success at gcse evening 25 th september 2014 welcome
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Success
Purpose of the Evening Students
Home School
• To give an overview of the roles of parents, school and students in ensuring success
• To hear from key members of staff• To explain the Work Experience process
Welcome and Introduction J Pilgrim Deputy HeadteacherHome-School Communication D Sanderson Head of Year 10Success at Maths T Craig Second in MathsSuccess at English S Scantlebury Head of EnglishSuccess at Science C Brown Head of ScienceSupport and Interventions S Bassett Assistant HeadteacherWhat I wish I’d known! Maggie, George & Isabelle Y12 studentsSummary J PilgrimWork Experience J Knowles Careers AdvisorThanks J Pilgrim
Speakers
Maths
AQA GCSE Mathematics
• Two exams at the end of year 11• Two tiers
– Foundation (G – C)– Higher (D – A*)
Maths
AQA GCSE Mathematics
• Increased emphasis on:– Applying Maths in context– Problem solving– Functional skills– Quality of written communication
GCSE Results 2014
84% A* - C35% A* or A
• 83% 3+ levels of progress since KS2• 53% 4+ levels of progress since KS2
Maths
Maths
AQA Entry Level Certificate in Mathematics
• One year course (year 10)• 100% classroom assessed (no final exam)• Suitable for students working below L4• The ideal stepping stone to GCSE Maths
Maths
AQA L2 Certificate in Further Mathematics
• Suitable for A* GCSE Mathematics students• Bridges the gap between GCSE and A-Level• Taught in Maths lessons alongside GCSE• Two exams at the end of year 11• Graded C- A* with distinction
Maths
How do we support the students?
• Increased number of sets • Regular monitoring of setting through:
– Departmental homework assignments– Regular testing using GCSE exam questions
Maths
How do we support the students?
• Daily lunchtime drop-in support sessions• Tutoring for D-C borderline students in Y11• Revision days in summer of Y11
Maths
How can you support your child?
• Provide them with the correct equipment:– Black pen– Pencil– Ruler– Angle measurer– Compasses– Scientific calculator
Maths
How can you support your child?
• Take an interest in what they are learning• Guide them to get help when they get stuck
Burford School English Department
Mrs Scantlebury – Head of English
‘For example, in one highly successfulYear 11 English lesson the pace of learning was
rapid because the teacher used a broad range of techniques, questions and texts which engaged and
motivated the students.’
OFSTED 2012
GCSE Results 2014
English Language 76% A*-C 30% A*/A
English Literature 91% A*-C42% A*/A
Levels of Progress3 levels of progress 80%4 levels of progress 46%
GCSE English 2013-15
At Burford School we follow the AQA syllabus.The majority of pupils take two GCSE qualifications:
English Language and English Literature. A small number of pupils study for English, a course which combines the two skills sets and leads to one
GCSE.All final examinations will be sat at the end of the two
year course – May/June 2015
English Language
Assessment Format Overall weighting
Controlled Assessment Extended Reading (15%) Spoken Language Study (10%) Creative Writing x 2 (7.5%
each)
40%
External Exam(2 ¼ hours)
Section A – Analysing Unseen Non-Fiction Texts
Section B – Creating Non Fiction Texts
60%
English LiteratureAssessment Format
Overallweighting
ControlledAssessment
The Significance of Shakespeare and the English Literary Heritage
25%
External Exam(2 ¼ hours)
Poetry Across Time Poetry Anthology Analysis of an unseen
poem
35%
External Exam Exploring Modern Texts Section A – Modern prose
or drama Section B – Exploring
cultures
40%
English
Assessment Format
Overall weighting
Controlled Assessment
Understanding Creative Texts x3 Producing Creative Texts x3
40%
External Exam
Section A - Analysing non fiction textsSection B – Creating Non-Fiction Texts
60%
What is Controlled Assessment in English?
Controlled Assessments (CA) are essays which are written, under controlled conditions, in class.
Year 10 of the GCSE course focuses, almost wholly, on Controlled Assessments.
Pupils will typically study a subject or text, and then they will be given the CA title. Pupils spend time in class, and homework, planning and learning their
responses. They are allowed to take brief notes into the CA with them.
Controlled Assessment (2)
If a student has to re-sit a CA they cannot have the same title again, so careful preparation is essential.
Please note that the titles for each year group are different and are released by AQA at the start of each course. All pupils nationally focus on the same
areas of study.
How parents can help…
Make sure that planning sheets are completed at home prior to CA.
Encourage son/daughter to come to English Clinic Thursday after school J6 for help with planning/catching up
In preparation for English exams: recommended revision guides, the i newspaper, discuss current affairs, watch the news, encourage an interest in
the wider world, make sure pupils complete writing bursts focused on the skills for individual exam questions.
Literature – encourage holiday reading and rereading of set texts, theatre visits, look out for film versions on TV/cinema, York notes.
Burford SchoolScience
Mrs Brown – Head of Science
“…. Students’ performance has accelerated… most on track to make well-above-expected progress by the end of the year and
to attain well-above average results” OFSTED 2012
GCSE Results 2014Our exam results for last academic year were the highest in West
Oxfordshire for the third year running! A*-C Result National Average
Additional Science 79.2% 65.5%Biology 96.2% 90.3%Chemistry 96.2% 90.0%Physics 92.4% 90.8%
100% pass rate for BTEC Science
ScienceHow is it taught at KS4?
KS4 classes are taught by subject specialists (as are KS5)
Year 10 Core Science (9 lessons per fortnight) - AQAYear 11 Additional/ ELBS (9 lessons per fortnight) - AQA
Triple (14 lessons per fortnight) - AQAELBS - OCR
ScienceHow is it assessed?
KS3Level-assessed tasksReviewsEnd of topic testsPractical workAPP
End of Year Exam
KS4 Graded work throughout courseGrade-assessed tasksReviewsEnd of topic testsMock Exam
ISA (25%)
GCSE modular examinations (75%)
Year 11 ELBS course is assessed
slightly diifferently
Course studied Year 10 Year 11 Re-sits?
Core/ Additional Science
At the end of Year 10 :B1 – one Biology exam (25%)C1 – one Chemistry exam (25%)P1 – one Physics exam (25%) Coursework (25%) undertaken at a suitable point in the academic year (date TBC) = 100% Core Science
At the end of Year 11 :B2 – one Biology exam (25%)C2 – one Chemistry exam (25%)P2 – one Physics exam (25%) Coursework (25%) undertaken at a suitable point in the academic year (date TBC) = 100% Additional Science
There are no re-sits available for any examination in any year. The results gained at the end of Year 10 are known as Core Science – this is the result that will show on a CV.
The results gained at the end of Year 11 are known as Additional Science.
This result will also show on a pupils CV.
Triple Science
There are no external examinations in Year 10
At the end of Year 11 there are 9 exams : B1 B2 B3 C1 C2 C3 P1 P2 P3 Each individual science will also have a piece of coursework
There are no re-sits available for any of the examinations in any year. At the end of year 11, each pupil will have a three GCSES exam in each science.
As each module represents 25%, as does the coursework, it is clear how these are calculated: B1+B2+B3+coursework = 100% (one Biology GCSE) C1+C2+C3+coursework = 100% (one Chemistry GCSE) P1+P2+P3+coursework = 100% (one Physics GCSE)
Science• How is it supported?
• Science Surgery• “Open-door” policy • Revision Classes • TA’s present in the class when needed• Running Entry Level Certificate with lower set• Materials such as past papers, revision CD-ROMs,
websites, and pupil-led revision sessions• KS5 students in class as support
How can I support my child in Science?
• Make sure that your child has read and understood the ISA booklet
• Encourage son/daughter to attend revision sessions for the Core Science exams – Easter onwards
• Encourage your son/daughter to create revision cards/ posters/ resources as soon as they start their end of topic tests – this creates a ‘bank’ of personalised revision material
• Encourage your son/daughter to use TWIG as a learning tool – encourage independent learning
Helpful Websites!
www.topmarks.co.uk
www.docbrown.co.uk
www.schoolsuccess.co.uk
www.parentportal.co.uk
www.networds.net
BBC Bitesize
http://www.chemcollective.org/students.php
• www.weheartscience.com
• www.skool.co.uk
• www.fizzics.co.uk
• www.homework-help-secrets.com
• www.slideshare.net
• www.getrevising.co.uk
• www.chem4kids.com
…and there’s more…
• www.theparentportal.co.uk• www.networds.net• BBC Bitesize• Topmarks.co.uk• skcool• The Blobz guide to Electrical Circuits• www.getrevising.com• www.homework-help-secrets.com
What is my role?
To ensure that all students make expected levels of progress within their subjects.
If students are not making progress I help to remove any barriers that are in the way and
implement key interventions to create a positive improvement.
How do I do this?
Use data to identify groups of students, who are not making expected levels of progress.
Liaise with key members of staff to ascertain the best way to support students within the given
subjects.
Organise and co-ordinate a mentoring / intervention programme to improve progress.
How will students be supported?
Students will receive a number of interventions to improve their levels of progress.
Students progress will be monitored termly and the types of interventions required will be
modified accordingly.
Some students will be involved in a mentoring programme.
How will parents be supported?
Regular termly updates on student progress via reviews.
Detailed information on which interventions are being put in place to help your son/daughter
progress.
Parent forums are run to help you support your son/daughter at home.
Impact
Students feel supported in areas where they are underachieving both pastorally and academically.
Parents are fully aware of how to support their son/daughter at home.
Student progress is improved in line with target grades.
In Summary…
What happens at home is vital!
15% of a student’s time is spent in school85% is spent outside school
‘Parental involvement in a child’s education can mean the difference between an A*
and an also-ran at GCSE’(TES, 10th October 2003)
Parent Packs
• Key contact information and dates• Handouts and useful information from
each Core subject• ‘101 Tips To Ensure Success’
Please make sure that you have collected your pack before you leave
What is Work Experience?
• The opportunity to learn about a business and the jobs involved in the work place
• The opportunity to assist and observe different occupational tasks
The benefits of Work Experience
• Students are able to find out about themselves – their likes, dislikes, their strengths and weaknesses.
• Students may be given an insight into careers that might interest them.
• Students may learn about the relevance /application of school subjects
• It provides students with an insight into the world of work• It can result in part-time holiday work – sometimes even a
job/apprenticeship offer• It supports applications for college, university courses and
apprenticeships
What types of placements are most readily available?
• Work with children – Primary schools and nurseries• Catering• Motor Vehicle work• Engineering• Retail• Hairdressing and beauty• Office work• Armed forces – Army residential at Longmoor
Placements that are more difficult to secure
• Work with animals, particularly veterinary practices – except for horses
• Theatres• Media/newspapers• Art and Design including Graphic Design, Interior
design, Fashion design• IT• Professional placements – law and architecture
Placements for which students need to be older or which aren’t possible
• Cotswold Wildlife Park - animal sections• The Blue Cross• RAF Brize Norton• Hospital placements including medicine nursing
and professions allied to medicine• Fire Service• Thames Valley Police• Placements where confidentiality would make it
difficult for the student to observe/assist
Planning the placement
• You can help by:• Discussing with your son/daughter the types of
placement that would be of interest• Helping them to think about whom they might
approach and support them in writing letters/emails. Do you have any contacts?
• Ensuring that the forms issued are completed and returned to school by the deadlines given
• Encouraging them in their ambitions, including the consideration of non-traditional placements
The Process• Return parental consent form to form tutors by
Monday, 01.10.14.• Contact employers without delay.• Once an placement offer has been made, student to
collect the next form from me – WES3. This needs to be given to the employer.
• It is the students responsibility to chase up the return of the form and bring it back to me so that I can register the placement with the County Council and so that they can do a visit check.
The deadlines
• All placements both out of county and Oxfordshire placements need to be registered by Friday 19th December 2014
• Note that out of county placements incur a charge of £30
• BUT – the sooner the WES3 form is completed and handed in the better!
The deadlines
• All placements both out of county placements need to be registered by Friday 19th December 2014
• BUT – the sooner the WES3 form is completed and handed in the better!
Complications!
• My son or daughter doesn’t know which companies to approach
• They don’t know what they would like to do• They have written to employers but have had no
replies or only negative responses• They need help with writing letters
PLEASE ENCOURAGE THEM TO COME AND SEE ME
Prior to the placement
• You can help by ensuring that your son/daughter knows:
• How they are going to get there• Who to report to • What to wear• Lunch arrangements and hours of work• Goes to bed early before the work
experience starts!
During the placement
You can help by: Checking that the placement is going well Encouraging a mature response to any difficulties Encouraging your son/daughter to persevere
even if the placement isn’t what they expected Letting the school know if there is a REAL
problem Informing both school & the employer if your
child is sick
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