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Y9 High Achievers Evening
22nd October 2015
• Welcome
• Programme for the Evening
1. What is ‘High Achievement’?
2. Changes to Reporting/Grading
3. Subject specific information from Core Subjects
4. Post 16 and Beyond
5. Aspirations
• Close
• STAFF
• Mr Perry – Assistant Headteacher
• Mrs Adams – Deputy Headteacher
• Mr Killeen – History Teacher/Aspirations
• Mr Hambleton– Director of Maths
• Miss Taylor – Assistant Director of Science
• Miss Powell – Head of English
• Deputy Head Boy – BRYN SHARRATT
• Deputy Head Girl – EVE SAMPSON
• High Achieving – The background
• High Ability pupils come to secondary school having achieved a level 5 average in their Key Stage 2 SATs.
• Pupils will need to be achieving at least a grade B at GCSE level if not better for them to make expected progress
• Pupils who have made significant progress at Key Stage 3
Changes to Assessment and Reporting
Why is the system changing?
• Reformed GCSEs
• Move away from National Curriculum Levels in KS1-3
9-1
9-1
Should I be concerned if
my child’s grades appear
low?
How do I know if my child
is making good
progress?
Criteria for each subject
Year 9 – Timescale for changes
2015-16 Year 9
• 9-1 in English, mathematics and science
• National Curriculum Levels in other subjects
2016-17 Year 10
• 9-1 in all GCSE subjects
• Other qualifications (e.g. BTEC) use Pass/Merit/Distinction
2017-18 Year 11
• As Year 10
Data Report
Report with comments
• Familiar booklet
• Working at grade
• Attitude grade
• Target grade
• Teacher review comment
• Teacher target comment
GCSE Maths
Mathematics at Cheslyn Hay
• 1) Why maths is important?
• 2) New GCSE in maths (9-1)
• 3) Schemes of work and assessments
• 4) Expectations
• 5) How to support your child at home
• 6) How we support your child
Why is maths important?
• Opens doors for future possibilities
• Earning potential = better standard of living
• Transferable skills to other subjects
• Problem solving
• More employable
• When it’s going well it is an enjoyable subject and
rewarding.
New GCSE
• It is harder
• Grade 5 is the new baseline
• This would be C+ or B-, standards have risen
• More hours for teaching: 8 hours a fortnight
• A-level topics have been drawn into GCSE
• Will be examined over 3 papers (1 non calculator)
• 3 year KS4 starting in year 9 to cover the content and
develop thinking
Mathematics Curriculum
• 4 week modules
• Schemes available from launch pad – school site – subjects
- maths and relevant year
• Will be subtle changes occurring with assessments but
schemes are correct
• Home learning every module with response task
• Test every 3 modules
• Full mock exams at the end of the year
Curriculum overview
Expectations
Expectations
• Work to the best of your ability
• Complete home learning on time and to a good standard
• If unsure seek help by asking teacher, friends or using
websites
• Review work and learn from mistakes
• Revise for tests and exams
• Do not give up!!
How to support your child at home
• Ensure work is being completed
• If have none, direct to revision
• A little often is better than revising at the end
• Use our websites to help
• www.mathswatchvle.com
– Centre id: cheslynhay
– Username: firstnamelastname (No spaces, full)
– Password: cheslyn
• All students are given clip numbers for each topic
How we support students in maths
• Quality first teaching
• Assistance where needed, all staff are available
• Feedback designed to improve student’s understanding
• Opportunities to improve and learn from mistakes
• Students will be pushed to improve and mediocre work
won’t be accepted
• When available, extra support will be advertised to the
students (in lessons, new twitter account)
Where to get more information
• Mr Hambleton – Director of Maths
• Mr Gittus – Head of Maths
• Miss Hibbs – Assistant Director of Maths (KS3)
• Mr Carter – Assistant Director of Maths (KS4)
• Teachers
The main aims of Key Stage 4 science are:
• to develop underpinning knowledge and understanding required to
attain two or three GCSEs in Science;
• to develop transferrable science skills which relate to how science
works;
• to develop the communication skills necessary to enable learners to
become more scientifically literate;
• to create a culture where science is enjoyable and accessible for all
learners irrespective of ability;
• To facilitate progression in science to key stage 5.
Science at Key Stage 4
• An increased focus on literacy and numeracy skills.
• Changes to content (awaiting exam board approved resources)
• Removal of coursework (currently 25%) to be replaced with
examination questions about required practical experiments that
learners must complete during the course. These question will be
embedded into the final exams.
• All external examinations will take place at the end of year 11, with
no re-sits available.
• Replacement of A*-G grading with 1-9.
The New Science GCSE:
In year 9 learners will have 6 lessons per fortnight and rotate between
Biology, Chemistry and Physics each half term and be taught by
specialist teachers in each subject.
In year 10 and 11 learners will have:
• 10 lessons per fortnight for double award GCSE (2 GCSE’s)
• 12 lessons per fortnight for separate science (3 GCSE’s)
The double or separate pathway will be decided during option choices
later this year with teachers and students.
Science at Key Stage 4
Learners will be:
• assessed through end of topic tests and literacy-based activities;
• expected to spend 15 minutes per fortnight engaged in active, silent
reading;
• offered the opportunity to engage in gifted and creative challenges
and report on aspects of science they have read, seen or
experienced.
Science at Key Stage 4
• Encourage high levels of attendance.
• Encourage them to complete home learning and
additional research/guided reading, especially if they
struggle with a concept.
• Encourage them to practice literacy and numeracy skills.
• Encourage them to engage in the literacy and gifted &
talented challenges each term.
How you can support your child:
Director of Science: [email protected] Head of Science: [email protected] Assistant Director of Science: [email protected] Head of Biology: [email protected] Head of Chemistry: [email protected]
Contact details
ENGLISH DEPARTMENT
• We are a large, successful department consisting of thirteen
members of specialist staff
• All of our students complete a GCSE in both English Literature and
English Language
• We have a large uptake at A-Level in English Literature and
currently teach 70 students in year 12 and 45 in year 13. We have
outstanding results at A-level
• The English department benefit from specialist classrooms with
examples of work, marking and word banks to help the students
achieve to the best of their ability
Y9 MEDIUM TERM PLAN
New GCSE: English Language & English Literature
• 100% exam
• There are no longer higher and foundation tiered papers
• Students will need to buy set texts; these are available to purchase from school or can be bought independently
• Poetry anthologies are provided by the school
ENGISH LANGUAGE
Language (graded 0-9)
• Unseen Prose – 20th Century fiction (20%)
• Unseen Prose – 19th and 20th Century non-fiction (30%)
• Non-Fiction writing – 6 text types (30%)
• Story (20%)
Speaking and Listening (graded 0-5 separate to GCSE)
• Deliver a speech or presentation
ENGLISH LITERATURE
Literature (Graded 0-9)
• Poetry (20%) – Themes: Nature (Cruelty, positive and power)
War (Positive, negative and power)
Love (Positive, love/grief and power)
• Romeo and Juliet/Macbeth (20%)
• Novel/Play – Lord of the Flies/Blood Brothers/ An Inspector Calls (20%)
• 19th Century Prose – A Christmas Carol/The Strange Case of Dr Jekyll and Mr Hyde (20%)
• Unseen Poetry (20%)
• Nineteen Eighty-Four George Orwell Y9 BOOK LIST (Some of the best books I have ever read) • Jane Eyre Charlotte Brontë
• Catch-22 Joseph Heller
• Wuthering Heights Emily Brontë
• Great Expectations Charles Dickens
• The Hobbit JRR Tolkien
• Treasure Island Robert Louis Stevenson
• Animal Farm George Orwell
• A Christmas Carol Charles Dickens
• Of Mice And Men John Steinbeck
• Lord of the Flies William Golding
• The Woman in White Wilkie Collins
• The Woman in Black Susan Hill
• The Adventures of Sherlock Holmes Arthur Conan Doyle
• I’m the King of the Castle Susan Hill
• Frankenstein Mary Shelly
• Dracula Bram Stoker
• The Strange Case of Dr Jekyll and Mr Hyde Robert Louis Stevenson
• The Lord of the Rings,JRR Tolkien
• Pride and Prejudice Jane Austen
• The Hitchhiker's Guide to the Galaxy Douglas Adams
• To Kill a Mockingbird Harper Lee
• Roll of Thunder, Hear My Cry Mildred D. Taylor
• Brighton Rock Graham Green
• A Kestrel for a Knave Barry Hines
IMPORTANT SKILLS
• Read a variety of text types. These should be challenging texts for the student’s age
• Spelling: a wide vocabulary is needed to achieve the higher marks in English and across the school
• Punctuation: again, a wide variety is needed and must be used with accuracy
• Accuracy: there is more of a focus on this than anything else at the moment. It is crucial that if a student is to achieve the higher grades (numbers) at GCSE then they need to be absolutely accurate with their sentence construction
THE JOURNEY – (Y9 – REST OF YOUR LIFE) • All students are part way through their school
journey, only part of their journey in life! • All students are now required to stay in education
or training until they are 18 • Your son/daughter has been identified as a
student who will go on to study at sixth form level and beyond
• More and more of the jobs on the market are requiring degrees (in any subject area)
CHESLYN HAY SIXTH FORM: • Over 200 students currently in the sixth form • Last year 46% total grades were A*-B • Experienced sixth form team with range of
expertise • Close links with local and national universities • Each subject has a ‘point score’ for entry onto
courses – every subject counts! • 100% of our students last year were placed in
higher education or employment with training
• OUR SIXTH FORM STUDENTS
• ‘ Experience from the horse’s mouth’
• Deputy Head Boy – BRYN SHARRATT
• Deputy Head Girl – EVE SAMPSON
THE UNIVERSITY OF LIFE • Freedom • Mix with a wide range of people different
cultures, backgrounds and ages • A sense of responsibility – new attitude
‘ I never realised how much my mum did for me’ ‘ Do you know how much stuff costs’ ‘ It has become acceptable to borrow toilet roll
from public places’ ‘ Did you know people do work in a library’
UNIVERSITY GRADUATES:
• Earn more and have more choice over their career
• Current figures value a degree to give you an average of £160,000 more over a lifetime
• Vocations such as medicine, dentistry, solicitors etc that increases to £340,000
• Engineering £243,000
• Business/ Finance £185,000
• Average graduate starting salary in 2015 £30,000 with over a quarter earning in excess of £35,000
UNIVERSITY GRADUATES:
Are more likely to……..
• Volunteer, Vote, Protest
• Start their own business
• Invent new products, develop new ideas
• Engage in community activities
• Develop a wider circle of friends
• Travel further and live longer
• Meet their future partner at University
WHATS IT GOING TO COST?
• Tuition fees £9000 per year
• Loan for living costs up to £8000 depending on parent income (less than £25,000 qualify for full loan). All students entitled to £3500.
Not parental responsibility!
• Students pay back 9% of earnings once earning over £21,000
e.g Earning £25,000 - £30 per month
Earning £30,000 - £67 per month
After 30 years debt wiped out
HOW PARENTS CAN HELP?
• Support and encouragement
• Discuss careers /opportunities -
• Attend Open Days and visit universities and investigate University bursaries and finance support (First in Family)
• Remember the key messages: 1. Higher Education will remain FREE at the point of access
2. Graduates only pay only when and if they can afford to
3. The amount graduates contribute per month is NOT affected by the amount borrowed
Visit Money Saving Expert for further impartial advice
Cultural capital
School & education Extra-curricular
opportunities
Parental input
What is cultural capital?
- ‘The non-financial social assets and forms of knowledge that can unlock new opportunities.’
- Russell Group universities are all looking for students with a high cultural capital.
- We want to help your child stand out.
Cultural capital
School & education Extra-curricular
opportunities
Parental input
School & education - It is at school where a child’s passion for learning originates.
- We aim to spark an interest in your child.
- In Year 9, it is our job to guide your child in their options so they make the correct choices for their future.
- Our job is to provide opportunities for your child to fulfil their academic potential.
A successful education = greater cultural capital
Cultural capital
School & education Extra-curricular
opportunities
Parental input
Extra-curricular opportunities - We want to raise the aspirations of your child and introduce them to the opportunities available to them at A-level, university and beyond.
- We run visits to Russell Group universities, trips to skills shows, offer places on a summer school scheme and are an Aim Higher West Midlands partner school.
- We also offer a wide range of subject specific trips aimed at increasing engagement and sparking curiosity eg. WWI battlefields, Tate Modern art gallery etc.
Extra-curricular opportunities = greater cultural capital
Cultural capital
School & education Extra-curricular
opportunities
Parental input
Parental Input - We value your continued support in helping your child succeed.
- Parental support is proven to play a major role in increasing your child’s success at school.
- The seemingly small things can make a huge difference eg. Trips to museums, visits to places of interest and even watching the news together or reading a newspaper.
Parental support = greater cultural capital
• Characteristics of High Achieving Pupils
• Growth Mindset
- Don’t subscribe to the Talent myth
- Students who subscribe to the idea that talent is all that is needed often fail as things get tougher
- Students who have a growth mindset
- Students who subscribe to the idea that failing is a learning experience.
CAROL DWECK
‘Those who hold the belief that abilities are transformable through EFFORT not only persevere more but actual improve when the going gets tough; those labouring under the talent myth, on the other hand regress into psychological helplessness’
• Please fill out an evaluation form in reception so we can make next years even better!
• Thank you
