Year 11. Curriculum Information and How to Revise Evening
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1 Year 11 Curriculum Information and How to Revise Evening
2 Welcome Introductions Format of the evening Assessment Information for EMS How to Revise Key dates Miss C Nelson Senior Vice Principal Mr L Upton Head of Year 11 Mrs L Christmas Pastoral Manager - Year 11 Mr C Waight Ms O Edwards Mrs R Christmas Mr S St John Mr S Reader Curriculum Leader Maths Curriculum Leader English Associate Assistant Principal & Curriculum Leader Science Assistant Principal Assistant Principal
3 Maths Mr Waight Curriculum Leader
4 Two Tiers Foundation (Grades 1 to 5) Higher (Grades 4 to 9)
5 Examination details 3 exam papers completed at the end of Year 11 All papers of 90 minutes duration Paper 1 non calculator and paper 2 and 3 allow the use of calculators 20% overlap between higher and foundation tiers in terms of content / questions
6 Useful websites/resources Vle.mathswatch.com Pinpoint learning Maths Genie Diagnostic Questions
7 Maths Watch Online videos on every part of curriculum. Online worksheets to practise questions.
8 Maths Watch
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17 English Literature English Language Ms Edwards Curriculum Leader
18 English Literature Students will be studying the following texts: 15 Poems from the Conflict Poetry Anthology (every student will be given their own copies of this) And revising Macbeth by William Shakespeare A Christmas Carol, by Charles Dickens An Inspector Calls by J B Priestley
19 English Language How you can help them prepare for these exams: Encourage them to read newspaper articles Read 19 th Century Texts Paper 1: Explorations in creative reading and writing Paper 2: Writers viewpoints and perspectives Mark Scheme Q. 1 Inference Question Q. 2 Language Question Q. 3 Structure Question Q. 4 Opinion Question Q.5 Creative Writing Q. 1 True or False Question Q. 2 Comparative Summary Q. 3 Language Analysis Q. 4 Comparison Question Q.5 Non Fiction Writing
20 Revision Guides These can be purchased from all good book shops and online
21 Online Revision Alongside Quizlet and SMHW we also use EDMODO Students can access further revision material, especially for Language revision
22 Science Mrs Christmas Curriculum Leader
23 GCSE pathways in Science Students are studying the new AQA specification Triple Science students will achieve 3 separate Science GCSE grades (Biology, Chemistry and Physics) Trilogy students will achieve 2 overall combined Science GCSE grades
24 Topics studied in Year 11 Biology: Photosynthesis The nervous system Inheritance, variation and evolution Chemistry Chemical changes Energy changes The Earth s resources Physics Force and motion Wave properties Electromagnetic waves
25 Assessment at GCSE: Combined Science (Trilogy course) 2 x Biology exams 1 hour 15 minutes each 2 x Chemistry exams 1 hour 15 minutes each 2 x Physics exams 1 hour 15 minutes each Triple Science Biology 2 exams, each exam 1 hour and 45 minutes Chemistry 2 exams, each exam 1 hour and 45 minutes Physics 2 exams, each exam 1 hour and 45 minutes No coursework, but students will need to take part in 21 required practical activities
26 Resources and support available to students SMHW and Quizlet used to support knowledge testing with knowledge organisers Revision sessions after school, and Easter and May holidays Kerboodle access Revision guides
27 What will Year 11 look like?
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29 Year 11 curriculum model English 9 lessons PE 4 lessons Maths 8 lessons Options 6 lessons Science 9 lessons Block A Block B Block C History Geography French Spanish Performing Arts Art Business BTEC Geography Sport BTEC Technology Hospitality and Catering History Business BTEC
30 Thursday study sessions Intervention sessions in Maths and English From Thursday 13 September the content of the intervention sessions and booster classes will be published in advance so that you and your son can decide which of the sessions to attend The flexibility to these sessions means that the pupils can identify whether it is Maths or English that they wish to attend based on the information shared and the progress they are making in these subjects
31 Assessment Pre Public Examinations (PPEs) PPE Week PPE Week Monday 26 November Monday 3 December PPE Week 3 Monday 11 March 2019 PPE Week 4 Monday 18 March 2019 Data collection window closures: Thursday 18 October 2018 Thursday 13 December 2018 Thursday 28 March Parents Evenings Year 11 Thursday 11 October Wednesday 13 February
32 What else do you need to know?
33 What are we doing at School? After school revision daily / revision reward card Half term revision sessions running USB stick with resources and Flashcard pack Coaching / mentoring open door policy with staff Walking-talking mocks Weekly assemblies with Head of Year Low stakes quizzes during form time Use of Knowledge Organisers and SMHW tasks Two rounds of Pre Public Examinations (PPEs)
34 Revision Reward Card
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36 How can students support themselves? Organisation is key 100% effort in all tasks Meet all deadlines 100% attendance Punctual to all lessons Record homework clearly in planners / SMHW Communication - ask for support from the team
37 Parents How can I help? Attendance every lesson counts Resources and the right environment Negotiate a set of Revision Rules Engage in discussion and check-in on revision Read up on course/examination information key dates Encourage and praise
38 How to Revise workshops Healthy eating, healthy mind Revision techniques How to use resources online to maximise impact
39 What Works? - What s the latest understanding about what makes revision work? (The Big ideas) - How do these Big ideas translate into revision strategies for our pupils?
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41 What s the latest understanding about what makes revision work? (The Big ideas) 1. The Testing Effect/Regular Retrieval of knowledge The testing effect is the finding that long term memory is increased when some of the learning period is devoted to retrieving the to-be remembered information. The effect is also sometimes referred to as retrieval practice, practice testing, or test-enhanced learning. John Dunlosky What works, what doesn t. As I retrieve something it becomes more accessible, stronger, and more recallable. Dr.Robert Bjork Bjork learning and forgetting lab UCLA Key point: Testing/retrieval must be challenging BUT low stakes
42 2. The Spacing Effect and Interleaving Delays between study periods are ideal to retain fundamental concepts that form the basis for advanced knowledge. Students remember/learn more easily when items are studied a few times spaced over a longer time span, rather than repeatedly studied in a short span of time. Interleaving occurs when we mix up different questions, processes and topics. This makes retrieval more difficult in the short term but strengthens longer term memory. Daniel Willingham Why don t students like school? (A cognitive scientist answers questions about the mind and what it means for the classroom) Key point: When planning revision try to space out the subjects/topics covered across the week, whilst mixing up subjects/topics instead of blocking large amounts of time spent on just one.
43 3. Difficulty is Desirable Learning is deeper and more durable when it s effortful. However we are drawn to strategies that feel more fruitful, unaware that the gains from these strategies are often temporary. Brown, Roediger & McDaniel Make it stick (The Science of successful learning) Key point: All revision should have some form of, Desirable Difficulty. Memory is the residue of thought Without thinking hard you won t remember the information you need.
44 How do these Big ideas translate into revision strategies for our pupils? Frequent low stakes testing with corrective feedback. Use flashcards with key words and /or a willing participant to test you. Especially drill key words/concepts. Create a revision plan that is spaced out, covers multiple topics or subjects per session and interleaves the topics and subjects. Create meaningful mental models (Could be mind maps) that places required information into an organised structure. Thinking about how to organise the information far outweighs simple reviewing. Always ask yourself, Why? questions focused on meaning. For example: Why is this important?/why is x more important than y? etc.
45 Ensure all revision links to how you will be assessed in exam. Easiest way is to ensure this is by utilising Past exam papers in every session you do. Also be subject specific by running through your thinking processes for the exam papers you will sit. Practice the process of opening a paper, running through the questions and understanding the time demands and thinking processes involved in choosing questions if allowed.
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