of 2 components: Component 1 (50%) (i) Shakespeare: pupils may study Macbeth, Romeo & Juliet or Othello. (ii) A Poetry Anthology: pupils began studying some of the 18 poems during Y9. They need to be very familiar with the themes and ideas of each poem from their anthology.

English Literature

Component 2 (50%)

(i) 20th Century play or novel: Pupils have already begun their study of either An Inspector Calls, The Curious Incident of the Dog in the Night- time, The Woman in Black, or Lord of the Flies. (ii) Pre 19th Century novel: pupils will study A Christmas Carol, or Silas Marner. (iii) Unseen Poetry Comparison: pupils will face two poems they have never seen before, and asked to respond and compare the presentation of a theme.

English Literature continued

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English Language is made up of 3 components:

• Component 1 (50%)

– Fiction Reading analysis: pupils read and answer questions

• n an ‘unseen’ fiction extract

– Creative writing: pupils must write a short story / narrative piece.

English Language

Component 2 (50%)

– Non-fiction reading comparison: pupils must compare the presentation of a topic from a 19th century text and a 21st century text. – Non-fiction / transactional writing: pupils may be asked to write formal or informal letter, a review, a magazine article, or a report.

Component 3 (0%)

– At the end of Y10, pupils must give a persuasive or informative talk to their peers, on a topic of their choice.

English Language continued Mathematics

• 3 papers of 90 minutes (80 marks each)
• ALL topics covered on ALL papers (with a few exceptions)

FOUNDATION HIGHER Number 25% 15%

Ratio, proportion and rates

• f change

25% 20% Algebra 20% 30% Geometry 15% 20% Probability and Statistics 15% 15% FOUNDATION HIGHER

AO1 Use and apply techniques

50% 40%

AO2 Reason, interpret and communicate mathematically

25% 30%

AO3 Solve problems (where the Maths to use isn’t

• bvious!)

25% 30%

• Four lessons per week taught by two teachers
• Awarded two GCSE grades at the end of the course
• Cover topics of Biology, Chemistry and Physics throughout the

course

• Assessed throughout the course by end of unit assessments

and mock examinations in June 2019 and December 2019.

• Assessed by examination at the end - two cover Biology

topics, two cover Chemistry topics, two cover Physics topics

GCSE Combined Science

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• No controlled assessment or coursework or separate GCSE

core/additional awards

• Core science practical experiments from Biology, Chemistry and

Physics over the two years which will be assessed in the written papers

• Revision materials are available on my learning and revision

guides are available to purchase from the school.

GCSE Combined Science

• Three separate GCSE subjects taught by one teacher per

subject

• Assessed throughout the course by end of unit assessments

and mock examinations in June 2019 and December 2019.

• Revision materials are available on my learning and revision

guides are available to purchase from the school.

Separate Sciences

Biology

Biology topics taught over Years 10 and 11 Ten Biology required practicals to complete Two 1 hour 45 minutes exams at the end of Year 11

Separates Sciences continued…

Chemistry Chemistry topics taught over Years 10 and 11 Eight Chemistry practicals to complete Two 1 hour 45 minutes exams at the end of Year 11 Physics Physics topics taught over Years 10 and 11 Ten Physics practicals to complete Two 1 hour 45 minutes exams at the end of Year 11

Religious Education

50% Studying beliefs, teachings and practices

• 2 religions are studied: Christianity

and Islam.

• Students study the beliefs, teachings

and practices from each religion.

• Students will have a 1hour 45

minute exam on these units. 50% Themes based study

• Students will study 4 thematic units.
• These units are: Religion and life,

Peace and conflict, Crime & Punishment and Human rights & Social Justice.

• Students will have a 1hour 45 minute

exam on these units.

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How can you help?

Encourage your child to meet deadlines and complete homework to a good standard, home-works set are to consolidate learning and to develop independence. Be aware of the specification and what is being covered. You can find all details on the AQA website:

https://www.aqa.org.uk/subjects/religious-studies/gcse/religious- studies-a-8062/specification-at-a-glance

How can you help?

Purchase useful revision guides e.g.

https://www.amazon.co.uk/AQA-GCSE-Religious-Studies- Christianity/dp/0198422830/ref=sr_1_1?ie=UTF8&qid=1540979743&sr=8- 1&keywords=revision+guides+aqa+religious+studies

Most importantly, have discussions about the topics studied. The topics are important and relevant to everyone’s lives - students enjoy discussing and debating them.

Wider Development Leadership Development Opportunities

Potential for all students to be leaders:

• Student Council

(including Committees / Working Groups)

• Prefects
• House Captains
• Student Leadership Group (Head Girl/Boy etc.)
• Subject based leadership opportunities

(Music/Drama Leaders, JSLA)

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Extra-curricular Opportunities

School provides a vast range of experiences to help students develop holistically:

• Duke of Edinburgh Award
• Ten Tors etc.
• Sports teams/coaching
• Art/Drama/Music groups, productions and events
• House Competitions

Preparation for the future

• Careers Education Guidance
• College visits/talks
• 1-to-1 meeting with Careers Advisor
• Work Related and Enterprise Learning
• Work Experience

Importance of Communication

• If you have concerns, please speak to us!
• Work with us – we work in partnership with you to

help your child achieve their potential

Importance of Communication

Contact us:

– Through the school office

Pupil Secretary – Mrs Alford)

• By telephone (01884 840458)
• By e-mail

secretary@uffculmeschool.net

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Year 10 Tutors

• Mr J Bertram

(bertramj@uffculmeschool.net)

• Mrs E Would

(woulde@uffculmeschool.net)

• Mrs A Knight,

(knighta@uffculmeschool.net) or (or Mrs N Ballantyne) (ballantynen@uffculmeschool.net)

• Mrs C Groves

(grovesc@uffculmeschool.net)

• Mrs C Hayes

(hayesc@uffculmeschool.net)

• Mr D Harbour

(harbourd@uffculmeschool.net)

• Mr A Ledger

(ledgera@uffculmeschool.net)

• Mr D Wood

(woodd@uffculmeschool.net)

Importance of Communication

Contact us:

– Mr Hagan (Head of Year 10)

• By telephone (01884 840458)
• By e-mail

hagand@uffculmeschool.net