Langley Grammar School

Year 10 Parents’ Information Evening

6 October 2016

Programme

GCSE outcomes – the national picture

John Constable Headteacher

The new GCSEs – what’s different?

Chris Thomas Deputy Headteacher

Transition to GCSE Jennifer Roughton Phase Leader – Yrs 10/11

Looking ahead Celia Golding Careers Guidance Manager

Monitoring and reporting progress

Andy Pascall Phase Leader – Yrs 10/11

Questions?

What happened this year?

• Nationally, overall GCSE results (% 5A*-C inc Eng & Maths) fell by 2.5%

– Maths A*-C increased by 4%

– %A* down slightly – 0.2%.

LGS results in 2016

• Overall 97% A*-C across all subjects

• 99% 5 A*-C (inc English & Maths)

• 57% A*/A grades

• Progress8 figure +0.36

• Attainment8 grade A

Based on student performance across 8 subjects including English and Maths

The new GCSEs – what’s different?

Mr Chris Thomas

Deputy Headteacher

Examinations....what’s different now?

• New GCSE courses in everything apart from Product Design, Textiles, Business Studies & Classical Civilisation

• New grades 9-1

• New A-level structure from September 2015.

This year’s exam boards:

ENGLISH What’s different now?

No more Controlled Assessment More time to develop skills before being assessed

Assessed through examination in

Summer 2018

More, longer exams

More to revise and remember for final exams

More challenging texts, particularly in

the non-fiction reading exam

More reading outside lessons necessary, of both fiction and

non-fiction texts

Component 1 – 2 part exam worth 40% •Answer questions about a C20th prose text •Creative writing

Component 2 – 2 part exam worth 60% •Answer questions about C19th and C21st non-fiction texts •Transactional/persuasive writing

Component 3 – Teacher assessed speech, does not contribute to the overall grade.

English Language

Component 1 – 2 part exam worth 40% •Answer questions on a Shakespeare play •Answer questions on poetry studied in class Component 2 – 3 part exam worth 60% •Answer questions on Post 1914 novel/play •Answer questions on a C19th novel •Answer questions on previously unseen poetry

English Literature

Book Suggestions THESE ARE BY NO MEANS THE ONLY SUGGESTIONS – JUST SOME IDEAS TO GET YOU STARTED! The first 3 texts are on the GCSE syllabus, so definitely worth reading – quite tough but stick with them. The rest we think you’ll find more enjoyable.

Fiction: • Lord of the Flies by William Golding • Jekyll and Hyde by R. L. Stevenson • A Christmas Carol by Charles Dickens • Of Mice and Men by John Steinbeck • The Kite Runner by Khaled Hosseinni • The Colour Purple by Alice Walker • The Catcher in the Rye by J. D. Salinger • The Outsiders by S. E. Hinton • Slumdog Millionaire by Vikas Swarup • About a Boy by Nick Hornby • To kill a Mockingbird by Harper Lee • Anna Karenina by Leo Tolstoy • Pride and Prejudice by Jane Austen • Remains of the Day by Kazuo Ishiguro • Atonement by Ian McEwan • The Gargoyle by Andrew Davidson • Regeneration by Pat Barker • Jane Eyre by Charlotte Bronte • Midnight’s Children Salman Rushdie • The Time of our Singing Richard Powers • The Great Gatsby by F.Scott Fitzgerald • Rebecca by Daphne Du Maurier • 1984 by George Orwell • Life of Pi by Yang Martell

Non Fiction • The Autobiography of Malcom X • Outliers by Malcolm Gladwell • Prisoners of Geography by Tim Marshall • A Brief History of Time by Stephen Hawking • Freakonomics by Steven D. Levitt and Stephen J.

Dubner

MATHS What’s different now?

Volume of subject content increased

Demand of content has increased, with harder topics being introduced

Greater emphasis on problem solving and mathematical reasoning with more marks now being allocated to these higher-order skills. Students will be required to memorise formulae, fewer formulae will be provided in examinations.

Total time for examinations is increasing. All exams will be sat at the end of the course.

New grading system....what’s different now?

Impact?

• Reports and targets will combine 9-1 grades with A*-E

• Fewer supporting resources available in some areas

• Entry level for 6th Form under review but will still be based on performance across ALL examinations.

Changes to “Controlled Assessment”

• Controlled Assessment is the name given to work produced by the student in school, under controlled conditions, which counts towards their GCSE grade

• Worth 25%; 40% or 60% of the final GCSE grade depending on subject

• Cannot produce the work at home – but may be able to do some research outside lessons

• Tests some additional / different skills from examinations • Success depends on consistent effort throughout –

cannot make up lost time at end • Strict rules and deadlines which teachers will explain • Far fewer subjects have it now

Subject CA EXAM

Art and Design 60% 40%

Business Studies 25% 75%

Classical Civilization 25% 75%

Computing 20% 80%

D & T (PD, Textiles) 60% 40%

Drama 60% 40%

Music (Performance & Composition)

60% 40%

PE 40% practical 60%

Impact of CA on final outcomes

For subjects where 25% of total examination is via Controlled Assessment:

CA outcome (grade and

UMS%)

Target overall GCSE grade

Grade B (70%) Grade A

Grade B (70%) Grade A*

Grade C (60%) Grade A

Grade C (60%) Grade A*

Required UMS% in examination units

83%

96.7% - difficult!

86.7%

100% - very difficult!

Impact of CA on final outcomes

For subjects where 60% of total examination is via Controlled Assessment:

CA outcome (grade and

UMS%)

Target overall GCSE grade

Grade B (70%) Grade A

Grade B (70%) Grade A*

Grade C (60%) Grade A

Grade C (60%) Grade A*

Required UMS% in examination units

95% - difficult

120% - impossible!

110% - impossible!

135% - impossible!

So........

• GCSEs are important and valuable qualifications

• Standards are being raised

• Understanding GCSE structure and assessment is key

• Try and enjoy the journey

Timetable

• 25 hours of lessons per week

– 50 hours per fortnight

*PCS = Personal and Citizenship Studies # Philosophy & Ethics (formerly Religious Studies)

• 5 hours per fortnight - tutorial time and assemblies

English 8 Language 4

Maths 6 Option 1 4

Science 12 (3x4) Option 2 4

P & E# 2 Option 3 4

PCS* 2

PE/Games 4

What place do iPads have?

Our rationale ...

• Tablet technology, when used appropriately, can significantly enhance students' learning.

• iPads can….. – be engaging and exciting to use

– can open up new ways of working

– enable students to research, collaborate, create and organise their thinking in ways that would be difficult or even impossible with more traditional methods of teaching.

Throughout GCSE courses ...

Maths are using GeoGebra for self-checking of work

Music curriculum heavily orientated around iTunesU for uploading / assessment of creative media pieces

Better (collaborative) revision of facts – Quizlet in MFL / Brainscape in Humanities

Art have integrated technology as a tool and review, e.g. Flipagram, Pinterest, Instagram etc.

Bringing classics courses to life through iMovie

Better distribution of sound files / storage of speaking assessments in MFL, using iTunesU

New requirement to use ArcGIS in Geography courses

Tools for essay planning (Hexagons) in English

Physics are using ‘Experiment apps’ to do virtual modelling, e.g. Graphical

Students’ views...

• Intellectually curious: iBooks/iTunes U - students can easily access books/courses in subjects that interest them, and have done so.

• Inspired: iMovie- inspired students to put more effort into a homework and to be as creative as possible.

• More engaged: kahoot- kahoot creates a competitive atmosphere, where each pupil wants to win/be in the top five. (After all the obstacles of using your real name are overcome)

• Better prepared for the future: Showbie- having to upload a piece of homework for a set deadline is preparing students for real life situations, where we will have deadlines.

Transition to GCSE

Ms Jennifer Roughton

Joint Phase Leader – Yrs 10/11

REMEMBER...

• Just TWO of the FIVE terms available for GCSE preparation are in Year 11.

• The WHOLE of Year 10 & 11 is crucial to success, not just Year 11

• Get into the correct frame of mind NOW!!

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Success is not guaranteed.

Success looks different for different students.

Success is only realised through effort.

Effort requires determination.

Determination is fuelled by motivation.

Motivation is driven by the will to succeed.

Students will have different expectations to SUCCEED but they can all be SUCCESSFUL.

Some things to consider….

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Year 10 & 11 Phase Ethos

EXCELLENCE CHOICES RESPONSIBILITY

In everything I do, I will: - Give maximum effort in order to achieve my

best - Make wise decisions that will aid me in

achieving excellence - Take responsibility for my actions and their

outcomes

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Year 10 matters!

Clearly, our message is:

Looking ahead

Mrs Celia Golding

Careers Guidance Manager

What do employers want?

1. Self-reliance skills

2. People skills

3. General employability skills

4. Specialist & technical skills

Source: www.prospects.ac.uk

What do employers want?

1. SELF-RELIANCE SKILLS

• Self awareness

• Being pro-active

• Willingness to learn

• Self promotion

• Networking

• Action planning

What do employers want?

2. PEOPLE SKILLS

• Team working

• Interpersonal skills

• Communication skills

• Leadership

• Customer service skills

What do employers want?

3. GENERAL EMPLOYABILITY SKILLS

• Problem solving

• Flexibility

• Business acumen

• Time management

What do employers want?

4. SPECIALIST & TECHNICAL SKILLS

• IT

• Journalism

• Merchandising

• Languages

LGS Headlines

Ideas for developing these skills

1. Self-reliance skills • Member of music band/

orchestra/choir • Participation in competitive/

team sport • Public speaking/drama • Duke of Edinburgh Award 3. General employability skills • Club/society membership • Music grades • Work experience/shadowing

2. People skills • Weekend/holiday job working

with the public • Fundraising for charity • Voluntary work • Coaching role 4. Specialist skills • Web design skills • Writing news items for school

newsletter • Helping in a charity shop • Modern foreign languages

In conclusion …….

1. University admissions tutors looking for many of the same skills as employers - i.e. breadth as well as depth

2. Think ahead and grab opportunities as they arise

3. Develop self-awareness of what students are good at AND what they enjoy

Careers pages on LGS website

• From Main Menu, go to Student Activities then Careers & Higher Education

• For Y10/11 students: – Overview of our careers programme by year group

– Quizzes and questionnaires

– Work experience and shadowing

– Options at 16

• New Resources for Parents page

Monitoring and reporting progress

Mr Andy Pascall

Joint Phase Leader – Yrs 10/11

Tracking progress and keeping you in the picture

PTC: Early December

Report Review: May (following on from Practice exams)

Progress Tracking

• Three data collection points in Year 10

– Ensures student progress is well monitored

• Subject Areas: subject specific

• Phase Leaders: general overview

The Raising Achievement Programme

• Informed by the data collected at various points through the year.

• Each student’s achievement considered in relation to their targets: – In danger of not achieving target

–On track to achieve target

– Likely to exceed target 48

Progress Tracking

• Concerns

– Intervention, including communication to parents

Outstanding (5) • Always organised and well-prepared without prompting • Shows passion for learning through their contributions and thoughtful ideas • Takes full responsibility for their own learning and is not afraid of failure • Tasks are always handed in on time and often show extra attention to detail • Takes great pride in presenting and organising their work to the highest of

standards

Minimum Expectations (3) • Usually has everything they need for lessons and homework • Shows interest and contributes appropriate ideas when asked • Works independently with the occasional prompt • Tasks are typically handed in on time and are normally fully completed • Work is neatly presented and well organised on most occasions

A2L – Attitude to learning Get this right and everything will hopefully be okay…… Graded 1 to 5 and reported to parents.

A2L

Choose your attitude. It starts with you.

We need students to have a balanced approach.

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Too much ambition/pushing can be counter-

productive and cause stress and burn out.

Too little, can lead to underachievement

relative to potential.

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Top Universities & Employers look for well-rounded

individuals, who have the ability to achieve in

academic, extra-curricular and social situations.

Two key messages.....

• Make effective use of the time in Year 10

– Good attendance is vital

– Developing good work habits now

• Breadth and balance are important

– Achieving good examination results is only part of their education

– Parents can help balance work, social life, activities etc.