Year 11 Parents Evening -...

Year 11 Parents Evening

Year 11 Mathematics

Exams

Mathematics is examined through three 1 hour 30 minute

papers

2 x calculator paper 1 x non calculator

Paper 1 24th May 2018

Paper 2 7th June 2018

Paper 3 12th June 2018

Mock Exams

All pupils will undertake mock exams at the following times

Oct/Nov 2017 PIXL Mock

March 2018 PIXL Mock

These will support your child by giving them and us a realistic picture of strengths

and areas for improvement

Important information

Your child gets homework every week

After assessments they are given clear guidance on the

topics that they need to improve upon

We expect pupils to respond to the guidance and use

resources to fill knowledge gaps

Assessment Analysis

Your Child knows what they need to work on

They need to take some responsibility to make

improvements

How can you support your child?

- Ensure they are spending 45 - 60 mins on their homework

each week

- Encourage them

- Ensure they are completing work in the right environment

- Talk to them about the topics/ work they are studying

- Support them with managing their time

Support for your Child● KS4 Homework club Wednesdays

● Revision Classes

● PIXL Maths APP

Best Websites Revision

Cards

● Corbett maths Corbett

maths

● Mr Barton Maths Self

made

● Maths Genie

PIXL Maths APP

● Will launch following the November mocks

● Can be used on a mobile/tablet/laptop/desktop

● Provides targeted support for your child

● Has daily maths challenges/questions

● Enables your child to build their own assessments

● At all stages there are power point lessons and videos to support

understanding

Revision Cards

Revision Cards

Calculate the area

5 m

8 m

4 m

Area of Trapezium = (top + bottom) x height

2

Area = (5 + 8) x 4 = 26 m2

2

Remember it’s the perpendicular height

They know what they need

to work onThey need you help to help the focus on them

Year 11

English Language and

English Literature

OUTSTANDING IN EVERYTHING WE DO

• Dispel the misconception that you can’t revise for English: the two qualifications are a combinations of SKILLS and KNOWLEDGE;

• Know what the courses entail and the format of the exams;

• Encourage independent reading: fiction, non-fiction and literary non-fiction;

• Test them on key quotations from their Literature examination texts;

• Encourage them to make revision notes, flash cards and mind maps of themes, characters, context and setting in literature exam texts. Help them to learn key spellings;

• Buy AQA-endorsed revision guides and encourage them to use them to support and extend their learning;

• Encourage them to get into good habits with proof reading their writing to ensure technical accuracy (VSPAG).

OUTSTANDING IN EVERYTHING WE DO

GCSE English LanguagePaper 1Section A: Reading

Section B: Writing

Paper 2Section A: Reading

Section B: Writing

One literary fiction text4 questions

Descriptive or narrative writing 1 question

One non-fiction and one literary non-fiction text 4 questions

Writing to present a viewpoint1 question

1 hour25%

45 mins25%

1 hour25%

45 mins25%

OUTSTANDING IN EVERYTHING WE DO

OUTSTANDING IN EVERYTHING WE DO

GCSE English Literature

Paper 1 – Shakespeare & 19th C Novel Paper 2 – Modern texts & Poetry

Section A: Shakespeare play (Macbeth / Romeo and Juliet)

• 1 question – extract + whole text• 1 hour / 20%

Section A: Modern Texts (Lord of the Flies / An Inspector Calls / The History Boys / Blood Brothers)

• 1 question – extract + whole text• 45 mins / 20%

Section B: 19th C Novel (Frankenstein / A Christmas Carol)• 1 question – extract + whole text• 45 mins / 20%

Section B: Poetry (Anthology – love and relationships or power and conflict)

• 1 comparative question• 45 mins / 20%

Section C: Unseen Poetry• 2 questions• 45 mins / 20%

OUTSTANDING IN EVERYTHING WE DO

Fortnightly structures to improve examination resilience

1. ‘5-a-Day’ Reading HW task

2. 200 Word Writing Challenge

OUTSTANDING IN EVERYTHING WE DO

5-a-Day

Link to article.

1. What is Tyrone sleeping on?

2. In which McDonald’s does Tyrone work?

3. What is Chakrabortty’s view on how much McDonald’s pay their employees?

4. ‘Inequality has hard edges and they hurt’. What technique does Chakrabortty use here? Effect?

5. Why is Tyrone about to make history?

OUTSTANDING IN EVERYTHING WE DO

Further resources / information

OUTSTANDING IN EVERYTHING WE DO

Further resources / information

OUTSTANDING IN EVERYTHING WE DO

Further resources / information

OUTSTANDING IN EVERYTHING WE DO

Science

OUTSTANDING IN EVERYTHING WE DO

OUTSTANDING IN EVERYTHING WE DO

OUTSTANDING IN EVERYTHING WE DO

OUTSTANDING IN EVERYTHING WE DO

OUTSTANDING IN EVERYTHING WE DO

‘SKE’ lessons - Subject Knowledge

Enhancement

OUTSTANDING IN EVERYTHING WE DO

• Buy tassomai and encourage them to carry out 10 minutes of tassomai science revision EVERY DAY, although some children may need to do more to keep the wheel ‘green’

• Make sure they are completing the weekly AO homework in detail to give them the chance to practice the three skills and get feedback on this.

• Use the feedback provided by tassomai to revise in other ways, creating mind maps and flash cards of topics they have found difficult

• Contact the science department if your child expresses any concerns about science lessons or revision strategies

OUTSTANDING IN EVERYTHING WE DO

AT THE HEART OF THE COMMUNITY

AT THE HEART OF THE COMMUNITY

Embrace support being offered

- Revision lessons

- Past paper practice

- Homework

AT THE HEART OF THE COMMUNITY

Start revising early

-

AT THE HEART OF THE COMMUNITY

Communicate

AT THE HEART OF THE COMMUNITY

Examination technique• Complete practice questions / papers - Read mark schemes- Get timing right- Understand structures that help success- Understand and practice specific skills that support

success- Get into habit of showing working out

Try not to take mock exam feedback personally. Staff might give you feedback on your effort, revision strategies, exam skills and/or knowledge – this is because they want to help!

ision – We want you to have a goal, a plan to get there and keep working towards this.

ffort – We want you to recognise that excellent progress comes as a

result of high levels of effort, and for you to be able to quantify your

effort.

ystems –We want you to be able to organise your work and project

manage your time to avoid stress and conflict.

ractice - We want you to know; ‘how’ to study, what content you need to

learn, what skills you need to be able to perform and seek feedback on

these areas.

ttitude – We want you to be resilient, positive about your learning and

have a growth mindset.

Not all the marks you lose on an exam are about your KNOWLEDGE. Some are about your SKILLS or just SILLY MISTAKES that you hopefully

will not repeat.

It is important to identify the difference between these as you will respond to the lost marks differently.

Discuss with a partner and write down all the mistakes you already think you have made during the mock exams.

i.e. I forgot to include units

Not reading the question

Running out of time

Describing instead of explaining

Not writing enough for longer

questions

Choosing the wrong vocabulary

Not showing your working for

calculations

Forgetting to include units

Poor spelling/grammar

Leaving questions unattempted

Not planning extended answers

Not using information in the

pictures/text above the question

Copying information from the

question incorrectly

Spending too long on one

question

Forgetting to convert units

And 1000 other

things you will

kick yourself for!

ACTIVE MISTAKE

The wrong process is

carried out e.g.

- You describe rather

than explain

- You have

misunderstood what

to do when a

number is squared

- You don’t use PEE

in your response

SLIP-UP

The correct process is

chosen but errors in

execution lead to a

lower mark e.g.

- A paragraph lacks

detail or is missing

a key term

- An incorrect

number is used

from a misread

question

BLACK OUT

The information

needed to try the task

is not known

Active mistake – exam

skills issue

Slip up – silly mistake Black out – no idea!

Active mistake – exam

skills issue

Slip up – silly mistake Black out – no idea!

Active mistake – exam

skills issue

Slip up – silly mistake Black out – no idea!

Active mistake – exam

skills issue

Slip up – silly mistake Black out – no idea!

Your teachers can help you with this – but you will have to categorise the mistakes.

Only you can know if a mistake was a slip up, or you genuinely thought this was the right thing to do.

In all your feedback sessions in the next few weeks you should expect to be categorising your mistakes – either in lessons or for

homework.

ACTIVE MISTAKE – highlight in red SLIP UP – highlight in yellow BLACK OUT – highlight in blue

Name: Subject: Physical Sciences Exam Paper: November

Mocks

Active mistake – exam

skills issue

Slip up – silly mistake Black out – no idea!

Active mistake –

exam skills issue

Slip up – silly

mistake

Black out – no idea!

Write yourself a flash

card with the mistake

on and why it is wrong.

Practice questions

with the same skills.

Ask your teacher to

explain what the skill is

again.

Keep track of these

and make sure you do

not keep making the

same ones!

Revision

Ask the teacher to

explain it to you again

Practice questions on

the same topic

ision – We want you to have a goal, a plan to get there and keep working towards this.

ffort – We want you to recognise that excellent progress comes as a

result of high levels of effort, and for you to be able to quantify your

effort.

ystems –We want you to be able to organise your work and project

manage your time to avoid stress and conflict.

ractice - We want you to know; ‘how’ to study, what content you need to

learn, what skills you need to be able to perform and seek feedback on

these areas.

ttitude – We want you to be resilient, positive about your learning and

have a growth mindset.

You should be on about 14% today to reach this target – 0.5% each day!