act justly, love tenderly, walk humbly with your god

Act Justly, love tenderly,

walk humbly with your God

Mr I Foster

Assistant Headteacher, Director of

Key Stage 4

Ms Lawrence

Key Stage 4 Achievement Leader

Miss Chin

Yr 11 Achievement Leader

A Reading from the Second Letter of St Paul

to the Corinthians (5:16-20)

Reader: The Word of the Lord

All: Thanks be to God

BIDDING PRAYERS

Reader: Lord in your Mercy

All: Hear our Prayer

MTG – Minimum Target Grade

CHG – Challenge Grade (Aspirational)

Progress Check & Annual Report

WAG – Working At Grade

Effort

Homework

Behaviour

There will be two exams in English at the end of

Year 11

English Language – 1 x exam

English Literature – 2 x exams

Two hours – one paper 60% of overall marks

One hour Reading Assessment

One hour Writing Assessment

Two questions

Of Mice & Men

An Inspector Calls.

A selection of Poems – two questions

One for Literature – a comparison piece probably

Macbeth or Romeo & Juliet and a poem – 25%

Language – two creative pieces of writing – 15%

Language – one reading assessment based on Of

Mice and Men – 15%

Spoken Language Study – 10%

Exam Conditions

Varying time allocations and word counts

Draft submitted and looked at by teacher and

general guidance for improvement given

No dictionaries

Language for exam in Summer of Year 10

Unit 1: Reading non-fiction texts

C.A: Of Mice and Men

C.A: Creative Writing x 2

C.A: Spoken Language Study

An Inspector Calls

Poetry: Unseen poetry and relationships poems

(Anthology)

C.A: Literary Heritage (Shakespeare)

Revise Of Mice & Men

Macbeth or Romeo & Juliet– Shakespeare

An Inspector Calls – JB Priestley

Of Mice and Men – John Steinbeck

The Moon on the Tide: Poetry Anthology

www.bbc.co.uk/schools/gcsebitesize

Fronter

Wider reading – newspapers, novels, magazines

Study guides, CGP, York Notes

www.aqa.org.uk

Encourage your child to read – not always easy!

Let them have access to a wide range of material

Have a look at their work – have they made any

spelling, punctuation or grammatical errors?

Ask them to tell you about the novel/play/poems we

are reading in class

Encourage your child to be proactive and ask for help

Mrs Morrell, Subject Leader of English

Edexcel GCSE Statistics 2STO1 Linear

Edexcel GCSE Mathematics A (1MAO) Linear

All Year 10 students will entered for Statistics

GCSE in June 2015. Edexcel – 2STO1

Year 10 students will be entered for Maths GCSE

course in June 2016. (at the end of year 11).

Edexcel -1 MAO (Linear)

In year 10 both subjects will be taught in tandem.

Controlled Assessment 25%

Examination 1 paper 75% (2 hr Calculator

Paper)

Controlled Assessment will be done by Christmas.

After Christmas, the time will be split teaching

both Statistics and Maths.

Check homework is done

Help organise hand-outs into folders

Check students have correct Maths equipment

(especially calculators).

Communicate concerns to the teacher or

Ms Popat Subject Leader of Maths.

Mymaths website particularly the booster

programs

Mathswatch VLE excellent video tutorials and

exercises

Students will be given numerous past papers and

worksheets.

Students split across 8 classes

Intervention classes nearer exams

Revision Guides will be provided

Exam Board: Edexcel

Year 10: Unit 10: Roman Catholic Christianity

Year 11: Unit 3: Religion and Life based on

the study of Roman

Catholic

Christianity

The course is assessed at the end of Year 11.

Two exams in May 2016, 1.5 hours each.

Each exam is worth 50%

Students are assessed regularly, and for each of the

4 modules there will be:

2 assessments on past exam questions

1 timed end of module test

1 glossary test

Students have a pupil progress sheet in the back of

their RE exercise book to record their results,

evaluate how they prepared for their tests and to set

targets for improvement.

Each student is

given a glossary of

key words in Year

10 and another one

in Year 11.

GCSE Religious Studies

Year 10

Unit 10

Glossary

Name

____________________

Form

____________________

Revision book available

to order through RE

department

Revision materials –

PowerPoint

presentations, model

answers, past exam

questions all available

on Fronter and Central

Resource Library.

Most students study 2 Science GCSEs: Science A

and Additional Science. All exams are at the end

of Year 11.

We use AQA as our exam board, and our course

titles are Science A & Additional Science.

Some students study Triple Science. This gives

them 3 GCSEs: Biology, Chemistry and Physics.

All exams are at the end of Year 11.

In Year 10 Double Science students study GCSE Science A. This is one complete GCSE for which students have 3 double lessons each week. Students learn Biology, Chemistry and Physics, with each subject being taught by a specialist.

All students complete coursework ISAs in Year 10 that count 25% of their GCSE Science mark.

Students take all of their exams for GCSE Science at the end of Year 11. There will be three exams, each one hour long: one for Biology, one for Chemistry and one for Physics.

In Year 11 Double Science students study GCSE Additional Science. This is one complete GCSE for which students have 3 double lessons each week. Students learn Biology, Chemistry and Physics, with each subject being taught by a specialist.

Double Science students complete coursework ISAs in Year 11 that count 25% of their GCSE Additional Science mark.

Double Science students take 3 GCSE Additional Science exams in May of Year 11. The exams and the ISA give them their 2nd GCSE in Science.

Triple Science students study alongside their

peers for 6 lessons per week.

Triple Science students have 3 extra science

lessons per week where they learn the extra

science required for the triple award.

Triple Science students take all 9 of their Triple

Science exams at the end of Year 11. Coursework

ISAs take place during Year 10 and Year 11.

ISA Dates – Year 10

October 2014

January 2015

ISA Dates – Year 11

July 2014 (at the end of year 10)

December 2014 – during the mock exam week at the end of term.

Progression to A Level

Students who want to take any of the Sciences at A Level need 2Bs in Science at GCSE. Both Double and Triple Science are good preparation for A Level.

Teaching and learning does not just occur

between 8:30 am – 3:30 pm it continues:

After school

Saturday School

Holiday & half term school

Be prepared to take responsibility don’t miss out!

No longer module exams so public exams will take

place in

May/June for Year 10,

Maths & English November for Year 11

All subjects in May/June for Year 11

Agree a routine for homework - establish good habits

Decide the best time for homework

Negotiate when other activities such as television, phoning friends can take place

Listening to music/ MSN

Be available to help

Make sure that your child has a comfortable place to

work with as few distractions as possible.

Provide boxes or a special place for storing school

books

Monitor the homework set

Ensure homework does not build up

If your daughter gets stuck offer support but

don’t do it for them

Encourage them to write down clearly what the

homework is in the class

If the work is consistently too difficult or too

easy let the teacher know

Take an interest in your child’s marks and

celebrate success

Again, be wary of excuses

If students are to achieve their potential, good attendance and punctuality are critical. The link between attendance and achievement is well documented. At St. Anne’s we want all of our students to achieve the very best examination results that they can and poor attendance will have a significant impact on student achievement. Students with irregular attendance…

• Get behind with work

• Lose the thread of the topics being taught

• Become de-motivated on return to school

• Lose friendships

• Miss out on important career and guidance input

• Miss out on extracurricular opportunities

• Are less likely to feel part of the school

90% attendance is equivalent to one day of absence every fortnight. Over an academic year this amounts to four weeks of absence (100 lessons missed!)

St ANGELA

EUROPE

Pink

St FAUSTINA

OCEANIA

Yellow

St JOSEPHINE

BAKHITA

AFRICA

Blue

St LAURA

(of St Catherine of Sienna)

SOUTH AMERICA

Orange

St MARIANNE

COPE

AMERICA

Red

St TERESA

BENEDICTA

ASIA

Green

Head

of House

Mrs Gumbrell

Head

of House

Mrs Hyland

Head

of House

Mrs Sanders

Head

of House

Dr Cooper

Head

of House

Mrs Turner

Head

of House

Miss Pugh

7 Angela

8.Angela

9 Angela

10 Angela

11 Angela

12 Angela

and Form Tutors

7 Faustina

8 Faustina

9 Faustina

10. Faustina

11 Faustina

12 Faustina

and Form Tutors

7 Josephine

8 Josephine

9 Josephine

10 Josephine

11 Josephine

12 Josephine

and Form Tutors

7 Laura

8 Laura

9 Laura

10 Laura

11 Laura

12 Laura

and Form Tutors

7 Marianne

8 Marianne

9 Marianne

10 Marianne

11 Marianne

12 Marianne

and Form Tutors

7 Teresa

8 Teresa

9 Teresa

10 Teresa

11 Teresa

12 Teresa?

and Form Tutors

Mr I Foster

Assistant Headteacher, Director of

Key Stage 4

Ms Lawrence

Key Stage 4 Achievement Leader

Miss Chin

Yr 11 Achievement Leader

Everyone feels nervous about taking exams. Here are some tips to help you make the most of your revision time and keep those nerves under control.

It’s important to remember that an examination is a test of learning, not memory.

Examiners want to see evidence that you have drawn on your knowledge to develop a reasoned argument, rather than replicate course notes and textbook facts.

Revision should be a process of consolidating understanding rather than cramming as much information as possible before the morning of the exam.

Where to study? Creating good conditions to study in can

help you make the most of the time you spend revising. Here are some suggestions:

Find a quiet place to study and make sure you are sitting comfortably

Make sure your desk is well lit Keep background noise to a minimum Avoid studying in an area where there will

be distractions (like television!) Have everything you need to do your

revision to hand before you start

There is no ‘right way’ to revise, as long as the method you choose enables you to gain a solid grasp of key facts and consolidate your knowledge. Some students are happy to read their classroom notes from start to finish, others prefer to simplify the information as much as possible, turning everything into skeleton notes, diagrams or mnemonics. In practice, most students find that mixing techniques suits the varied nature of the subjects being revised, and provides essential variety when studying.

Turn your notes into revision tools; write ideas and facts on to cards to use as ‘prompts’

Create memory aids such as diagrams or mnemonics (e.g. initial letters to make a word you need to remember or SMART objectives: Specific; Measurable; Achievable; Realistic; Targets). These will help you remember key facts

Write key facts/notes out and display these around the house where you will see them record yourself reading notes to listen to

Study with a friend and test each other’s knowledge, but remember you are meeting to revise rather than to chat!

Work through past question papers – and use a watch to time them so that you can practise timing your answers.

Choose study and revision guides sensibly. It’s not hard to find help with revision – as well as established published revision guides, there are hundreds of websites offering help and advice. The problem is not how to find such help, but how to judge which is the best source for your needs. Save valuable time and get recommendations from your teachers

Remember course notes are also a valuable source of extra help.

Keep yourself more alert by changing revision methods during a session. For instance, try switching from note taking to memorising; from reading to asking someone to test you

Attend any revision classes that your teachers may be running at school and get their advice on revision methods

Look after yourself – Sometimes revision can become a competition – who stayed up latest, who worked longest, who’s worrying the most. But the more tired you are the less efficiently you’ll work. You need to rest as well as study, eat well, drink lots of water and make sure you pace yourself. Don’t rush, and equally don’t over-revise by doing too much too soon

The top tip for successful revision is to make a plan; otherwise it is easy to waste your precious revision time. We recommend that you start your revision at least six weeks before your exams begin. It is helpful to look at your exam dates and work backwards to the first date you intend to start revising.

List all your exam subjects and the amount of time you think you will need for

each one. It is unlikely that the amounts will be equal. Many people find it advisable to allocate more time to the subject or topics they find the most difficult. Draw up a revision plan for each week.

Fill in any regular commitments you have first and the dates of your examinations

Use Revision Checklists or Syllabuses for each subject as a starting point. Look at what you need to know and try to identify any gaps in your knowledge. (A good way of doing this is to look at the results of past papers or tests you have worked through)

Divide your time for each subject into topics based on the units in the revision checklist or syllabus, and make sure you allow enough time for each one

Plan your time carefully, assigning more time to subjects and topics you find difficult

Revise often; try and do a little every day Plan in time off, including time for activities which

can be done out in the fresh air. Take a 5 or 10 minute break every hour and do some stretching exercises, go for a short walk or make a drink

You may find it helpful to change from one subject to another at ‘break’ time, for example doing one or two sessions of maths and then changing to Geography, or alternating a favourite subject with a more difficult one. It helps to build in some variety

Write up your plan and display it somewhere visible Adjust your timetable if necessary and try to focus

on your weakest topics and subjects Don’t panic; think about what you can achieve, not

what you can’t. Positive thinking is important!

Although time may be short, you can still make a difference to your grade. Try and prioritise; do what you can.

Use your revision tools (prompts, diagrams etc) to check final facts

Keep calm and consolidate your existing knowledge rather than trying to learn new topics

Don’t stay up all night revising; being overtired will not help you to do your best

It is natural to feel nervous before an examination. The more prepared you feel, the easier it will be to conquer your fears.

Create a revision plan to help you feel in control of the process Plan your work carefully around the topics you need to focus on.

Being aware of gaps in your knowledge can create nerves, but having a plan of how you will fill these will make you feel better.

Find out what is involved in the exam: where and when it will take place

How much time is allowed how many questions you need to answer

Think positive! Keep the exam in context – even if you do badly, there will be

other options open to you Allow yourself some fun-time each day to relax Eat sensibly – your brain cells need energy to function well. Make

sure you drink plenty of water to avoid becoming dehydrated. Dehydration makes you tired and reduces concentration.

Be prepared; find out what is involved in each of the examinations that you are going to sit. Organise yourself the night before and get plenty of sleep.

Check you have the correct equipment with you before you leave the house (pens pencils, ruler, scientific calculator, etc)

Do take a watch or clock so that you can time your answers Leave for the exam in plenty of time Look through the paper first and mark difficult questions/initial thoughts Select the questions that will best enable you to demonstrate your

knowledge to the examiner Look at the marks available and read the questions carefully, following

instructions given in the paper (e.g. to show all workings, word limits etc) Use the information provided on the paper (the answer’s often nearly all

there) Pace yourself and allow enough time to answer all the required questions Write as neatly as possible to help the examiner to mark your work. Marking

untidy writing is difficult For longer answers, take a few minutes before you begin to produce a

structured plan of what you are going to include in each section Allow yourself ten minutes at the end to read through your answers and

correct any mistakes Cross out anything you do not want the examiner to read (e.g. an earlier

answer to a question)

It is easy to fall in to the trap of wondering how well you performed and to discuss this with your fellow students. Your time would be better spent looking ahead to your next examination.

Don’t panic – you won’t be the only student who is anxious about their answers

Don’t compare your answers with those of other students – this can create negative feelings

Have some fresh air and food and take time to relax before you start revising

Don’t rush to your textbooks to check your answers – there is no point at this stage

Focus on the next exam and how you might improve your exam technique

Have a quick look at your revision plan. Do you need to adjust it?

Think positive & Good Luck!