Outline of the Evening

Transcription

1 KS4 Open Evening

2 Welcome to Year 10

3 Outline of the Evening Y10 New 1-9 scale Target Setting Support & Revision English Maths Science GCSE Exams Controlled Assessment & Coursework Summer Trial Exams Y10 Work Experience Summer 2017

4 Before we start This evening will focus solely on the academic and careers side of things As students move into Y10 & Y11 we find the most successful students are the ones who throw themselves into school life. The more you put in the more you get out Duke of Edinburgh Music Shows Sport There are so many opportunities on offer at the school it is easy to get sidetracked into exams It s about far more than that.

5 How does the 1-9 Grading System Work?

6 Be warned Not all subjects have moved to the 1-9 scale Sociology Some technology and art subjects They will still use the A*-U scale

7 The Grading System Explained We currently have eight grades and when the new grading is introduced we will have nine, with grade 9 bring the best available grade. The new system allows for greater differentiation, having nine numerical grades in place of eight letter grades The new numbered grades will not translate directly from the old grades A* - G, but we do know that approximately the same proportion of students who currently achieve: grade A or higher will receive a grade 7 or higher grade C or higher will receive a grade 4 or higher Grade 9 will be a new grade for very high performing students, to be set as the top fifth of the current A grades Grade 5 will be the benchmark for a 'good pass' The bottom of grade 1 will be the same as the bottom of grade G

8 Y10 Target Setting Based on data from Fischer Family Trust Compares performance by students with similar abilities based on KS2 SATs. Targets are set on the top performing 5% of students with this ability when they did their GCSEs. If students have made good progress at Ks3 we increased the target. Please take the target sheets and discuss them and return to us. Some targets aren t applicable as they are slightly different subjects such as ICT and BTEC Art

9 Target Setting These are HIGHLY CHALLENGING targets. 10 years ago we aimed for top 50% 5 years ago we aimed for top 25% Current Y11 are aiming at top 15%. The target setting process has changed but we have departments that are in the top 5% in the country such as Sociology and our English department are very close. It shows our students have the potential to be the best in the country. We need to strike a balance between challenging targets but not so high they are demoralising!

10 Example KS2 SATs scores This shows the percentage chance of getting each grade. This is the grade the top 5% of similar ability students have achieved in the past. This is the grade chosen by Mr Fortune as a target grade as the student has made excellent progress in KS3.

11 GCSE Summer Trial Exams These begin in mid-may and end at the end of June. Students will need to be in school at 8:35 for morning exams. There will be clashes and multiple exams on one day. A Revision Evening will be held nearer the time. We will also sell revision materials and go through revision techniques with students. It is important students take these seriously. In the real thing students will take huge numbers of exams: 4 English 3 Maths 6 Science + 4 option subjects (on average 2 papers per subject) It makes for around 20 exams per student depending on their subject choices.

12 Controlled Assessment & Coursework What s the difference? Coursework and controlled assessment can be partly completed at home such as project work in: Graphics/Food/Media/Textiles/Drama/Electronics/Resistant Materials Controlled Assessment is completed in class under exam conditions. With the new GCSE very few subjects now have Controlled Assessment any more. We try to calendar deadlines so they are spread through the year to reduce pinchpoints for students

13 Exploring new worlds.

14 When did you start revising regularly? % 22% TOTAL Autumn 1 Autumn 2 Christmas Holidays Spring 1 Spring 2 Easter Holidays Summer 1 Haven't started yet

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19 Students with negative residuals?

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25 We re going to look after you. Late option changes. Points of contact. Homework support. Effort sanctions. Revision resources. Guidance.

26 We re going to look after you. Late option changes. Points of contact. Homework support. Effort sanctions. Revision resources. Guidance.

27 We re going to look after you. Late option changes. Points of contact. Homework support. Effort sanctions. Revision resources. Guidance.

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29 We re going to look after you. Late option changes. Points of contact. Homework support. Effort sanctions. Revision resources. Guidance.

30 We re going to look after you. Late option changes. Points of contact. Homework support. Effort sanctions. Revision resources. Guidance.

31 We re going to look after you. Late option changes. Points of contact. Homework support. Effort sanctions. Revision resources. Guidance.

32 REACH FOR THE STARS There are plenty of unconfirmed reports online today claiming that British Astronaut Tim Peake was initially advised by his school Careers Advisor to look at jobs in retail or a local factory when he told them he wanted to be an astronaut The Telegraph 12/01/16.

33 The New English Curriculum

34 The Key Changes Students complete all of their exams at the end of the course in May/June There is no coursework; grades for both English Language and Literature are determined by examination performance only. These are UNTIERED exams. The English Literature exams are now closed book. Students will be graded on a 1-9 system.

35 English Language : Paper 1 Students will sit two papers in May/June Paper 1, Section A tests students ability to study a prose literature text and answer four comprehension-style questions, each increasing in difficulty. Paper 1, Section B tests students ability to write a descriptive or narrative piece. They are awarded 24 marks for the content & style of their writing and 16 marks for accuracy and use of vocabulary.

36 English Language : Paper 2 Paper 2, Section A tests students ability to study two texts, one a non-fiction text and one a literary non-fiction text. Students will answer four comprehension-style questions and will be asked to compare the two texts. Paper 2, Section B tests students ability to write from a particular viewpoint. They will be given a quotation which they will be expected to respond to in an argumentative/persuasive style.

37 English Language : Key Information Paper 1 is 1 hour 45 minutes in length. Paper 2 is also 1 hour 45 minutes in length. Both papers are evenly weighted, each worth 50% of the overall marks for GCSE English Language. Students also have to complete a spoken language task. They will be asked to present a formal presentation which may be recorded. This is a separate endorsement and is worth 0% of the overall GCSE.

38 English Literature: Paper 1 Students will sit two papers in May/June Paper 1, Section A will ask students to respond to the play Macbeth, by William Shakespeare. Students will be given a passage to analyse and then will be expected to respond to the play as a whole. Paper 1, Section B will ask students to respond to a 19 th -century text studied in class (either Dr Jekyll & Mr Hyde or The Sign of Four). As with Section A, students will be given a passage to analyse and then will be expected to respond to the novel as a whole.

39 English Literature: Paper 2 Paper 2, Section A will ask students to respond to a modern text they have studied in class (either Lord of the Flies or An Inspector Calls). Students will have a choice of two questions. Paper 2, Section B will ask students to respond to a poem from the Power & Conflict cluster of their poetry anthology. One poem will be printed and students will be expected to compare this with another from the anthology. Paper 2, Section C will ask students to respond to two unseen poems. They will have to write about one individually and then compare the first unseen poem with another poem printed in the exam booklet.

40 English Literature : Key Information Paper 1 is 1 hour 45 minutes in length. Paper 2 is 2 hours 15 minutes in length. Paper 1 is worth 40% of the overall GCSE for English Literature. Paper 2 is worth 60% of the overall GCSE for English Literature.

41 Maths

42 Key changes from the existing specifications New content Additional content in the foundation tier and higher tier - 33% New assessment objectives More formulae need to be known, reduction in formulae page

43 New grading structure: National Standard Expected 2017/18 National Standard Expected 2016/ A** A* A+ A B+ B C+ C- D, E, F, G

44 AQA Specification at a glance Paper 1: non-calculator Paper 2: calculator Paper 3: calculator Content Content from any part of the specification may be assessed Content Content from any part of the specification may be assessed Content Content from any part of the specification may be assessed Assessment 1 hour 30 minutes written exam 80 marks 33 1 % of GCSE 3 Assessment 1 hour 30 minutes written exam 80 marks 33 1 % of GCSE 3 Assessment 1 hour 30 minutes written exam 80 marks 33 1 % of GCSE 3 Students will be required to answer all questions on all papers The assessment structure will be the same for both foundation and higher tiers

45 Overview of specification content 2 The mathematical content is defined by the DfE s GCSE subject content and assessment objectives document. Subject area Foundation Tier weighting Higher Tier weighting Number 25% (35%) 15% (17%) Algebra 20% (17%) 30% (35%) Ratio, proportion and rates of change 25% (subsumed in other areas) 20% (subsumed in other areas) Geometry and measures 15% (28%) 20% (28%) Probability and statistics 15% (20%) 15% (20%) Figures in brackets show weightings for the current qualification

46 Assessment Objective 1 Use and apply standard techniques Students should be able to: accurately recall facts, terminology and definitions use and interpret notation correctly accurately carry out routine procedures or set tasks requiring multi-step solutions Weighting: F 50% H 40%

47 Assessment Objective 2 Reason, interpret and communicate mathematically Students should be able to: make deductions and inferences and draw conclusions from mathematical information construct chains of reasoning to achieve a given result interpret and communicate information accurately present arguments and proofs assess the validity of an argument and critically evaluate a given way of processing information Weighting: F 25% H 30%

48 Assessment Objective 3 Solve problems within mathematics in other contexts Students should be able to: translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes make and use connections between different parts of mathematics interpret results in the context of the given problem evaluate methods used and results obtained evaluate solutions to identify how they may have been affected by assumptions made Weighting: F 25% H 30%

49 Foundation Tier

50 Foundation tier structure 50% C D 53 marks 120 marks % Focus on key grades Intrinsic structural demands E F 2 50% Mastery of the basics 50% G 1 Current GCSE linear 175 marks New GCSE 240 marks

51 Structure of Foundation Tier Papers Each paper will start with 4 multiple choice questions 4 further multiple choice questions are spread throughout each paper Early questions test the basic foundation content in a straightforward way As the paper progresses the basic foundation content is tested in more complex ways Towards the end of the paper additional foundation content is included, but is tested in a straightforward way

52 Higher Tier

53 Higher tier structure 50% 50% A* A B C D 53 marks marks 8 50% % 4 Sustained challenge at the top end Mastery of the basics Intrinsic structural demands Current GCSE linear 175 marks New GCSE 240 marks

54 Structure of Higher Tier Papers Each paper will start with 4 multiple choice questions 4 further multiple choice questions are spread throughout each paper Early questions test the additional foundation content in a straightforward way and the basic foundation content in a more complex way As the paper progresses the higher content is tested in a straightforward way and the additional foundation content is tested in a more complex way At the end of the paper higher content is tested in both straightforward and more complex ways

55 Questions Slide 20 Copyright AQA and its licensors. All rights reserved.

56 New Science GCSE Courses The Joseph Rowntree School

57 Course options All students in year 10 will now either be sitting: Triple Science (3 GCSEs, Biology, Chemistry and Physics) Combined Science (2 GCSEs, covering all three disciplines above) Both the courses above are 100% examination assessed, there is no controlled assessment or coursework component.

58 Examination ALL exams are sat in the summer of year 11 Triple science 2 papers for each subject (6 total). Each exam is 50% of the course marks and is 1 hour 45 minutes in duration. Combined science 2 papers for each subject (6 total). Each exam is worth 16.7% of the GCSE marks and is 1 hour 15 minutes in duration.

59 Exam tiers Science subjects are all tiered (there is a foundation and higher tier option). Students must sit ALL their exams for a qualification on ONE tier it is no longer possible to sit some exams on foundation tier and others on higher tier. For example a Triple Science student could sit Biology HT, Chemistry FT and Physics HT. Another example a combined science student can either sit foundation tier OR higher tier for ALL 6 papers.

60 Grading The new Science GCSE runs on the new 1-9 scale. Foundation tier entry allows students to achieve a maximum of a grade 5. If a student on foundation tier fails to score sufficiently to reach a grade 1 they will be awarded a U grade. Higher tier entry allows students to achieve a grade between 4 and 9. If a student on higher tier fails to score sufficiently to reach a grade 4 they will be awarded a U grade.

61 Course delivery Regardless of which course your child is on, they will have three teachers (one for each area of specialism). They will study each scientific discipline separately and learn a wide range of topics from each. As teaching staff learn more about each students capabilities we will make decisions about tier of entry. Target grade will not determine tier of entry, student performance will.

62 Further study from these courses To study A level sciences students will need to achieve a minimum of two grade 6 outcomes from Combined Science or Triple Science. For example: Student A sits foundation tier Combined Science and gets 5-5. This student is not able to go on to A level sciences, but could take Level 3 BTEC Applied Science Student B sits higher tier Triple Science and gets This student is able to go on to A level Sciences. Student C sits higher tier Combined Science and achieves 6-6. This student is able to go on to A level Sciences

63 Moving On Sixth Form? York College Askham Bryan or other FE Apprenticeships Students MUST make good choices due to only receiving 2 years of funding.

64 Careers

65 Careers Education, Information, Advice and Guidance Part of Aspire-igen Ltd

66 Introduction to Career Planning Janis Wilson 66

67 Contents Careers Programme in School Effective Career Planning What is Careers Guidance? Careers Guidance Interviews Process Further Support 67

68 Careers Programme Careers Education part of your Personal Development Programme and Guidance lessons Researching websites, using careers guidance programmes alongside other development activities Careers Fairs Links with employers, seminars Careers Day, 6 th form open evening or Local College open events, parents consultation events 68

69 Careers Programme Guest Speakers, activities, presentations Work Experience - a valuable experience Careers topics within subject areas identifying skills developed, projects, school trips, making links Learning Resources Centre library 69

70 Career Planning Routes after Year 11 Education, Training, Employment Do you know what courses are available and when the Open Days are planned for? Do you have a specific career goal? If not, do you need to talk this through? Do you know what qualification levels and grades you would need to achieve to realise your ambitions 70

71 Career Planning Describe your skills, qualities and abilities Discuss with your subject teachers what subjects to study at a higher level after GCSEs Research occupational information to generate and explore different career ideas and widen your choice Develop awareness of trends in employment and skills shortages 71

72 Career Planning Experience of work paid, voluntary, self employment Reflect on own experiences identified gaps Look at University courses and the entry requirements, specific A level subjects required Start networking finding employers, researching websites or using social media in a professional capacity 72

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74 What is Careers Guidance in School? Individual discussion with professional Careers Adviser Evaluate the information gathered around education, training and occupational choices Make it personal to you Challenge your thinking, ideas, aspirations, Discuss your skills, abilities and achievements Explore your career ideas and actions Formulate a career plan 74

75 Careers Guidance Interviews - Process 1-1 Careers interviews held on Mondays Drop In Session for all pupils Monday Lunchtime Interviews last approx. 30 mins, Summary of Discussion will be sent out Action Plan 75

76 Further support Careers Adviser Support at parents evenings. Discuss ideas with Form Tutors, Sixth Form team, other students in school, use your own networks. Can contact: National Careers Service Or contact your independent Career Adviser:- Mobile