King’s Norton Boys’ School

King’s Norton Boys’ SchoolHUMANI SEMPER CONTENDIMUS

Year 11 Parents’ Revision Information Evening 2021

What is Revision?

Revision literally means ‘re-vision’ – looking at something again, writing it again and revisiting the learning again until a student has attained mastery of that knowledge in their own terms, in preparation for tests, projects, and especially exams. Students should make sure they understand something before they start revising it, otherwise they risk learning something that’s not correct.This process is not merely ‘looking’ at notes, but reworking, reducing and reforming those notes into accessible knowledge by creative methods that have meaning for their learning style.Students should mix up their study habits and methods by listening to podcasts, watching videos or documentaries, moving to new study area or even something as simple as using different colours for their study notes.

Every student will have their own effective way of revising.

Creating a Revision Timetable

Add in all that they currently do:

• School

• Period 6

• Sport

• Family commitments

Take Regular Study Breaks

So for each revision hour on their timetable, 30 – 40 minutes for each session is fine.

Students will need to revisit topics for each of the sets of exams this year.

The Process of Revising Over Time

Understand Your Learning Style

The Importance of a Study Space

Revision Support in Class

• Recall starters/activities

• Retrieval tasks – applying their skills/knowledge to scenarios/questions

• Interleaved curriculum

All of these practices are designed to help students embed their knowledge over time in their long term memory so that they can retrieve it when it matters (AKA GCSE exams!).


ENGLISH

Changes for 2022

Changes for 2022

Spoken Language Endorsement

• A 2-3 minute presentation on a topic of their choice• Pass, Merit or Distinction is awarded• 5 minute Q and A with the teacher at the end • They are not recorded• This is a separate qualification, but still a compulsory

component.

The rest of the academic year

• November PPEs- Language, Paper 1 and Pigeon English with Unseen Poetry questions

• March PPEs- Language Paper 1 and 2, Literature Papers (see slide 2). PPEs have feedback sheets with targets provided.

• In lessons, once we have completed the teaching of A Christmas Carol, we will be ready to start revising material as we will have taught everything. Also, after each STR and WCF (assessment), students improve their own work. Teachers will tailor their lessons to address misconceptions and work on students’ weaker areas.

Literature Paper 1 – Macbeth, Unseen Poetry and Unseen Poetry Comparison

ACT 1 SCENE 2. A camp near Forres. Alarum within. Enter DUNCAN, MALCOLM, DONALBAIN, LENNOX, with Attendants, meeting a bleeding Sergeant DUNCAN What bloody man is that? He can report, As seemeth by his plight, of the revolt The newest state. MALCOLM This is the sergeant Who like a good and hardy soldier fought 'Gainst my captivity. Hail, brave friend! Say to the king the knowledge of the broil As thou didst leave it. Sergeant Doubtful it stood; As two spent swimmers, that do cling together And choke their art. The merciless Macdonwald—Worthy to be a rebel, for to that The multiplying villanies of nature Do swarm upon him--from the western isles Of kerns and gallowglasses is supplied; And fortune, on his damned quarrel smiling, Show'd like a rebel's whore: but all's too weak: For brave Macbeth--well he deserves that name–Disdaining fortune, with his brandish'd steel, Which smoked with bloody execution, Like valour's minion carved out his passage Till he faced the slave; Which ne'er shook hands, nor bade farewell to him, Till he unseam'd him from the nave to the chaps, And fix'd his head upon our battlements.

Example Question

01 Starting with this extract, explain how you think Shakespeare presents Macbeth as a heroic character

Write about: • how Shakespeare presents Macbeth as heroic in this extract• how Shakespeare presents Macbeth in the play as a whole

[30 marks] AO4 [4 marks]

Convincing, critical

analysis and

exploration

26-30

• I can write a critical and exploratory response to the task and whole text

• I can carefully select precise quotations to support my interpretation(s)

• I can analyse writer’s methods with subject terminology and their effect

• I can explore the ideas/perspectives/contextual factors in the text and make

detailed links

Thoughtful,

developed

consideration

21-25

• I can write a thoughtful, developed response to the task and whole text

• I can use well-chosen quotations and embed them into my writing to

support my interpretation(s)

• I can examine a writer’s methods using subject terminology and their effect

• I can show a thoughtful consideration of the ideas/perspectives/contextual

factors in the text and make links

Clear understanding

16-20

• I can write a clear, explained response to task and whole text

• I can make an effective use of quotations to support my explanations

• I give clear explanations of writer’s methods with appropriate use of subject

terminology and their effect

• I can show a clear understanding of the ideas/perspectives/contextual factors

in the text and make some links

Explained, structured

comments

11-15

• I can write an explained response to task and whole text

• I can use quotations to support a range of relevant comments

• I can explain and/or make relevant comments about writer’s methods, with

some relevant use of subject terminology and their effect

• I can show some understanding of the implicit ideas/perspectives/contextual

factors in the text and make some links

An accurate and detailed comment about WHAT the writer wants to understand/think/feel

At least three comments per method and this is consistent

Concise explanations

Explore the writer’s ideas

Making more developed detailed inferences of a text based on your personal opinion

Quotations from across the text that are integrated

Linking with deeper inferences, finding quotations with multiple things to say. Zooming in.

Make comment on the way context inspires alternative readings of a text

Making insightfuland perceptivecomments –questioning it and thinking about alternative interpretations with supporting evidence

Explain -making the meaning of something clear or understandable. It answers the question.

Embedded quotations

Using context to support explanations

Writing FrameThroughout the novella, uses the ghosts to which creates a change in Scrooge because ,Dickens demonstrates this change in order to

In the extract, Dickens shows how ________ with the use of the ______ in ‘__________’ . This suggests/connotes that ____________Furthermore, the use of _________ ‘_________’ implies/shows that _____________ which reveals/demonstrates that __________________________Dickens uses this ____________ to echo/highlight that_______________ and this is further exemplified in…

Elsewhere in the novella when _____________________, Dickens presents the ghosts as ________ through the use of the ______ in ‘__________’ . This /connotes that ____________Furthermore, the use of _________ ‘_________’ implies/shows that _____________ which reveals/demonstrates that __________________________Dickens uses this ____________ to echo/highlight that_______________ and this is further emphasised in… (repeat the process)

An overall argument/statement in response to the question

Analysis of the extract

Analysis of another part of the play

1. Make a clear point – the main idea which links to the chosen quotation and question2. Evidence - Select a relevant quotation which links to your point and identify subject terminology.3. Analysis – Make a comment on what your quotation suggests /shows/ implies/ conveys. Then zoom into a key word and word class from the quotation - verb/noun /adjective/ adverb/ pronoun and look at what it connotes/suggests4. Comment on the effect of the method you have identified and explore how it makes the audience feel, think, and understand.5. Link to context – how is the text been influenced time, ideals, society, beliefs, writer’s experience etc and why is the author presenting this (what is the purpose).

Effective PEA elements

Model responseConvincing,

critical analysis

and exploration

26-30

• I can write a critical and exploratory response to the task and whole text

• I can carefully select precise quotations to support my interpretation(s)

• I can analyse writer’s methods with subject terminology and their effect

• I can explore the ideas/perspectives/contextual factors in the text and

make detailed links

Thoughtful,

developed

consideration

21-25

• I can write a thoughtful, developed response to the task and whole text

• I can use well-chosen quotations and embed them into my writing to

support my interpretation(s)

• I can examine a writer’s methods using subject terminology and their

effect

• I can show a thoughtful consideration of the

ideas/perspectives/contextual factors in the text and make links

Clear

understanding

16-20

• I can write a clear, explained response to task and whole text

• I can make an effective use of quotations to support my explanations

• I give clear explanations of writer’s methods with appropriate use of

subject terminology and their effect

• I can show a clear understanding of the ideas/perspectives/contextual

factors in the text and make some links

Explained,

structured

comments

11-15

• I can write an explained response to task and whole text

• I can use quotations to support a range of relevant comments

• I can explain and/or make relevant comments about writer’s methods, with

some relevant use of subject terminology and their effect

• I can show some understanding of the implicit

ideas/perspectives/contextual factors in the text and make some links

Supported,

relevant

comments

6-10

• I can write a supported response to task and whole text

• I can make comments on the text

• I make some use of subject terminology and comment on its effect

• I show some awareness of the implicit ideas/ contextual factors in the text

Simple, explicit

comments

1-5

• I can make simple comments relevant to task and text

• I make references to detail(s) from the text

• I might use subject terminology and comment on its effect

• I make simple comments on explicit ideas/ contextual factors in the text

Within the novella, Dickens uses the ghosts to demonstrate, to Scrooge, the impact that he currently has on others and how his views and deeds may influence those around him. The ghosts are used as a vessel to enable Scrooge to see his own immorality and change not only himself, but life for those around him.

Dickens presents Marley’s Ghost as being a frightful being who scares Scrooge from the start into bettering his attitudes and behaviour with his imagery. Dickens describes how this ‘shadowy’ spectre ‘cr[y]ies’ at the thought of being trapped in the ‘chains’ he ‘forged in life’ which suggests that because he hasn’t done good deeds on earth, he will now pay for them in death. The plural concrete noun ‘chains’ has connotations of slavery and shows that he is shackled to ‘mankind’ in death but is also guilty of not promoting social responsibility when he was alive on Earth. Dickens experienced what life was like for the poor when he was younger and his socialist ideas are shown through some of the extreme characters, as seen here with Marley’s Ghost. The ghost later states that ‘mankind’ was his ‘business’ enlightening the idea to Scrooge that there is another type of – more important -‘business’ than money: charity. Marley’s Ghost states that his attributes to charity were but ‘a drop in the…ocean,’ showing how insignificant he thought the poor were. With his use of imagery in the description of Marley's ghost describing how it ‘shook its chain’ with its ‘shadowy hands’, Dickens displays a darkness surrounding the being that was once Scrooge’s business partner and confidant. The pronoun ‘its’ rather than he suggests that he is no longer the same person and Scrooge is able to see the explicit change in Marley which incites fear in his character as he is given the opportunity to see what may become of him.

PEA

The writer presents/showsThe ______ in ‘__________’ connotes that ____________Furthermore, the use of _________ ‘_________’ implies/shows that _____________ which reveals/demonstrates that _________________________________s uses this ____________ to echo/highlight that_______________

1. Make a clear point – the main idea which links to the chosen quotation and question2. Evidence - Select a relevant quotation which links to your point and identify subject terminology.3. Analysis – Make a comment on what your quotation suggests /shows/ implies/ conveys. Then zoom into a key word and word class from the quotation - verb/noun /adjective/ adverb/ pronoun and look at what it connotes/suggests4. Comment on the effect of the method you have identified and explore how it makes the audience feel, think, and understand.5. Link to context – how is the text been influenced time, ideals, society, beliefs, writer’s experience etc and why is the author presenting this (what is the purpose).

Effective PEA elements

Literature Papers – Pigeon English and A Christmas Carol

Effective Revision MaterialExploding quotes

Characters and texts as constructs

• Identify the method• Analyse word classes• Identify and explore the

effect of the method• Links to the context and

why the writer has done something/trying to convey

Lady Macbeth, is used as a construct, to convey the consequences of committing regicide.

`Out damned spot!`

Damned- adjective to connote that she is condemned to Hell for going against God.

The noun `spot` reflects that consequences are eternal and you cannot escape them . God is omniscient and will punish sinners.

This simple sentences reflects that LM has lost control because God is not guiding her.

Macbeth and A Christmas Carol

1. SparkNotes is a great website, and it’s free!

2. CPG revision guides are useful to have

3. Re-reading copies of the text

4. Learning key quotes and their meanings

5. Key quotes for each text are on SMH


ENGLISH LANGUAGE

Planning for LP1, Q5

Write a description suggested by this picture:

Success Criteria❑ Effective use of structure (zoom in/zoom out/journey)❑ A range of sentence structures (grubby boy)❑ Figurative language: similes, metaphors, personification, alliteration❑ A range of ambitious vocabulary❑ Range of paragraph lengths (try a powerful one liner)❑ A range of accurate punctuation❑ Use a circular structure

Language Paper 1, Question 5 (Narrative)- Model Example

The light had been small, at first; it seemed to hover on the horizon, bobbing slightly like a firefly before it was clear the light was getting bigger...brighter. It ceased being a light and became a glow: a burning, fiery ball that hurtled through the sky like a spark spitting from a crackling bonfire. Heads began to look upwards and animals became unsettled, cantering and scampering around their fields and pens. No one was sure what it was...and then it was quiet.

There was a second or two when there was no sound. A plume of smoke could be seen rising from anearby town; it rose higher and higher, darker and darker, hanging ominously and warning of the chaos to come. Then there was the noise. Sirens blared. Alarms rang out. Screams could be heard, near and far. Car horns began to sound. Voices gabbled and yelled out as friends, neighbours, family tried to reach each other.

The news came through that a meteor had struck. More were to follow. This was a huge, unprecedented occurrence: how had no one spotted their approach? Why was no one warned? The city was to be evacuated. Messages were broadcast on every media outlet available - TV could getthrough but only to sets which weren't broken or destroyed; social media was crippled by network outage and panicked messages being sent to loved ones. Radio was more reliable and some older listeners began to spread the warning: "Leave the city...state of emergency declared...do not waste time packing...save yourselves!"

Question Breakdown: Paper 2

Q1- Finding four true statements

Q2- A summary of the two sources

Q3- PEA response about how something is presented

Q4- Comparing writers’ viewpoints across the two texts

Q5- Presenting a viewpoint in response to a statement

• Revising how to approach each question

• Learn the writing frames for each question

• READ

English Language Preparation

1. Read fiction and non-fiction texts paying close attention to how writers present their ideas and the vocabulary used

2. Revise aspects of grammar and punctuation

3. Use the Keynotes tutorial PPTs

4. Be in touch with current events to widen cultural knowledge

Question Breakdown: Paper 1

Q1- Stating four things present in the text

Q2- How language is used (a PEA response)

Q3- How structure is used across the text

Q4- Responding to a statement evaluating it (PEA response)

Q5- Creative writing either a description or narrative


Mathematics

There are three papers- one non-calculator and twocalculator. Each paper is equally weighted. Each paperis worth 80 marks and is 1hr 30m in length.

There are two tiers- Higher and Foundation. Currently, all pupils in Set 1 andSet 2 are sitting the Higher tier, and all pupils in Sets 3,4,5 and 6 are sittingthe Foundation tier. There is capacity to move between tiers.

On Higher tier, pupils can achieve Grades 3-9, and on Foundation tier pupilscan achieve Grades 1-5.

An overview of the examinations

Approximately 25% of each paper will be ‘crossover’ i.e. they are exactly thesame questions which appear on both the Higher tier and the Foundation Tier.Performance on these questions is critical.

Paper 3 – Higher Tier – June 2019 – Q3 Paper 3 – Foundation Tier – June 2019 – Q25

Higher vs FoundationIt is imperative that your son is on the appropriate tier for him. The questionsget progressively harder throughout the papers; this means that the easiestquestions on the Higher tier will be the hardest on the Foundation tier.

Higher vs Foundation

Average Overall %

Higher Tier

GradeFoundation

Tier

45% 6

33% 5 77%

22% 4 62%

16% 3 46%

2 30%

‘It is equally difficult to get anequivalent grade on the Higher tier asit is on Foundation’

The % of marks required to gain eachgrade on Higher tier vs Foundation tieris lower…BUT it is significantly harderto achieve these marks.

Update from Ofqual on Maths GCSE adaptations for Summer 2022

Students will still need to

know how to use any

formulae they are given, so this will not significantly

impact teaching

‘The best way to revise Maths is to

do Maths’

All pupils have received a list of all the topics that will be tested for each paper,

along with the corresponding topic numbers for HegartyMaths.

All pupils will be set three topic tasks and one MemRi task per week completed in the

revision booklet.

This is the minimum revision we expect to be completed by all students.

Students can use the topic lists to complete further tasks.

Revision Lists

Students should aim to achieve at least 70% in each task.

Students may need to watch the instructional video or re-try tasks in order to achieve a sufficient score.

HegartyMathsTasks

This approach will aid students’ retrieval and retention of knowledge and skills that have

previously been completed on HegartyMaths.

MemRi

MemRi is a feature on HegartyMaths, specifically designed to help students

revise by testing a wide range of topics within the same quiz.

In this MemRi task, ‘Jordan’ completed questions on 9 different topics:

1. Expanding Brackets2. Fraction to Decimal Conversion3. Decimal Subtraction4. Solving Linear Equations5. Substitution with Fractions6. Simplifying Ratios7. Simplifying expressions with Indices8. Percentages of amounts9. Standard Form Calculations.

MemRi

The three tasks that have been set each week will appear in the ‘My Tasks’

tab

The MemRitask is

accessed by clicking on the ‘Revise’

tab

Previous task scores can be accessed in the ‘My scores’ tab

Student’s statistics can be seen on their HegartyMaths homescreen

• This student has only achieved 25%.• He has not watched the video• He has spent less than 1 minute completing the task • The task was completed at 09.08 during Period 1.

Student Total HoursGCSE Grade

AchievedBelow/On/Above

Track

A 84.52 7 On

B 73.37 8 On

C 72.29 9 Above

D 68.52 7 On

E 66.54 6 On

F 65.87 9 Above

G 65.41 7 Above

H 62.21 7 Above

I 61.12 5 Above

J 58.57 6 Above

Top 10 HegartyMaths Students Year 11 2020-21

Students who actively engage

with HegartyMathswill achieve or

exceed their STRIVE grade range.

Current Year 11 HegartyMaths Statistics…

• Average of 2.1 hours completed per pupil

• The top 10 pupils have all completed more than 9 hours of learningeach on HegartyMaths this year

• The top performing Y11 pupil has completed over 25 hours of learningon HegartyMaths since September- this pupil is in Set 5.

• 44% of Year 11 pupils have completed less than 1 hour of learning onHegartyMaths since September… is your child one of these?

• 23% of Year 11 pupils have not used HegartyMaths since September…is your child one of these?

All pupils will receive a Question Level Analysis (QLA) after completing PPE2. Thiswill give a thorough breakdown of their Strengths and Targets, and correspondingHegartyMaths topic numbers in order to independently address these.

The plan for the rest of the year…

December

PPE3 to be completed with QLA provided to students. Pupils should continue to usethis to independently address targets.March

DTT (Diagnose-Therapy-Testing) programme commences. This is a structured programme which develops students’ confidence with exam questions, refines their mathematical skills and methods and provides a structured approach to their revision in the final weeks before their GCSE. This has proven to be an extremely successful and valuable process for our Year 11 students, and has often helped students vastly improve upon their PPE result.

April

GCSEs commence- paper 1 before half term, paper 2 and 3 in subsequent weeksafterwards**.

May


Science

Combined Science Exams

Combined Science grades are then based on the average score across all six papers.

Biology Paper 1 – 60 Marks – 1 hour 10 mins

Chemistry Paper 1 – 60 Marks – 1 hour 10 mins

Physics Paper 1 – 60 Marks – 1 hour 10 mins




Combined Science Exams




Biology Paper 2 –100 Marks – 1 hour 45 mins



Separate Science grades are awarded for each of Biology, Chemistry and Physics based on the average score across each pair of papers.

Exam Tiers

Final tiers are decided after PPE2 in December.

Students hoping to exceed grade 5 must do the higher

tier papers.

Students who wish to sit the higher tier papers must show us in PPE exams that they are working at grade 4 or better.

Revision

PPE 2 – Dec 2021 – Biology Paper 1, Chemistry Paper 1, Physics Paper 1

PPE 3 – Mar 2022 - Biology Paper 2, Chemistry Paper 2, Physics Paper 2

Final exams first paper - Biology Paper 1 – Provisional Date: 17th May 2022

Revision

Facts First

Followed by Exam Technique

Revising the Facts

• Guided by learning checklists – what the students are expected to know.

• Fill in the gaps – use a revision guide or an online resource to re-learn as needed.

• Test recall skills – make and use flashcards, paired quizzing, online quiz resources.

Students will be given an equation sheet for all Physics exams as part of the C19mitigations agreed by the government. We have not yet seen this document butexpect this in the next few weeks.

Revision CardsRevision Mind Maps

GCSE HubScience

Developing Exam Technique

• In school P6 – used to develop exam technique.

• Past exam papers, mark schemes and examiner reports – use for practise and self test.

• Examiner reports are particularly useful

• Two full sets of past papers are now available

Examiners’ Reports give students very valuable advice

Online Resources

Science past exam papers can be found here:

• https://tinyurl.com/scienceppq

The correct section of the BBC Bitesize revision website is here:

• https://tinyurl.com/bitesizesci

An excellent YouTube channel of revision videos can be found here:

• https://tinyurl.com/FreeSciL

Here are a selection of 10 minute revision tests:

• https://tinyurl.com/10mintests

CGP publish a wealth of revision resources that can be purchased if students/parents wish – students have found these to be useful in the past.

• https://tinyurl.com/CGPResources

https://tinyurl.com/scienceppq

https://tinyurl.com/bitesizesci

https://tinyurl.com/FreeSciL

https://tinyurl.com/10mintests

https://tinyurl.com/CGPResources


Post-16 applications

There are three main pathways for KNBS school leavers – these are attending college, sixth form or doing an apprenticeship.

Post-16 destinations

• Halesowen College - Wednesday 10th November (5pm-7pm)• Joseph Chamberlain Sixth Form College - Saturday 13th November

(10am-2pm)• South and City College (e.g. Digbeth campus and Bournville campus)

- Wednesday17th November• Colmers School and Sixth Form College – Thursday 18th November

[virtual] (6-8pm)

Sixth Form application windows are traditionally shorter (e.g. KNGS –21st January 2022) but college application windows remain open until April/May 2022.

Applications for Post-16 destinations are now open

• Careers enrichment day workshops – introduction to KNGS,

introduction to apprenticeships, interview skills, college life,

employability, CVs and cover letters and introduction to higher

education (Y10)

• Form-time research activities (Y10)

• Discussions with Form-Tutor (Y10 and Y11)

• Presented with online virtual work-experience opportunities (Y10)

• Careers fair (Y11)

• Careers provision within Personal Development lessons (Y10 and Y11)

• Careers interviews with Level 7, impartial careers advisor (Y11)

What is being done within school to help my son?

We encourage you to have conversations at home with your son and to involve relatives too.

Your son will either:

• have an idea of what future job he wants and so needs to work backwards from that

• or knows what subjects/courses he would like to pursue and works forwards from that.

What if my son doesn’t know what he wants to do?

How can we research post-16 options?

Applications are online; he will need to create an account to make an application.

How does your son apply?

Once the application form is completed, what then?

• References are completed by a team of staff in school, led by the Head of Year 11, Richard Hanson.

• Interviews

• Conditional and unconditional offers

• Results day - Thursday 25th August 2022

Any questions?


GCSEPod.com

gcsepod.com Log - in

• USERNAME: School email address

• PASSWORD: First name (case sensitive) and date of birth (ddmmyyyy)

Eg: Joseph Bloggs, born on 15th March 2006

USERNAME: [email protected]

PASSWORD: Joseph15032006

mailto:[email protected]

Download the App…

• USERNAME: School email address

• PASSWORD: First name (case sensitive) and date of birth (ddmmyyyy)

Eg: Joseph Bloggs, born on 15th March 2006

USERNAME: [email protected]

PASSWORD: Joseph15032006

gcsepod.com Log - in

mailto:[email protected]

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King’s Norton Boys’ School