Ms J Constantine - Curriculum Leader, English · Ms J Constantine - Curriculum Leader, English How...

Mrs M Harrington – Deputy Headteacher Changes to GCSE grades and examinations, BTEC grades

and requirements, attendance

Ms J Constantine - Curriculum Leader,

English How to be successful in GCSE English

Dr B Brown - Assistant Curriculum Leader,

Maths How to be successful in GCSE Maths

Mr D Grinter – Year 10 Leader

Working together to secure success

All students study and are examined in: ◦ Mathematics ◦ English ◦ Science

They are also taught Physical Education and citizenship.

Students then have option subjects: ◦ GCSE ◦ BTEC ◦ OCR National ICT

Students still complete controlled assessments/coursework in some subjects ◦ Subjects have 25-60% EG history, science, media,

computing ◦ 100% (Art)

Most assessments are completed in exam conditions ◦ Some last a couple lessons; others weeks. ◦ Attendance at these is critical.

For BTEC courses – assignment based lessons and examinations ◦ These are portfolios of work and formal

examinations.

Students have deadlines for controlled assessments and / or BTEC assignments.

Students need to prepare for exams. - A quiet area (NO TV), planning time, sleep and

breakfast.

Avoid holidays, absence and even illness. ◦ Planning for these events is vital. ◦ Students will be told when exams are, in addition

information pack has details as will our College website.

Revision for exams?

BTEC LEVEL 2 AWARD- Equivalent to 1 GCSE

1 external examination written paper for BTEC health & Social Care = 1 hour. BTEC Business and BTEC Sport online test = 1 hour

1 re sit opportunity for the external examination

3 internally assessed coursework units ◦ Overall qualification

25% external examination 75% internal assessed work

Distinction * = A* GCSE

Distinction = A grade GCSE

Merit = B grade GCSE

Pass = C grade GCSE

Level 1 Pass = D-G grade GCSE

GCSE examinations will move to numbered grades for English and maths

Grade 1 to 9 with 9 as the highest

Grade 5 likely to be regarded as a “good” GCSE

Grade 5 likely to be equivalent to top 1/3 of a C bottom 1/3 of a B

Other GCSEs remain A-G in 2017 and will move to numbers the following year

How to be successful in GCSE English

Students study two separate but related courses and are awarded two grades at the end of Year 11:

GCSE English Language (AQA)

and

GCSE English Literature (AQA)

Reading a single source drawn from literature fiction in order to consider how writers use narrative and descriptive techniques to capture the interest of readers.

The genre of the source will be literature prose fiction such as extracts from novels and short stories

The source for the reading questions will be selected from the 20th or 21st centuries.

A choice of written prompt and visual image that is linked to the topic of the reading text in section A. A creative task focusing on narrative and, or descriptive writing skills: one narration and one description, or two description, or two narration. Marks for content and organisation as well as for technical accuracy.

To develop students’ insights into how writers have particular viewpoints and perspectives on issues or themes.

Analyse two linked sources from different time periods and genres.

Sources will be drawn from the 19th century, and either the 20th or 21st centuries depending on the time period selected for paper 1.

Choice of genre for the sources will be non-fiction and literary non-fiction such as:

• high quality journalism, articles, reports, travel writing, letters, diaries, autobiography and biographical passages.

• The task will require students to produce a written text to a

specified audience, purpose and form. • There will be a single writing task which uses a range of

opinions, statements or writing scenarios to provoke a response.

• Shakespeare as a literary text with

assessments of character, theme,

imagery, language and structure.

• Questions focus on extract and text as a

whole – this is a closed book

exam.

• 19th century novels extend students’ experience

of reading story-lines and narrative structures.

• Analyse the themes and concepts that are still as

relevant today as when they were written.

• Questions again focus on extract and text as a

whole. This is a closed book exam.

• A choice of modern prose or drama texts.

• Essay-style question for an extended response on

whole text based on theme, character, setting or

style.

• Choice of 2 questions. This is a closed book

exam.

• Students study a range of poets from across time.

• Poetry is themed.

• Named poem printed on the exam paper.

• Students choose second poem for comparison.

• A two part question.

• Students initially respond to first unseen poem.

• Students then compare first poem with second unseen poem.

Reading is key to your son/daughter’s chances of success so please encourage them to read!

Reading a range of non-fiction texts, including broadsheet newspaper articles, magazine features and travel writing, will help them to develop a better understanding of key features and relevant vocabulary.

Reading texts from different time periods will help them to feel less daunted by older texts and more complex or unfamiliar vocabulary.

There is now a greater emphasis on SPaG in all GCSEs so please encourage your child to organise writing clearly, write accurately and undertake their on-going red pen work with precision, learning from their errors.

Talk to your children about the texts they are reading. Encourage them to practise learning quotations and creating revision materials throughout the course.

There are a variety of revision guides available online and from retailers that will help to improve your child’s English skills. We do source and sell these in the department in Y11.

There will be useful materials available on the school moodle as homework is set, particularly during revision periods.

If your child is working hard but is anxious or unsure, please encourage them to seek the help and support of their English teacher.

If you have any questions, email me at:

jconstantine@felpham.org.uk

How to be successful in GCSE Mathematics

Our vision is to develop learners who enjoy working together. Students who know how to listen, discuss, reflect and offer a variety of solutions to problems. We want them to leave school equipped with the skills that will allow them to be successful in life.

Set into 5 classes in each year half

All will study AQA GCSE 8300

Scheme of work is split into topics

Aim is for each class to push as far through each topic as possible

Threshold Expressions and Substitution back to top 3

Weeks

Higher + Expanding products of 2 or more binomials.

Manipulate algebraic expressions to show expressions are equivalent particularly where an

identity is given such as show (x - 2)(x – 3) –(6 – 5x) ≡ x2

Higher Factorise an expression that may contain 2 factors such as 4x2 + 6xy.

Expand and simplify triple brackets such as (x + 5)(x – 5)(3x + 2).

Foundation

+

Factorise a simple expression with only one factor such as 9x + 3 or x2 - 5x

Expand and simplify more complicated expressions such as 3(x + 6) + 5(2x – 7).

Expand and simplify pairs of double brackets such as (x – 5)(x + 3).

Use index law for multiplying indices and therefore expand brackets such as x2(x + 3)

Substitute numbers into more complex formulae such as c = d(a+ 2) (new spec states

“formula from other subjects, such as v = u + at) T

Substitute negative numbers into expressions.

Write an expression from a worded situation such as “pens cost 30p and rulers cost 50p” Write

an expression for the cost of x pens and y rulers.

Foundation Collect like terms in simple expressions such as 2a + 3a + a, and ensure answers are always

in simplest terms

Use and interpret algebraic notation such as ab instead of a x b, a3 instead of a x a x a, a/b

for a divide b etc.

Introduce the term identity such that 2x + 3x ≡ 5x, and know the meaning of terms,

formulae, inequality, factor

Simplify expressions with more than one variable such as 2a + 4b -3a +2b

Multiply out expressions with brackets. 2(3x – 5)

Use a formula in words such as cooking time is 4 x weight.

Use a simple formula such as p= 2l + 2w.

Substitute positive numbers into a simple formula or expression.

Each topic has objectives

HW once a week, recorded on www.schoolplannerbook.com/felpham

Quiet place to work

Attendance at revision sessions

Acting on marking advice

Maths Watch – video clips, available through school moodle, and website

www.mathswatchvle.com (and Moodle)

Centre ID:FCC

Username: firstname.surname

Password: Felpham1 (all case sensitive)

The new mathematics GCSE will demand deeper and broader mathematical understanding.

It will provide all students with greater coverage of key areas such as ratio, proportion and rates of change and require them to apply their knowledge and reasoning to provide clear mathematical arguments.

It will focus on ensuring that every student masters the fundamental mathematics that is required for further education and future careers.

It will provide greater challenge for the most able students by thoroughly testing their understanding of the mathematical knowledge needed for higher level study and careers in mathematics, the sciences and computing.

New content in both tiers

Longer assessment time

Additional content in foundation tier

More formulae need to be known

Less assessment of straight recall

Less assessment of straight recall

Thinking skills tested

New content

Context question

So what do we need the students to do? • Believe in themselves. They can do it.

• Trust the teachers – they are a great resource.

• Attend every day.

• Work hard in every lesson.

• Make use of every opportunity for revision.

• Do all of their homework – on time.

• Believe in themselves. They can do it.

Regardless of the maths exam the students must be resilient – • Keep going • Chase every mark • Plan to succeed

Achievement

Care

Equality

Our 3 Values are the key elements which create an aspirational and purposeful place

of learning for everyone.

What do we want our students to learn at GCSE?

• Resilience

• Respect

• Personal learning and thinking skills • How to cultivate sustainable success

• Subject knowledge and skills central to

completing exams and coursework

Determination

Self-control

Positivity

Respect

Commitment

Student voice expansion

Wednesday catch up

Rewards for student of the week, attendance and tutor time activities

Peer mentoring

Structured, purposeful tutor times (including numeracy and literacy activities)

More to follow throughout the year including:

• Careers talks

• Student focus groups

Objective led lessons

Quality differentiation

Progress as central to learning

Feedback that drives progression

• Check planners and homework set

• Encourage a quiet place for completion of homework

• Encourage your child to attend catch up sessions even if they are seemingly on top of the workload.

• Scan subject books occasionally to see how they are doing

• Encourage reading and problem solving