Y10 Information Evening
10th September 2013
Controlled Assessment
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Why the change?
School vs Home
Security
Referencing and
plagiarism
• Attendance
End of Modular Exams
• Current y11 onwards
• No module resits
• No January exams
– Some may do early maths
• Lots to revise
• Need for organisation
CA and Exams – Resources
• Controlled Assessment booklet
• School website
– Calendar
– Downloads (exam timetable)
• Fronter (VLE)
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
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
Thinking Ahead – Advice & Guidance
• RPA – 18 for current y11 and below
• Continue with Maths & English if below C grade
• New duty on schools
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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
English Language and English
Literature GCSEs
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.
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.
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…
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?)
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.
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
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(separate
grade)
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employers/colleges will now know exactly how good student is
at communicating.
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 Language and Literature
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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?)
Supporting your child with
GCSE mathematics
GCSE maths
• 100% final exam
• 2 exam papers at the end of Year 11
– 1 non-calculator paper
– 1 calculator paper
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
Example of functional question
from recent paper
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
Equipment
• Get to know how to use your calculator
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
Fronter
• Past papers are available on Fronter (all pupils
have access)
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)
Information
provider
Banker
The Go
between
Project
manager
Sounding
board and
advisor
Attendance
Officer
School
Partner
My Role as a
Their
Parent
Champion
Entertainment
officer
Stationary
supplier
Study buddy