Y10 Information Evening

1. Y10 Information Evening 10th September 2013

2. Controlled Assessment • Why the change? • School vs Home • Security • Referencing and plagiarism • Attendance

3. End of Modular Exams • Current y11 onwards • No module resits • No January exams • Some may do early maths • Lots to revise • Need for organisation

4. CA and Exams – Resources • Controlled Assessment booklet • School website • Calendar • Downloads (exam timetable) • Fronter (VLE)

5. How do we set targets? • Students are set a target for the end of the Key Stage (i.e. y11) • FFT estimates most likely level or grade • factors • level of challenge • reliability • Teachers moderate to produce target grades/levels

6. Reporting on Progress • Should be clear if students are on track or not • Needs to provide useful information to the school as well • The system • CWA / “On target” • Attitude to learning • 3 times a year

7. Thinking Ahead – Advice & Guidance • RPA – 18 for current y11 and below • Continue with Maths & English if below C grade • New duty on schools • Connexions / Beacon East Adviser • RPSE lessons • Visits from & to colleges, universities, industry groups and alumni • Careers “drop ins” (last Wed each month) • The National Careers Service • https://nationalcareersservice.direct.gov.uk • Helpline 0800 100 900 • Text messages on 07766 413 219

8. English Language and English Literature GCSEs

9. Overview • The two GCSEs are taught alongside each other. • Students will come out with three grades – one for English Language, one for English Literature and one for Speaking and Listening.

10. English Literature • AIMS: • To develop reading skills; • To develop awareness and appreciation of a range of English Literature; • To use fiction as a means of developing understanding of humans, society, history, morals and values.

11. What we study • Shakespeare and the Literary Heritage (Controlled Assessment – 25%) – Macbeth, Romeo and Juliet, Pride and Prejudice, Jane Eyre, The Laboratory. • Poetry Across Time (Exam – 35%) – Anthology poetry, any poem from one of the following authors: William Blake , John Keats, Thomas Hardy, Christina Rossetti, W. H. Auden, Robert Frost, Wilfred Owen, Dorothy Parker, Maya Angelou, Wendy Cope, Tony Harrison, Jo Shapcott, Sophie Hannah, Owen Sheers, Brian Patten. • Exploring Modern Texts – (Exam 40%) – Of Mice and Men, To Kill a Mockingbird, An Inspector Calls, Lord of the Flies…

12. What you can do… • Encourage your son/daughter to READ! • Encourage your son/daughter to tell you what texts they are studying. Read it at home together, or watch the film. • Be aware that your son/daughter will be developing the skills of interpretation (what is being suggested?),close word analysis (what does that word or phrase imply to the reader?),historical and societal links (what is the author’s view about life at the time?)

13. English Language • AIMS: • To develop advanced reading skills within both fiction and non-fiction; • To develop advanced writing skills and an ability to write for different purposes; • To develop effective communicators who can discuss and debate, present to groups of people and partake in creative communication, such as role play.

14. What we teach… • Spoken Language – (Controlled Assessment) – a study of how spoken language is used in society for different purposes. • Extended Reading – (Controlled Assessment) – Of Mice and Men, To Kill a Mockingbird. • Creative Writing – (Controlled Assessment) – describe, explain, inform, persuade. 40%. • Understanding and Producing Non-Fiction Texts – (Exam – 60%) – reading non-fiction texts and answering questions, producing own non-fiction text which either informs, explains, describes or persuades. • Speaking and Listening – (separate grade) – employers/colleges will now know exactly how good student is at communicating.

15. What you can do… • Encourage the reading of a range of non-fiction texts – newspapers, magazines, journals, adverts, autobiographies, leaflets. • Encourage your son/daughter to consider the following: • What are the key points the writer is making? • How has the writer used language to have an impact on the reader? (E.g. are they trying to persuade? Create tension? Clearly inform? Reveal a bias?) • How has the text used images to further get its message across? • What thoughts and feelings has the writer revealed in the text? • Could you write your own, similar text?

16. English Language and Literature • English Language • 40% Controlled Assessment (Spoken Language, Creative Writing, Extended Reading – Of Mice and Men or To Kill a Mockingbird); • 60% Exam (Understanding and Producing Non-Fiction Texts). • Speaking and Listening will be a separate grade. • What you can do: • Encourage the reading of a range of non-fiction texts – newspapers, magazines, journals, adverts, autobiographies, leaflets. • Encourage your son/daughter to consider the following: • What are the key points the writer is making? • How has the writer used language to have an impact on the reader? (E.g. are they trying to persuade? Create tension? Clearly inform? Reveal a bias?) • How has the text used images to further get its message across? • What thoughts and feelings has the writer revealed in the text? • Could you write your own, similar text? • English Literature • 25% Controlled Assessment (Shakespeare and a Literary Heritage Text) • 75% Exam (Exploring Modern Texts, Poetry Across Time) • What you can do: • Encourage your son/daughter to READ! • Encourage your son/daughter to tell you what texts they are studying. Read it at home together, or watch the film. • Be aware that your son/daughter will be developing the skills of interpretation (what is being suggested?),close word analysis (what does that word or phrase imply to the reader?),historical and societal links (what is the author’s view about life at the time?)

17. Supporting your child with GCSE mathematics

18. GCSE maths • 100% final exam • 2 exam papers at the end of Year 11 • 1 non-calculator paper • 1 calculator paper

19. New functional mathematics questions • Involves solving a problem • ‘Real life ‘ context • Pupils have to decide which mathematical skills to use • Marks are often awarded for workings out and how easy they are to follow

20. Example of functional questionfrom recent paper

21. Pupils taking responsibility • Clear note taking • In class • Revision notes • Be honest about what they don’t understand in class and for homework – try to work out as far as possible what the problem is and then get help

22. Equipment • Get to know how to use yourcalculator

23. Sources of help • Mymaths • Other websites e.g. bbc.co.uk/bitesize • Math Watch revision disc • Excellent source of help and revision with clips and questions covering every topic for GCSE mathematics

25. Fronter • Past papers are available on Fronter(all pupils have access)

27. Commitment and hard work from the student. How will my child be a success? Good teaching and support from Broadland High school. Support and care from home. (tricky 2 years)

28. Banker Information provider Attendance Officer Their Champion The Go between School Partner My Role as a Parent Project manager Stationary supplier Sounding board and advisor Study buddy Entertainment officer