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Trinity School Year 8 Expectation Evening

Trinity School Year 8 Expectation Evening. March 2014. National changes. Ofsted framework Progress measures Early entry Removal of levels Changes to exam grades Vocational. GCSEs and your child. New GCSEs in English Language, English Literature and Maths.

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Trinity School Year 8 Expectation Evening

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  1. Trinity SchoolYear 8 Expectation Evening March 2014

  2. National changes • Ofsted framework • Progress measures • Early entry • Removal of levels • Changes to exam grades • Vocational

  3. GCSEs and your child • New GCSEs in English Language, English Literature and Maths. • New GCSEs have new content and will be structured, assessed and graded differently from current GCSEs. • All students will follow both English Language and Literature. • Changes to most other GCSEs will follow one year later. • Importance of spelling punctuation and grammar. • 20% of the marks in the new English Language paper • 5% in the Literature paper • Linear courses with terminal exams. • Tiering only in Maths • Increased challenge in content • Importance of English and Maths • New grading system

  4. New grading system 10

  5. Implications of the new GCSE for KS3 English

  6. GCSE English & Literature from 2015 • Specifications must make significant demands on students • Study of high quality, intellectually challenging & substantial whole texts • Externally assessed • 3.5 hours total exam time for English Language • 3.5 hours total exam time for English Literature • Unseen • English Language – emphasis on comprehension and extended writing • Both exams – heavily pre 20th Century • Literature – very focused on ‘cultural heritage’ • No digital texts • Spoken Language (compulsory but unweighted)

  7. What we are doing at KS3 to prepare for the new demands of GCSE? Key challenges are to prepare students for: • Increasing linguistic demands of both courses • Formal academic styles of writing • Extended writing • Comparative & evaluative writing • Reading of substantial whole texts (pre 20th Century) • Deepening students’ understanding of the above & poetry • Social, historical & cultural contexts

  8. Implications of the new GCSE for KS3 Maths

  9. Implications of the new GCSE for KS3 Maths • Well they haven’t told us anything yet but……….. • Increased rigour and challenge in content • Move downwards of existing content Higher to Foundation • Reduction in application of number and increase in problem solving. • More recollection (e.g. formulae) • Continuation of study beyond yr11

  10. How do we navigate through this maze?

  11. So what are we doing as a school? • Changes to the curriculum model in year 9 (4 lessons of English and 4 of maths.) • Start new GCSE work in year 9. • Formal year group exams ( immediately after Easter) • Focus on full texts, extended writing and spelling, punctuation and grammar in English • Focus on problem solving, recollection and extension in maths. • Investigation of use of GCSE grades in some subjects in year 9. • Keep parents and students informed.

  12. Learning Themes • Getting ready for learning and KEQS • Five Rs and Five Cs • Responsibility, peer and self assessment • Thinking Skills • Improving your memory • Five W,H

  13. KEQS KEEP YOUR KEQS ON!

  14. k.E.Q.S

  15. Five Rs and Five Cs

  16. An Olympic Bronze • Matthew Wells • “Really pleased to come away with something”

  17. What will make us say something like that about you?

  18. Five Cs • Coordinator • Communicator • Clarifier • Charter • Creator

  19. Five Rs • Responsible • Reflective • Reasoning • Resilient • Resourceful

  20. Responsibility, peer and self assessment

  21. What do you see when you look in the mirror?

  22. Take a good look inside Ask yourself questions... How am I doing? How can I do even better?

  23. Self assessment • Do I know what I’m learning about? • Do I know what a good piece of work looks like? • Do I know how to improve my work? • Do I know how my learning fits together? • Do I work well with others? • Do I join in? • Can I talk about my work? • Do I know what questions to ask? • Do I get on with my work independently? • Do I make good progress?

  24. Responsibility Grid(Assessment for Learning)

  25. How do others see you?

  26. Peer assessment • Others can see things that you miss • It helps you learn when you look at someone’s work

  27. RESPONSIBILITY! With great power comes great responsibility

  28. Upside down With great responsibility comes great power

  29. Thinking Skills

  30. What would happen if we moved Trinity School to Uganda???

  31. Improving your memory

  32. Five W, H • What, where, when, who, why, how

  33. YEAR 7 FREEZE DAY

  34. Year 8 thinking skills

  35. GET THINKING

  36. Timeline for the morning • Period 1 • Assembly • To classrooms to begin planning and investigating • Period 2 • Prepare for first press conference • Deliver first press conference – 10.10am • Continue investigating, compile evidence and prepare evidence wall • Prepare and deliver second press conference – 10.50am • Period 3 • Look at success criteria for presentations • Prepare presentation • Deliver presentation – 11.50am • Reflection time

  37. In action!

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