Transcript KS3 English and Maths Information Evening

KS4
English and Maths
Information Evening
th
11
October 2016
Aims of the evening
• Context of English and Maths in the UK Post 16
• New style GCSEs
• Assessment & reporting to parents – schedule, format
• Overview of subject content for each year
• Examples of work completed
• Marking and feedback
• Home learning
• Supporting my son / daughter’s learning
Let’s sort them…
Let’s work out what happens.
Let’s work out what happens.
THIS IS NOT
ATTAINMENT 8!
There’s more!
= 65 total points
Attainment 8 is worked out by:
65
THIS IS
• Taking that total
points and…
dividing it by…
ATTAINMENT 8.
10
•65 ÷ 10 = 6.5
Summative assessments in English & Maths
Year 9
Year 10
Year 11
Wb. 28th Nov 16
Wb. 21st Nov 16
Wb. 5th Dec
TRIALS 1
Wb. 13th March
TRIALS 2
May/June
GCSEs
Wb. 3rd April 17 Wb. 27th March 17
Wb. 19th June 17 Wb. 26th June 17
Assessment
Summative
3 times per year
Formal, under exam conditions
Marked and moderated internally
Reported to parents via Gateway
Formative
Ongoing feedback
High frequency
Strengths and areas to improve
Informs lesson planning
Praise incorporated
Home learning (work)- Y9/10/11
• Generally set on a weekly basis
• Will be a comprehensive task
• Will be linked to either prior, current or future learning
• Revision home learning tasks prior to assessments
• Could be personalised
The Year 9 English curriculum
• ‘Romeo and Juliet’ by William Shakespeare
• Quality class readers from well known authors such as Harper Lee, William
Golding and George Orwell
• A study of the conventions of Gothic Literature with short stories by Edgar
Allan Poe
• Writing to narrate and describe
• English Literary Heritage poetry by poets such as Robert Browning and
William Wordsworth
• A range of poetry from contemporary writers such as Simon Armitage and
Seamus Heaney
• A study of the art of rhetoric and the power of writing to persuade
GCSE English language reading; can you…
• Read and understand a range of texts from the 19th 20th and 21st century. These might be
literature or literary non-fiction
• Develop the skills for the reading section in both exams, where questions test a range of skills
including comprehension, collating and ordering information from more than one source,
comparing texts, and evaluating texts as a critical reader would
• Acquire and apply a wide vocabulary – the texts will be complex, and in writing about them,
students must be fluent themselves
• Use specialist subject terms, for example word classes, grammatical terms and other
specialist words like metaphor, image, simile
Key skills?
Finding the implicit meaning in a text as well as what is explicit;
inferring
Commenting on and explaining how writers use language and
structure to affect the reader
Using evidence from the text to support your views
Being able to use specialist terms
Compare /contrast
GCSE English Language writing; can you…
Write effectively and coherently in standard
English
Write in a range of styles; argue/persuade and
describe/narrate
Use a wide vocabulary
Use grammar correctly and punctuate accurately
Edit and proof-read your work effectively
marking
GCSE English Literature; can you…
 Read, understand and respond to texts
 Maintain a critical style and develop an informed personal response
• Use textual references, including quotations, to support and illustrate
interpretations
• Analyse the language, form, structure used by the writer to create
meanings and effects, using relevant subject terminology where
appropriate
• Write about the context of the text and when it was written
• Compare two poems
Paper 1:Shakespeare and the 19th century novel
(4 marks for SPaG on the Shakespeare question!)
Modern texts and poetry
(4 marks for SPaG on An Inspector Calls!)
How can you help your child?
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Buy revision guides – many available from college
CPG copies of Romeo and Juliet
BBC bitesize and other websites recommended by English teachers
Read the texts yourself so that you can discuss them at home
Encourage your child to read the news, in print or online
Discuss issues and world events so that your child gets used to
expressing a point of view
• Familiarise yourself with the English exam, and the demands of each
paper so you can help your child to be organised with revision
• Buy them lots of stationery!
Maths at Wyvern College
KS4 information evening
William Emeny- Curriculum Leader for Mathematics
Sarah Weatherhead- Deputy Curriculum Leader for Mathematics
Making a
mathematician…
Fluency
The objectives reinforce
each other- students
need all 3 to be good
mathematicians
Reasoning
• The ability to recall
essential
knowledge quickly
and accurately
• The ability to
combine prior and
new knowledge to
induce new learning
Problem solving
• The ability to transfer
learning to a new
context to solve a
problem
The new 9-1 Maths GCSE- what has changed?
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Increase in content
Increase in challenge; 9 is harder than A*
Both foundation and higher tiers are harder
3 X 1 ½ hour exams. Non-calculator -> calculator -> calculator
No formula sheet
Emphasis on problem solving; less in-question guidance
Increase in content
Year 9 syllabus- foundation
 Number
 Integers and place
value
 Graphs, tables and
charts
 Equations, inequalities
and sequences
 Tables
 Equations
 Decimals
 Charts and graphs
 Inequalities
 Indices, powers and
roots
 Pie charts
 Sequences
 Factors, multiples and
primes
 Algebra
 The basics
 Expanding and
factorising
 Expressions and
substitution into
formulae
 Scatter graphs
 Fractions and
percentages
 Fractions
 Fractions, decimals
and percentages
 Percentages
 Angles
 Angles, lines and
symmetry
 Polygons and parallel
lines
 Interior and exterior
angles of polygons
Increase in content
Year 10 syllabus- foundation
 Averages and range
 Statistics and
questionnaires
 The averages
 Perimeter area and
volume 1
 Perimeter and area
 3D forms and volume
 Graphs
 Real-life graphs
 Straight-line graphs
 Transformations
 Probability
 Rotations
 Single event
 Reflections
 Two events
 Translations
 Enlargements
 Ratio and proportion
 Ratio
 Proportion
 Right-angled triangles
 Pythagoras’ theorem
 Trigonometry
 Multiplicative reasoning
 Further percentages
 Rates of change
 Compound measures
 Constructions, loci and
bearings
 Plans, elevations and
nets
 Constructions, loci
and bearings
Increase in content
Year 11 syllabus- foundation
 Quadratic equations and
graphs
 Expanding and
factorising
 Quadratic graphs
 Perimeter, area and
volume 2
 Circles
 Fractions, indices and
standard form
 Fractions
 Indices
 Standard form
 Congruence, similarity
and vectors
 Cylinders
 Similarity and
congruence in 2D
 Cones
 Vectors
 Spheres
 Further algebra
 Rearranging formulae
 Graphs of cubic
functions
 Graphs of reciprocal
functions
 Simultaneous
equations
Increase in content
Year 9 syllabus- higher
 Number
 Calculations, checking
and rounding
 Indices, roots,
reciprocals, hierarchy
of operations
 Factors, multiples and
primes
 Standard form and
surds
 Algebra
 The basics
 Setting up, rearranging
and solving equations
 Sequences
 Interpreting and
representing data
 Angles and trigonometry
 Averages and range
 Polygons, angles and
parallel lines
 Representing and
interpreting data
 Pythagoras’ Theorem
and trigonometry
 Scatter graphs
 Fractions, ratio and
percentages
 Fractions
 Percentages
 Ratio and proportion
 Graphs
 The basics and reallife graphs
 Linear graphs and
coordinate geometry
 Quadratic, cubic and
other graphs
Increase in content
Year 10 syllabus- higher
 Area and volume
 Perimeter, area and 3D
forms
 Circles, cylinders,
cones and spheres
 Accuracy and bounds
 Transformations and
constructions
 Equations and
inequalities
 Solving quadratic
equations
 Solving simultaneous
equations
 Inequalities
 Probability
 Transformations
 Single-event
 Constructions
 Two-event
 Loci
 Conditional
probability
 Bearings
 Venn Diagrams and
Set Theory
 Multiplicative reasoning
 Direct and inverse
proportion
 Proportion on graphs
 Compound measures
 Repeated
proportional change
 Similarity and
congruence
 Similarity in 2D and
3D
 Proofs of congruence
Increase in content
Year 11 syllabus- higher
 Further trigonometry
 Graphs of
trigonometric
functions
 Graph transformations
 Non-right-angled
triangle advanced
trigonometry
 Further statistics
 Sampling
 Cumulative frequency
 Box plots
 Histograms
 Equations and graphs
 Further algebra
 Quadratic equations
and graphs
 Changing the subject of
a formula
 Expanding triple
brackets
 Algebraic fractions
 Sketching graphs
 Equation of a circle
 Cubic graphs
 Circle theorems
 Circle theorems
including proofs
 Circle geometry
 Rationalising surds
 Algebraic proof
 Vectors and geometric proof
 Proportions and graphs
 Reciprocal graphs
 Exponential graphs
 Gradient and area under
curves
 Direct and inverse
proportion (algebraic)
Increase in challenge of content
Grade 9 on the new Maths GCSE
Edexcel Sample Assessment Material
9-1 Maths GCSE
Paper 1
Higher Tier
Both the foundation and higher
tiers are harder
Foundation tier will be the suitable tier for many more students than on the previous GCSE
No formula
sheet
Memorisation
expected
Less guidance on multi-step
problems
Secure
Strengthen
Extend
Students are taught to
present their work like
mathematicians
• Margins
• Date
• Title
• Working down the page,
not across
• One number per square
• Diagrams in pencil and
ruler
• Mark their work as they go
• Record feedback in green
pen
What feedback will my child receive
on their work?
Specific, timely, acted upon
• Feedback in maths needs to be fast- ideally after each attempted question
• Most feedback will be in-lesson based
• Classrooms run as high-feedback learning environments
• Mini-whiteboards used to assess students’ understanding regularly and
teaching adapted accordingly
• Answers given along with questions- students mark as they go
• Students make notes of worked examples to refer to
• Teachers systematically circulate whilst students are working
• Student discussion and peer support encouraged. Brain, book, buddy,
boss
• Regular ‘book looks’- used to inform planning. You won’t see a lot of red pen
in your son/daughter’s book, but the teacher will have reviewed all of their
work
Online learning
systems
• MyMaths
• Mathswatch
• Students have free logins to both
systems which provide full lessons
for the whole curriculum
• First place to turn when stuck on a
homework or for independent
learning
How can I support my child?
Practical things you can do
Speak about maths positively and
get stuck in!
 Ask your child to explain what they
have learned in maths each day. Get
them to teach you
Never say, “I’m not good at maths”
 Talk to your child about how you use
maths in your everyday life and
involve them in it. Personal finances,
cooking, at work etc
 “With hard work and if you don’t
give up, you will become an
excellent mathematician”
 “Stuck on your homework? Let’s
get on MathsWatch together and
see if we can figure this out”
 Check your child has completed all
questions on their homework and that
it is presented to the best of their
ability.
 “Nobody learns something the first
time. Try this again tomorrow“build their resilience
 Build a good relationship with your
child’s maths teacher. Seek their
advice
 “Let’s check you can still do what
you studied a month ago…”
 Build their stamina to concentrate for
extended periods of time
 Revision guides
Individual queries relating to English or Maths
Please contact the class teacher in the first
instance
Then e-mail
[email protected]
[email protected]