KS4 Information EveningProgramme
Miss L Podmore(Assistant Headteacher)
Mrs Arm (Head of Year)
Miss Powell (Head of English)
Mr Carter (Assistant Head of Maths)Mr Ross (Head of Science)
Ms J Shalloe work experience support services …
Mrs Jinks (Work Experience Coordinator)
Mrs Beesly (SENCO) available at the end for parents who want to know about access arrangements
At Cheslyn Hay we believe in
High Expectations
and
High Achievement
Simple ambitions for our students
• Family feel in a high school setting
• Safe, happy and cared for
• Supported but challenged to do their best
• Recognised and rewarded
• Independent, confident and responsible
• Enabled to progress onto their chosen future
path
Our school’s three guiding principles are:
1.To make every lesson count, every day
for every child
2. To challenge destinies and re-write
narratives
3. To have unconditional positive regard
for all
High Expectations of students …..
• Ready to Learn, every day, every lesson
• Every lesson a good lesson
• Challenge yourself, every day, every lesson
RESPECT:
Unconditional positive regard for all
Silence – first time, every time
The Right to Learn, The Right to Teach
Leads to High Achievement
Some of the ways we make it
happen• Atmosphere: secure, warm and open
• Environment: modern, fresh and 5 star
• Curriculum: matching abilities, interests and ambitions
• Teaching & learning: challenging, engaging and fun
• Care: swift, appropriate and personal
• Extra curricular: wide ranging and accessible
• Staff: specialist, highly qualified, committed
High Achievement …..Test and exam results
• Maths 71% 9-4
• English 69% 9-4
• Science 64% A*-C
• Art, French 100% A*-C
• Computer Science, Drama, 80%+ A*-C
Philosophy, Sociology, PE
• History, ICT 70% A*-C
Evidence of successTest and exam results A*-C
Art 100% Sport 75%/100%
Business 93% Economics 91%
Drama 100% Psychology 100%
History 87% Geography 92%
Chemistry 75% English Lit 75%
Our school’s three guiding principles:
1.Make every lesson count, every day for
every child
2.Challenging destinies and re-writing
narratives
3.Unconditional positive regard for all
“High Expectations High Achievement”
Simple ambitions for our students
Independent, confident and responsible
Enabled to progress onto their chosen future path
Make every lesson count, for every child
The National Picture
Comparable standards v’s comparable outcomes
Exams that started after summer 2013 have been linear terminal
assessments. Smaller or no controlled assessment
No more than 2 equivalent course grades will be counted in headline
measures – knock on effects for sixth forms, colleges, employers
‘Half GCSE’s’ do not count
Ebacc - English, mathematics, history or geography, two sciences and
an ancient or modern foreign language.
The National Picture
Raising Participation Age
At a glance:
from June 2015, students must stay in full time education or training
until their 18th birthday
if a student has not achieved a level 5 or above in Maths and/or
English at age 16 they must continue with this subject in their further
study. Schools, colleges, training providers and employers will only
receive funding from the Education Funding Agency for that student if
their programme of further study includes an approved Maths and/or
English course.
Mrs Arm – Head of Year
Miss Powell Head of English
Mr Carter Assistant head of Maths
Mr Ross – Head of Science
Mrs Arm
Attendance and the new
grading system
The new 1-9 grading at GCSE in all subjects
KEY CONVERSIONS
• Grade G = Grade 1
• Grade C = Grade 4/5
• Grade A = Grade 7
• Grade A* = Grade 8/9
Grades Conversions
Year 10 Assembly
Thursday 4th October 2016
90%
• Get you a level 8 at GCSE
• Win the Premiership
• Win X factor
• Win in Parliament
Sounds good!
Attendance
Year 10 Assembly
Thursday 4th October 2016
90% attendance Not good at all
• Half a day every week!
• 19 days every school year
• 95 lessons every year
• Half a school year from Y7 to Y11
• 475 lessons from Y7 to Y11
• But does it actually affect grades?
Attendance
Year 10 Assembly
Thursday 4th October 2016
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
A/A*Maths
A/A* Eng C+Maths
C+ Eng A/A*Both
C+ Both
Under 85%
Under 90%
Over 90%
Attendance
Ambition
A – Attendance – above 95%
T – Targets and goals
T – Time management
E – Every lesson counts
N – Hard work starts NOW!
D – Determination to achieve
Key Dates16TH NOVEMBER – YR 10 PARENTS
EVENING
2ND MAY – MATHS INFORMATION EVENING
WEEK BEGINNING 2ND JULY – MOCK EXAMS
WEEK BEGINNING 9TH JULY – WORK EXPERIENCE
Mock results morning -19th July 2017
Key Dates
Miss Powell
English
Key Dates
Year 10
2017-2019
GCSE English Language and
English Literature
General Information
• It was 100% examination for the first time in 2017. There are two examinations
in both English Language and English Literature. Students will get two GCSEs.
• Our examination board is WJEC
• Students are generally stronger on the reading aspect of the English Language
paper (50% Reading/ 50% Writing)
• Accuracy is crucial (SPAG). Spelling, Punctuation and Grammar are now worth
a third of the marks on the English Language examination and are also
assessed as part of the English Literature examination
• Traditionally we have had strong English Literature results; this requires a lots
of revision by students are there is a lot of content. Students in sets 4 and 5
take their Literature examination at the end of Year 10
• We will put on whole year group and focused intervention sessions to support
students before the mock examinations and the real GCSEs
• Timed writing will be undertaken frequently in class. Students should expect to
get detailed feedback from this and complete response tasks
Students follow two different pathways.
Sets 1, 2 and 3 will undertake a mix of
Language and Literature work
Sets 4 and 5 will focus on Literature as they
will be entered for their GCSE at the end
of Year 10
ExaminationsEnglish Language (all students 2019)
• Fiction Reading and Writing (40%. I hour 45 minutes)
• Non-fiction Reading and Writing (60%. 2 hours)
English Literature (sets 1, 2 and 3 2019. Sets 4 and 5- 2018)
• Macbeth and Poetry from the Anthology (40%. 2 hours)
• Modern Literature (An Inspector Calls), Victorian Literature
(A Christmas Carol)and Unseen Poetry
(60%. 2 hours 30 minutes)
How you can help
• Encourage students to read a variety of fiction and non-fiction
texts
• Encourage them to focus on their Spelling, Punctuation and
Grammar
• Look at the WJEC website and undertake any relevant activities
on there
• Buy study guides for Macbeth, A Christmas Carol and An
Inspector Calls
• Tell students to learn their story (20% English Language GCSE)
and the features of letters, speeches, articles, leaflets, reports
and reviews (30% English Language GCSE)
• Stress the importance of English Literature
Mr Carter
Maths
GCSE Mathematics• 1) The Challenges (9-1)
• 2) Expectations
• 3) Year 11 Student Feedback
• 4) Key Dates
• 5) Intervention
• 6) How we support your child
• 7) How to support your child at home
• 8) Final thoughts
The Challenges
• It is harder, foundation paper especially
• Grade 4 is a grade C equivalent
• Grade 5 is the new benchmark
• This would be C+ or B-, standards have risen
• A-level topics have been drawn into GCSE
• Will be examined over 3 papers (1 x non-
calculator and 2 x calculator – 1 hour 30 Mins
each paper)
• 1/3 through KS4 already, still much to do!
• Will be in a strong position 3rd Year to be
assessed under new GCSE exams.
Expectations
• Work to the best of your ability
• Complete homework on time and to a good
standard
• If unsure seek help by asking the teacher,
friends or independently using websites like:
Hegarty Maths, Corbett Maths
• Review work and learn from mistakes
• Revise for tests and exams
• Attend our Y10 Drop in Session Tuesday in U4
• Do not give up!!
Year 11 - Feedback
Pupils generally found it challenging• “We were well prepared thanks to lots of practise exam
papers”
• “I wish I had taken Year 9 and Year 10 more seriously”
• “I took advantage of opportunities given like attending
Intervention and doing extra revision clips”
• “I started my revision during Year 10, this really helped
me get everything done”
Key Dates
• Year 10 Maths Challenge – 1st February 2018.
• Course content taught until end of Year 10.
• April 2018 Intervention Launched in preparation for Mock
examinations.
• Year 10 Mock examination during June 2018
• Year 11 lessons - Revision of topics until early January
2019 using Year 10 mock analysis to focus on topics.
• Year 11 Full Mock before Christmas 2019
• Past Papers set from January 2019 until early May
• SIT 3 Papers starting May 2019
Intervention
• We have a drop in currently for Year 10s on Tuesday after
school in U4.
• They will be invited to Intervention from April onwards in
Year 10.
May the Fours be with you
Fives and Sixes
Shoot for Seven
Aim for Eight
• Runs Tuesday - Friday
• Targeted pupils but all welcome
Support
• Quality first teaching
• Assistance where needed, all staff are available
• Feedback from HL Tasks and Monthly Assessment
designed to improve student’s understanding
• Feedback from NEW MCQ Assessments to identify gaps
in knowledge.
• Opportunities to improve and learn from mistakes
(Response Tasks)
• Students will be pushed to improve and mediocre work
won’t be accepted.
• Drop in session Tuesday after school
• New Twitter account
How you can help?
• Ensure work is being completed – check SMHW
• If they have none, direct to revision
• A little often is better than revising at the end
• Ensure students are fully equipped
• Use our websites to help:
www.hegartymaths.com
www.corbettmaths.com – 5-a-day
• All students are given clip numbers for each
topic
www.mrbartonmaths.com
Hegarty Maths
Hegarty Maths
Final thoughts
• Revision Guides and Workbooks available after
the meeting (£2.50 each) or from finance.
• Corbett maths revision cards – order form
ONLY.
• Pupils join our Maths Twitter account:
@mathscheslynhay
Any questions feel free to ask, email etc
Science
Simon Ross
Head of Science
The main aims of Key Stage 4 science are:
• to develop underpinning knowledge and understanding
prior to A-level;
• to develop transferrable science skills which relate to how
science works;
• to develop the communication skills necessary to enable
learners to become more scientifically literate;
• to create a culture where science is enjoyable and
accessible for all learners irrespective of ability.
Learners will follow two pathways: life and environmental
sciences and physical sciences.
Life and environmental sciences
Building blocks, transport over larger distances,
interactions with the environment and explaining change.
Physical sciences
Building blocks for understanding, interactions over small
and larger distances, movement and interactions and
guiding Spaceship Earth towards a sustainable future.
Learners will be:
• assessed through end of topic and unit tests, home
learning and literacy-based activities;
• expected to engage in continuous revision throughout
the year;
• offered the opportunity to engage in gifted and
creative challenges and report on aspects of science
they have read, seen or experienced.
1 The atomic number of an element identifies the number of which sub-atomic particle?
A protons
B neutrons
C isotopes
D none of the above
2 The mass number of an element describes the numbers of which two sub-atomic particles?
A protons and electrons
B neutrons and electrons
C protons and neutrons
D none of the above
Name: SPaG score: 3 2 1 CCandidate number: Outcome: Extended Competent Emerging C
Produce a report on how the high specific heat capacity of water allows life to exist in a wide range of environments. In the report discuss the properties of water; the amount of water in organisms (as a percentage); how surface area to volume ratio affects an organisms ability to
retain/lose heat energy;
Through this activity learner will produce a series of information cards whereby: all key words are used correctly and fluently; at least two sources of legitimate and verified information are
used to support content.
alkali metal, atomic number, atoms, compound, diatomic molecule, electron, elements, flame test, formula, group, halogen, inert, molecules, neutron, noble gas, period, proton, symbol, transition metal
Exte
nded discuss the properties of water and relate them to the structure of water;
state the percentage of water in at least five different organisms (stating specific examples);
discuss how surface area to volume ratiois different in different organisms(stating specific examples);
explain how different surface are to volume ratios affect a named organism’s ability to lose/gain heat;
explain how the water is important in maintaining the internal environment and plays avital role in thermoregulation.
Com
pete
nt
identify the location of each element on the Periodic Table (stating specific examples);
describe the appearance and properties of each element (stating specific examples);
explain in detail what the Periodic Table indicates about the elements (stating specific examples);
describe some properties and uses of a compound of each element (stating specific examples);
define and use correctly the words: atom, element, compound, using diagrams (stating specific examples);
use a range of quantitative (numbers and statistics) information in descriptions and explanations (stating specific examples).
Em
erg
ing
discuss the different properties of water.
state simply the appearance and properties of each element (stating one example);
identify one use of each element (stating one example);
state simply what the Periodic Table indicates about an element (stating one example).
Name: Target score:
Candidate number: Completed score:
Literacy Numeracy Practical Application
Exte
nded
Produce a short, but detailed
report on the Plimsoll line found on
the side of ships. Relate the
importance of this to the different
densities of water. Explain how
water may have different densities
and the factors which may affect
this.
5
100 cm3 of water is heated through
15.6 K by a spirit burner.
Determine the amount of energy
transferred to the water on
heating. The specific heat capacity
of water is 4200 J/kgoC. What
errors may cause the temperature
of the water not to rise as much as
it should?
5
Measure the mass and volume of a
at least three regular and irregular
shaped objects from home.
Record the results in a table and
determine the density of the
object, quoting all measurements
with the correct units.
5
Research and describe an
experiment to measure the specific
latent heat of a solid, e.g. stearic
acid or ice. Show how the results
from the experiment would allow a
value for the specific latent heat to
be calculated. Identify all the key
variables in the experiment.
5Signed
Com
pete
nt
Produce a short, but detailed
report on the Plimsoll line found on
the side of ships. Include a short
biography of Samuel Plimsoll, the
man credited with the invention of
the Plimsoll line.
3
0.1 kg of water is heated through
15.6 oC by a spirit burner.
Determine the amount of energy
transferred to the water on
heating. The specific heat capacity
of water is 4200 J/kgoC. Identify
one error which may cause the
temperature of the water not to
rise as much.
3
Measure the mass and volume of a
range of at least three regular
shaped objects from home.
Record the results in a table and
determine the density of the
object, quoting all measurements
with the correct units.
3
Describe the factors which affect
the melting and boiling points of
solids and liquids. Describe how the
melting and boiling point of water
may be measured and quote values
for these two measurements.
3Signed
Em
erg
ing
Carry out thirty minutes of
unassisted reading on a science
topic related to specific heat
capacity, density or specific latent
heat.
Write three short sentences to
summarise what has been read and
what you have learnt from the
information.
1
Define the following terms: mass,
volume, density, temperature,
specific heat capacity.
Convert the following masses from
g to kg: 150, 13, 4.5, 0.37.
Convert the following volumes from
cm3 to m3: 1000, 275, 15, 0.1.
1
Measure the shape of at least three
regular objects from home and
record the volume in cm3.
Measure the mass of the object and
record the mass in g.
Determine the density of the object
using density = mass/volume and
record the value in g/cm3.
1
Describe the three states of matter
using particle diagrams.
Using a diagram, label all the
changes of state between solids,
liquids and gases.
1Signed
Home learning
Examination breakdown
There are four terminal examinations worth 25% each set
at either foundation or higher levels.
Papers 1 and 2 assess the life and environmental sciences
content. Papers 3 and 4 assess the physical sciences
content.
All papers will be 1 hour 45 minutes long and comprise
multiple choice, structured, closed and open short answer
questions. Examinations will focus on knowledge,
application, analysis and evaluation as well as work
undertaken during the required practicals.
Key messages
• Literacy is the key to examination success. Developing
literacy should be a major aim for all learners.
• The examinations are becoming more application
focussed. Therefore it is important to engage in the
practical work undertaken in class.
• Scheduled, regular, independent revision is important,
not just last minute cramming for examinations.
• Home learning is to be monitored by parents.
Support for learners
• Bespoke revision materials available for download on
the shared drive;
• Subject-specific surgeries;
• Revision masterclasses;
• Revision guides (new);
• KERBOODLE: www.kerboodle.com;
• Easter school.
A useful guide that answers
questions you may not want
to ask, as well as some you
haven’t thought to ask…
£2.50
www.futurepublishing.co.uk
Personal Wellbeing in Year 10
• Sex and relationship education (SRE)
Topics covered include relationships, contraception, sexually transmitted infections (STIs)
We respect your wishes and give you the option of removing your child from these sessions by sending a letter out before starting the sessions.
• Drug, alcohol and tobacco education – this includes dangers of substance misuse. Responsible behaviour, laws surrounding the use of alcohol and tobacco.
• Healthy lifestyle choices
This includes benefits of a balanced
diet, exercise and emotional health.
• Stress and preparation for exams
will also be covered.
• Basic first aid – such as the
recovery position
• School Nurse Drop In Sessions
and ‘Clinic in a box’
Issues that occur frequently in KS4
Related to internet safety!
Grooming and trafficking
Sexting is when somebody uses
their mobile to send an
inappropriate text or image to other
people
Internet safety and sexting
Bullying / harassment
Lack of control of images
Your ‘digital footprint’
Future career / job issues
Where the images might end
up…
The legal implications
Thinkuknow
There is always somewhere you can go for
help and advice
www.thinkuknow.co.uk
If things go a step too far, report directly to
Click CEOP
http://ceop.police.uk/
Finally• If any parents have any questions
regarding access arrangements for
those requiring additional time for
exams please feel free to stay and
listen to Mrs Beesley.
Revision guides and for English will be
sold in reception and also the parent’s
guide
Questions
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