Introduction to Key Stage 4 - Uffculme School · •Equipping students with the skills to learn and...
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Introduction to Key Stage 4 November 2019
Transcript of Introduction to Key Stage 4 - Uffculme School · •Equipping students with the skills to learn and...
Introduction to Key Stage 4
November 2019
• 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
• Importance of parental / home support
• Opportunities for students to participate and take on responsibilities
Outline of Evening
• 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
• Personalised targets set for each student in each subject
• Not limiting, but not guaranteed – challenging, and dependent
upon the student’s efforts
• Regular reviews
• Mentoring
• Quickly pick up and respond to any concerns that may arise
Targets and Tracking
Recent Changes to the Exam System
• 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
• Dependent on the type of qualification
• GCSE 9 – 1 scale
• BTEC / Camb Nat / RSL L2 Dist* - L1 Pass
• Confidence Indicators a, b, c
• Based on achievement at the end of the course
Grading Systems
What are the main differences from the ‘old’ GCSEs :
o Intended to be much more challenging
o Drawn down content from what was
previously AS Level
o Primarily ‘Knowledge-Centred’ courses
o Assessments are intended to be “less predictable”
Reformed GCSEs – how do they differ?
Students must:o ‘understand’ the work
o be able to use and apply their knowledge to
different contexts and to solve problems
o be able to retrieve their knowledge (i.e. they must
have everything they’ve learnt for 2-years at their
finger tips)
o be able to write well in exam situations
Reformed GCSEs – implications
• 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)
• Some vocational subjects – BTECs and Cambridge National qualifications.
• 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 ICT
• BTEC Tech Award Travel and Tourism
• Computer Science
• GCSE Food Prep and Nutrition
• Hospital & Catering
• Child Development
• Health & Social Care
• PE – GCSE & Cambridge National in Sport Studies
• Art / Art Textiles
• Design & Technology
• BTEC Tech award in Engineering
• Drama
• Dance
• Media Studies
• MFL – French & German
• Music GCSE and RSL Music
Technology
• 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 class charts, download the app, set up notifications to alert when new tasks are uploaded
How to manage this
• Dual coding
• Practise questions – e.g using flip cards
• Reviewing knowledge organisers
• Reviewing work in exercise books and retrying previous questions
• Revision Guides /workbook and resources shared by teacher, online.
Student-led work/Independent study
• Outline calendar of assessments and NEAs for each subject
• Independent study guide book (KS4)
• Class Charts login information
Information in your packs
• 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 2020, and Language in 2021.
• Others will follow a dual entry course: sitting both Lang and Lit at the end of Y11 in 2021.
• 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:
1. Shakespeare & Poetry Anthology
2. 20th Century play or novel; 19th century novel; unseen poetry comparison.
English Literature
English Language is made up of 3 components:
1. Fiction - reading & writing
2. Non-fiction reading and writing
3. Spoken language – a persuasive presentation for their peers.
English Language
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 of 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 obvious!)
25% 30%
Hegarty Maths Independent Revision
• 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 2020 and December 2020.
• Assessed by examination at the end - two cover Biology topics, two cover Chemistry topics, two cover Physics topics
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 2020 and December 2020.
• Revision materials are available on my learning and revision guides are available to purchase from the school.
Separate Sciences
Religious Education: completed in Y10 / 2020
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.
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 exam board websites.
Buy relevant revision guides and encourage pupils to use them straight away – not after Easter, which is far too late.
How can you help?
Organise their work and resources at home
How can you help?
Prepare for their Non-Exam Assessments
(Controlled Assessments and Coursework)
How can you help?
Keep going……. when the going gets tough
How can you help?
Acting as an Attendance Officer
Expectations for Students
• Attendance – be here to do well
• Belief – have belief in yourself, we believe in you
• Commitment – work hard, achieve
• “Be the best version of yourselves…”
Expectations for Students
• Students will be:
–Self motivated
–Resilient and show perseverance
–Willing to access help when they need it
–Organised
Expectations for Students
• Successful students:
– Take responsibility for their own learning
– Extend their classroom learning through homework and ‘being interested.’
–Use their ‘study support’ sessions wisely (Tuesday P5 for all pupils, additional 2 - 3 hrs p/w for some)
–Plan their revision (Learning Scientists)
Role of the Head of Year
• Positive ethos – ‘Be the best version…’
• Working closely with tutors to support every member of the year group
• Establishing clear boundaries and high expectations
• Removing ‘barriers’ to learning
• Spotting patterns of behaviour/causes for concern across subjects
Role of the Head of Year
• Honest communication with home
• Co-ordinating support and guidance
• Approachable source of advice
• ‘Nudge factor’
Role of the Tutor
• Knowing each tutee as an individual
• Being ‘interested’ and encouraging
• Link between home and school
• Mentoring/supporting across the KS4 period
Support from the school
• After school and lunchtime workshops- coursework and revision
• Subject specific resources – revision guides available from major publishers etc.
• ‘Intervention’ days
Support from the school
• Partners in supporting your child:
–Careers Guidance
–Student Welfare Officer
–School Nurse
–Education Welfare Officer
–External agencies as required
Preparation for the future
• Equipping for future success
–Work/life balance
–Good habits
–Team work
• Life doesn’t end after Uffculme School!
• Helping students make wise choices at post-16
Preparation for the future
• Careers Education Guidance
• College visits/talks
• 1-to-1 meeting with Careers Advisor
• Work Related and Enterprise Learning
• Work Experience
Leadership Development Opportunities
• Potential for all students to be leaders:
–Student Council (inc. committees/working groups)
–Prefects
–House Captains
–Student Leadership Group (Head Girl/Boy etc.)
–Subject based leadership opportunities (Music/Drama Leaders, JSLA)
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
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
Importance of Communication
Contact us:
– through your child’s Tutor
- By telephone (01884 840458)
- By e-mail (for example)
Year 10 Tutors
• Mr Burt [email protected]• Miss Dunnett [email protected]• Mr Foster [email protected]• Mrs Bishop [email protected]• Mrs Main [email protected]• Mrs Humphreys [email protected]• Mr Kemp [email protected]• Miss Mitir [email protected]
Importance of Communication
Contact us:
– or Mr Thompson (Head of Year 10)
- By telephone (01884 840458)
- By e-mail
