ST PAUL’S YEAR 9 PARENTS’
INFORMATION EVENING
Wednesday 15 October
Since the beginning of Year 9, pupils
began studying the GCSE Science course
This means that....
• They have 3 double lessons for science each
week (for Biology, Chemistry and Physics).
• They have 3 specialist science teachers.
• They have 3 homework slots for science each
week.
• ALL the material they study in lessons could be
tested on their GCSE exams at the end of Year 11
B1
B2
C1
C2
P1
P2
B3
C3
P3
B4
C4
P4
B5
C5
P5
B6
C6
P6
CA
CA
CA
GCSE in
Biology
GCSE in
Chemistry
GCSE in
Physics
CA
GCSE in Core
Science
CA
GCSE in
Additional
Science
CA = internally assessed
Controlled Assessment
(usually in Year 10)
GCSEs in the Combined Sciences:
Science and Additional Science
GCSEs in the Separate Sciences:
Biology, Chemistry and Physics
• Biology, Chemistry and Physics
studies in separate lessons with a
subject specialist teacher
• Units 1 – 4 Studied
• 4 Written Exams
• 2 Controlled Assessments (worth
25% of each GCSE)
• 2 GCSEs in Total
• Biology, Chemistry and Physics
studies in separate lessons with a
subject specialist teacher
• Units 1 – 6 Studied
• 6 Written Exams
• 3 Controlled Assessments (worth
25% of each GCSE)
• 3 GCSEs in Total
• At the moment, ALL pupils are studying Unit 1 in all three
sciences.
• It has NOT been decided which exam entry route any pupil in
Year 9 will follow.
• The final decision will be made during year 10.
• You will be informed by a letter and it will result in group
changes.
GCSEs in the Combined Sciences:
Science and Additional Science
GCSEs in the Separate Sciences:
Biology, Chemistry and Physics
• Biology, Chemistry and Physics
studies in separate lessons with a
subject specialist teacher
• Units 1 – 4 Studied
• 4 Written Exams
• 2 Controlled Assessments (worth
25% of each GCSE)
• 2 GCSEs in Total
• Biology, Chemistry and Physics
studies in separate lessons with a
subject specialist teacher
• Units 1 – 6 Studied
• 6 Written Exams
• 3 Controlled Assessments (worth
25% of each GCSE)
• 3 GCSEs in Total
• The decision will be made by teachers’ ongoing assessment of:
- Engagement and commitment to doing the best that’s possible in lessons
- Full completion of homework
- Evidence of independent preparation and revision for lessons and
assessments
- Performance in Controlled Assessments
- A careful consideration of whether a pupil’s overall grade would be higher in
the three GCSEs or two GCSEs
What pupils can do to be
successful
•Complete all homework and
revision tasks that are set.
•Prepare carefully for
assessments.
•Act on advice and feedback
given by teachers
•Make use of the OCR
gateway science websites
•Make use of the Online
textbook:
www.collinsonlinelearning.co.uk
351pupil
hd48
How parents can help
•Talk to your child about what
they’re learning in science
and how it relates to the
world around them.
•Ask them what their science
homework is for the week
and whether they have
assessments coming up.
•Look through their book and
ask them about the feedback
they’re getting.
•The sciences have A LOT of
facts to learn - test them!
For further questions...
• Contact your child’s class teachers:
firstname.surname@st-pauls.org.uk
• Contact the Head of Subject:
Biology: joanne.anderson@st-pauls.org.uk
Chemistry: glenn.turner@st-pauls.org.uk
Physics: emily.guinness@st-pauls.org.uk
• Contact the Head of Science:
catherine.manley@st-pauls.org.uk
New Mathematics GCSE
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•
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•
The bad news
The good news
How we are helping your child
How your child can help themselves
How you can help your child
New Mathematics GCSE
The bad news:
• It will be much harder than the current GCSE
• There will be 3 exams
• The content is more challenging - A level
material
• The 'accepted' pass level will be higher
• The level of literacy is more demanding
• Questions will be set in context
New Mathematics GCSE
The good news:
We have been working towards this...
• Pupils have been graded more strictly for their
assessments in preparation for the change
• Pupils have been practising high demand
literacy questions since joining St Paul's
• Pupils have been taught in context since
joining St Paul's
New Mathematics GCSE
How we are helping:
• Planning ahead - setting the bar higher now
• Continuing to teach in context
• Continuing to focus on problem solving skills
• Teaching skills as well as content
• Offering revision guides where possible
• Offering after school support club - Thursdays
• Being available at the end of an email and at
break times
New Mathematics GCSE
How your child can help themselves:
• Keep up to date with homework
• Make use of all opportunities and resources
• Practise key skills regularly
• Practise spelling keywords
• Ensure maximum effort in lessons
• Practise using their equipment
• Work on the 'next steps' written in their books
New Mathematics GCSE
How you can help your child:
• Look through their books
• Ask them about their homework
• Check their method and writing is clear
• Ask them what their targets are and how they
are working towards them
• Praise their efforts
• Encourage them to make the most of the
resources available
GCSE English
Information about new specifications
for Examinations from 2015 onwards
The format
• Your children will all study for, and be awarded, two
GCSEs.
Nationally:
• One GCSE will be in English Literature, the other will be
in English Language.
• Every child will sit the same examination. Exams will
no longer be tiered.
• Assessment is by terminal examination. There are no
longer any controlled assessment or coursework
components.
• All examinations are closed text. Pupils will not be
allowed copies of the texts they have studied in the
exam.
English Language
• Composed of two examination papers:
– Paper 1= Explorations in creative reading and
writing (1 hour and 45 minutes)
– Paper 2= Writer’s viewpoints and perspectives (1
hour 45 minutes)
Skills for Language Paper 1
The paper is divided into 2 sections: Reading and Writing.
Reading skills required:
- Identify and interpret meaning from texts.
- Explain and comment on writer’s use of language, structure and form.
- Compare writer’s ideas and perspectives.
- Evaluate texts using quotations from texts.
Writing skills required:
- Communicate clearly and effectively for given form, audience and
purpose.
- Use a range of vocabulary and structures in writing.
- As part of this 20% of the marks will come from accuracy in spelling
and punctuation.
Example Questions for Language Paper
1
Section A (Reading)
• List…
• How does the writer use language to…?
• Consider the whole source and how it has been structured to…
• Focus on Lines 18 to the end. Do you agree with the character in
the source. Support your ideas with reference to the text.
Section B (Writing)
• Write a description suggested by the image
Or
• Write the opening part of a story about…
Skills for Language Paper 2
This paper is also split into 2 sections: Reading and writing.
Reading skills:
- Select and summarise information from texts.
- Explain and comment on writer’s use of language, structure and form.
- Compare writer’s ideas and perspectives.
- Evaluate texts using quotations from texts.
Writing skills (Same as Paper 1):
- Communicate clearly and effectively for given form, audience and
purpose.
- Use a range of vocabulary and structures in writing.
- As part of this 20% of the marks will come from accuracy in spelling
and punctuation.
Example Questions for Language Paper 2
Section A (Reading)
• Select the statements that are true.
• Using both sources, write a summary of…
• How does the writer use language in one source to…
• Compare how the writers convey their opinions on…
Section B (Writing)
• Write an article for a broadsheet newspaper where you
explain your point of view on (statement provided)
Literature
• Composed of two examination papers.
- Paper 1- Shakespeare and the 19th Century
novel
- Paper 2- Modern Texts and Poetry
Skills for Literature Paper 1
This paper is divided into 2 questions. Both are based on a
pre-release material and the texts as a whole. Students need
to:
- Maintain a critical style
- Use textual references, including quotations, to support
their ideas.
- Analyse the use and effects of language, form and
structure.
- Show an understanding of texts in terms of the contexts
they were written in.
- Use accurate spelling, punctuation and grammar.
Example Questions for Literature
Paper 1
Shakespeare:
Starting with this speech, explain how far you
think Shakespeare presents Lady Macbeth as a
powerful woman.
The 19th Century Novel:
Starting with this extract, how does the author
present the character as….?
Skills for Literature Paper 2
This paper is divided into two sections. One on our chosen
Modern Text and one on Poetry.
The assessment criteria are the same as Paper 1:
- Maintain a critical style
- Use textual references, including quotations, to support
their ideas.
- Analyse the use and effects of language, form and
structure.
- Show an understanding of texts in terms of the contexts
they were written in.
- Use accurate spelling, punctuation and grammar.
Example Questions for Literature
Paper 2
Modern Prose and Drama:
How and why does the writer present…
(theme/character/ idea)
Poetry:
• Compare how poets present the theme/ idea of…
in a given poem and one of your choice from the
cluster.
• Unseen poem: How does the poet present the
theme/ idea/ voice…?
How the Year 9 English Curriculum at
St. Paul’s supports the new GCSE.
• A revised curriculum that is more rigorous and that
builds upon the skills pupils will need to meet the
demands of the new examinations.
• Schemes of work are being written and delivered to
address the mode and skills of assessment.
• Resources will be provided to support progress. For
example every child has been provided with their own
copy of the Shakespeare text, ‘Macbeth’, to annotate
and to revise from in Years 10 and 11.
How you can support your child in
their study of GCSE English Language
and Literature
- Encourage your child to read a variety of fiction
and non-fiction texts.
- Ask them about what they are reading and talk
to them about their understanding and
comprehension of different texts.
- Encourage your child to speak to their English
teacher about their progress and what their
‘green stamp’ targets mean.
New GCSE Courses from 2015 &
2016
Background
• New GCSE and A-Level courses which show an increase
in demand and rigour in all subjects.
• There is more assessment by final examination. The
breadth and depth will be more demanding and, by
implication, the skills and concepts necessary will also
be more developed.
• Ofqual say “The style and language of a question, the
complexity of the response it requires and the range
and depth of knowledge that a student needs to
answer it, will affect the level of its demand, as will the
type and structure of the overall assessment.” They
indicate that these will be more demanding.
Further Implications for Years 7-11
• There are increased requirements from Year 7
– Literacy and Numeracy levels
– Examination technique
• Extended writing
• Memorising
• Ability to write quickly, legibly and accurately
• Technical written skills
• Implications of producing and implementing a strategic plan to
improve the accuracy of pupils’ writing across the curriculum. This
must include English and Key subjects in which pupils achieve SPAG
marks in examinations. Implications for current Year 9 who have the
thinking but not necessarily the accuracy with which to express that
thinking.
Who Do They Affect?
• Current Year 9 for Mathematics and English
GCSE, starting courses in 2015
• Current Year 8, and all subsequent years, for
all GCSE courses starting in 2016.
Grading System and a “Good Pass”
• The grades for the new GCSE will be 9-1 where 9
is the highest.
• Where subjects have tiered examinations then
the tiers will cover Grades 4-9 for Higher and
Grades 1-5 for Foundation.
• The C grade will be equivalent to the new Grade
4.
• The national expectation will be a Grade 5 for a
good pass. This is set in line with the
expectations of internationally successful
education systems.
GCSE Grades: New and Current
New GCSE Grade
Current Equivalent GCSE Grade
9
Above A*
8
A* and two-thirds
7
A and two-thirds
6
B and two-thirds
5
C and two-thirds
4
C
3
D
2
E
1
F/G
Reporting to Parents
2014-15
Aim
Our aim is to provide regular and high quality
information for parents about the progress that
their child is making in each subject. We aim to
provide clear and concise next steps targets for
pupils in each of their subjects.
Example of Report Comment
• Sandra is making more than expected
progress in music as she can successfully
maintain her own part within a group
performance and can perform from ear and
notation. Her target is to consistently check
the accuracy of the notes she is playing and to
ensure they are in the correct octave.
Mentoring Day & Target Groups
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Mentoring Day: Tuesday 25 November
Some changes in mentors
Pupils in target groups
Interventions
Contact Details
• Nikki Pope (Head of Year)
nicola.pope@st-pauls.org.uk
• Sharon Christie (Pastoral and Chaplaincy
Assistant)
sharon.christie@st-pauls.org.uk