Trinity School
Year 8 Expectation Evening
March 2014
National changes
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Ofsted framework
Progress measures
Early entry
Removal of levels
Changes to exam grades
Vocational
GCSEs and your child
1.
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5.
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.
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6.
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9.
10.
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
New grading system
10
Or.........
Or.........
Current grades
A*
A
B
C
D
E
F
G
Could be.....
9
8
7
6
9
8
7
6
5
5
4
4
3
3
2
2
1
1
9
8
7
6
5
4
3
2
1
Implications of the new
GCSE for KS3 English
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)
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
Implications of the new
GCSE for KS3 Maths
Implications of the new GCSE for KS3 Maths
1. Well they haven’t told us anything yet but………..
2. Increased rigour and challenge in content
3. Move downwards of existing content Higher to
Foundation
4. Reduction in application of number and increase in
problem solving.
5. More recollection (e.g. formulae)
6. Continuation of study beyond yr11
How do we navigate through this maze?
So what are we doing as a school?
1. Changes to the curriculum model in year 9
(4 lessons of English and 4 of maths.)
2. Start new GCSE work in year 9.
3. Formal year group exams ( immediately after Easter)
4. Focus on full texts, extended writing and spelling, punctuation
and grammar in English
5. Focus on problem solving, recollection and extension in maths.
6. Investigation of use of GCSE grades in some subjects in year 9.
7. Keep parents and students informed.
Learning Themes
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Getting ready for learning and KEQS
Five Rs and Five Cs
Responsibility, peer and self assessment
Thinking Skills
Improving your memory
Five W,H
KEQS
KEEP YOUR KEQS ON!
Knowledge
Knowledge is things you need to know
how to do in a specific subject.
Experience
What have you experienced that will help
you with your studies
Qualities
Qualities are your characteristics and
personality. You need to be confident,
hard working, resilient, a good listener
and so on.
Skills
You need to have many skills to be a good
learner and you must want to learn new
things and listen to the task given too you.
Five Rs and Five Cs
An Olympic Bronze
• Matthew Wells
• “Really pleased to
come away with
something”
What will make us say
something like that
about you?
Five Cs
– Coordinator
– Communicator
– Clarifier
– Charter
– Creator
Five Rs
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Responsible
Reflective
Reasoning
Resilient
Resourceful
Responsibility, peer and self
assessment
What do you see when you
look in the mirror?
Take a good look inside
Ask yourself questions...
How am I doing?
How can I do even better?
Self assessment
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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?
Responsibility Grid
(Assessment for Learning)
RESPONSIBILITY GRID
Basic Responsibility
More responsibility
I know that there are learning objectives.
I am clear about what I am trying to learn.
I know what I have to do, but am not sure about what I am
I know some features of a good learning outcome.
trying to learn.
Good responsibility
Excellent Responsibility
I have a a clear understanding of what I am trying to learn I understand what I am trying to learn and can talk about it
(and value having learning objectives).
confidently using the correct words for each subject.
I am clear clear about what a good piece of work looks like
I always work out what a good piece of work looks like (success
(the success criteria) and can, with my teacher's help, use
criteria) for myself and use this to help myself improve. I want
this to see how good my work is and the work of others in the
to get better in all that I do.
class. I know the best way to improve my work.
I can, with the teacher's help, identify some strengths and I can, with my teacher's help, join in to decide what makes a
weaknesses in my work and suggest how to improve it.
good piece of work (the success criteria.)
I can relate the lesson to recent lessons.
I can see how the learning today builds upon things I've
I can see how the learning today builds upon things I've
I understand how the learning in this lesson relates to the key
already learned and what I will learn next. I can relate this
already learned.
concepts and skills I am developing.
learning to other subjects.
I can work with others in my class.
I am sometimes comfortable contributing to discussions.
In whole-class discussions I listen to others. I am confident to In whole-class, group or paired discussions I develop my I think talking about learning is important and use it to advance
join in.
thinking and learn from others.
my thinking.
I take responsibility for starting and leading whole-class
discussions; In a group we work independently of the teacher to
complete tasks as a team.
I am sometimes confident to talk about my work.
I am confident to take risks by sharing answers that I'm not I can use high-level thinking to give clear and detailed answers,
In paired or group discussions I join in and learn from others. I
fully sure about and can question other people's views in a often saying why I think something and giving examples or
remain focused on what we have been asked to do.
helpful way.
evidence to support what I think.
I usually make progress in my learning.
I make good progress, in relation to what we should be
I make progress in relation to what we should be learning (the
I really want to learn: I can see what I need to do next in my
learning (the learning objectives.) I can get on with my work
learning objectives.)
learning for myself and so I make excellent progress.
with some independence.
How do others see
you?
Peer assessment
• Others can see things that you miss
• It helps you learn when you look at someone’s
work
RESPONSIBILITY!
With great power
comes great
responsibility
Upside down
With great
responsibility
comes great power
Thinking Skills
What would happen if we moved Trinity School
to Uganda???
Improving your memory
Five W, H
• What, where, when, who, why, how
YEAR 7 FREEZE DAY
Year 8 thinking skills
GET THINKING
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
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Look at success criteria for presentations
Prepare presentation
Deliver presentation – 11.50am
Reflection time
In action!