Slide 1 QUIZ: Can you name these book titles?

Transcription

1 Slide 1 QUIZ: Can you name these book titles?

2 Slide 2 ENGLISH Key Stage 4 INFORMATION FOR PARENTS 17 th November 2015 Miss Burgess Lead Teacher for KS4 English.

3 Slide 3 WHERE ARE STUDENTS NOW? KS3 Use Year 9 as preparation for GCSE course Teacher assessment using GCSE criteria & numbers 1-9 Writing purposes to inform, describe, persuade, etc Reading analysis EG Poetry From Other Cultures in preparation for Poetry of Power and Conflict cluster at GCSE Shakespeare study Romeo and Juliet in preparation for Macbeth at GCSE Creativity Mock exam : week beginning December 1 st

4 Slide 4 KEY STAGE FOUR Students will be placed in sets based on teacher assessments of ability. Some of these will be roughly equal so there is no bottom set! All students start on dual course entry: English Language & English Literature Linear qualification with everything submitted at the end of year 11 Complete both qualifications in Year 11 English Language and English Literature are now of equal status and importance GCSE will start in the new timetable Specification codes 8702 English Literature 8700 English Language

5 Slide 5 LANGUAGE GCSE Two clear and distinct identities: Explorations in Creative Reading and Writing Writers Viewpoints and Perspectives. Paper One Paper Two Spoken Language a separate endorsement which will be graded at pass, merit or distinction. Precise details as to task titles, conditions of assessment and moderation have not yet been released.

6 Slide 6 LANGUAGE GCSE: PAPER ONE Section A Content and Skills: Reading a single source from literature prose fiction to explore how writers use narrative and techniques to capture the interest of readers. EG openings, endings, points of view, character development, atmosphere... Paper One 1 hour and 45 minutes Section A - 40 marks for reading (25%), 4 Qs Section B - 40 marks for writing (25%), 1 Q Section B Content and Skills: A written prompt and visual image linked to the topic of Section A will be provided as a stimulus for students own writing. Marks will be awarded for: Content Organisation Technical accuracy EG say Section A features an extract from The Kite Runner depicting Amir and his father s journey from Afghanistan to Pakistan in a petrol container. We might expect Section B to ask students to describe a difficult journey.

7 Slide 7 LANGUAGE GCSE: PAPER TWO Section A Content and Skills: To develop students insights into how writers have particular viewpoints and perspectives on issues/ themes that are important to the way we live our lives. Two linked sources will be drawn from different time periods and genres to consider how readers are influenced. EG say Section A features an extract from a letter home from a front line soldier in WWI and an extract from The Diary of Anne Frank from WWII, students may be asked to write an article to explain their point of view in response to the statement: war is futile Section B Content and Skills: Students will be asked to produce a written text to a specified audience, purpose and form, providing their own opinion on the theme introduced in Section A. Paper Two 1 hour and 45 minutes Section A - 40 marks for reading (25%), 4 Qs Section B - 40 marks for writing (25%), 1 Q

8 Slide 8 LITERATURE GCSE 1 hour 45 minutes 40% of total marks 2 sections Paper One Same approach for both sections extract to analyse and reference to whole text Paper Two 2 hours and 15 minutes 60% of total marks 3 sections

9 Slide 9 Section A Content and Skills: Shakespeare - Extract focus and then whole text exploration. EG Starting with this speech, explain how far you think Shakespeare presents Lady Macbeth as a powerful woman. LITERATURE GCSE: PAPER ONE 1 hour 45 minutes 40 % of total marks 2 sections Paper One Same approach for both sections extract to analyse and reference to whole text Section B Content and Skills: 19 th Century novel - Extract focus and then whole text exploration. EG Starting with this extract, how does Stevenson present Dr Jekyll as a lonely man.

10 Slide 10 Section A Content and Skills: LITERATURE GCSE: PAPER TWO Section B Content and Skills: Modern Prose or Drama - Students study a set text in class and will be asked one essay-style question in the examination. EG How does Priestley explore responsibility in An Inspector Calls? - Key theme focus - Must analyse how - techniques Paper Two 2 hours and 15 minutes 60% of total marks 3 sections Studied Poetry Cluster - Students have analysed 15 poems in class from the chosen cluster. One poem is named in the exam and students choose their comparison poem EG Compare the ways poets present ideas about power in Ozymandias and one other poem from your cluster. Section C Content and Skills: Unseen Texts - Two unseen poems are provided. Students look at each poem individually before comparing the similarities and differences of each.

11 Slide 11 HOW WILL THE COURSE BE STRUCTURED? Both Language and Literature follow the same set of Assessment Objectives Examinations for both Literature and Language will be at the end of Year 11 There is far more content to be covered for Literature than there is for Language IE set texts Given the above facts, we have opted to teach both Language and Literature content alongside one another. We will predominantly focus on Literature set texts but will use these to inform Language style questions as well as Literature style questions. That said, we will of course also cover Language in detail through separate schemes of work.

12 Slide 12 Interleaving - a method of introducing a new idea or concept, then layering in an additional concept (or concepts). For us, our concepts are topics or texts. For instance topic a is introduced in half-term one, and just when students start grasping it, we switch to topic b in half-term 2, then come back to topic a whilst studying topic b, before introducing topic c in half-term 3. Topic a, b and c (and d, e and f) are interleaved throughout the year in this way, turning up in subsequent half-terms. Just when students might have forgotten topic a, it appears again, along with yet another topic. This technique, switching topics frequently and interleaving, is proven through various studies and data to increase long-term retention. The methods used to achieve this: 1) Mix it up (vary) MAKING IT STICK 2) Space-out content frequently before you ve mastered the material. 3) Review the material later, retrieving the topics when you re on the brink of forgetting them altogether.

13 Slide 13 WHAT SUPPORT WILL PUPILS RECEIVE? Study Support with class teacher if struggling Individual mentoring for identified pupils study supports can be requested (or assigned) to address misunderstanding Academic mentoring for an identified group of students using year 9 data Designated teachers to support underachieving pupils (SASM) Extensive revision programme for all exams Intervention to replace controlled assessments Revision guide produced by department Revision sessions for exams

14 Slide 14 HOW CAN YOU HELP? Encourage to complete homework tasks Encourage to read a range of texts - magazines, web-based articles, newspapers, literary non-fiction, Encourage the re-reading of set texts in years 10 and 11 Encourage to use internet for revision: Recommended youtube presenters School-made blogs and forums TGASEnglish twitter feed Spelling tests to help accuracy with spellings