act justly, love tenderly, walk humbly with your god
TRANSCRIPT
Act Justly, love tenderly,
walk humbly with your God
Mr I Foster
Assistant Headteacher, Director of
Key Stage 4
Ms Lawrence
Key Stage 4 Achievement Leader
Miss Chin
Yr 11 Achievement Leader
A Reading from the Second Letter of St Paul
to the Corinthians (5:16-20)
Reader: The Word of the Lord
All: Thanks be to God
BIDDING PRAYERS
Reader: Lord in your Mercy
All: Hear our Prayer
MTG – Minimum Target Grade
CHG – Challenge Grade (Aspirational)
Progress Check & Annual Report
WAG – Working At Grade
Effort
Homework
Behaviour
There will be two exams in English at the end of
Year 11
English Language – 1 x exam
English Literature – 2 x exams
Two hours – one paper 60% of overall marks
One hour Reading Assessment
One hour Writing Assessment
Two questions
Of Mice & Men
An Inspector Calls.
A selection of Poems – two questions
One for Literature – a comparison piece probably
Macbeth or Romeo & Juliet and a poem – 25%
Language – two creative pieces of writing – 15%
Language – one reading assessment based on Of
Mice and Men – 15%
Spoken Language Study – 10%
Exam Conditions
Varying time allocations and word counts
Draft submitted and looked at by teacher and
general guidance for improvement given
No dictionaries
Language for exam in Summer of Year 10
Unit 1: Reading non-fiction texts
C.A: Of Mice and Men
C.A: Creative Writing x 2
C.A: Spoken Language Study
An Inspector Calls
Poetry: Unseen poetry and relationships poems
(Anthology)
C.A: Literary Heritage (Shakespeare)
Revise Of Mice & Men
Macbeth or Romeo & Juliet– Shakespeare
An Inspector Calls – JB Priestley
Of Mice and Men – John Steinbeck
The Moon on the Tide: Poetry Anthology
www.bbc.co.uk/schools/gcsebitesize
Fronter
Wider reading – newspapers, novels, magazines
Study guides, CGP, York Notes
www.aqa.org.uk
Encourage your child to read – not always easy!
Let them have access to a wide range of material
Have a look at their work – have they made any
spelling, punctuation or grammatical errors?
Ask them to tell you about the novel/play/poems we
are reading in class
Encourage your child to be proactive and ask for help
Mrs Morrell, Subject Leader of English
Edexcel GCSE Statistics 2STO1 Linear
Edexcel GCSE Mathematics A (1MAO) Linear
All Year 10 students will entered for Statistics
GCSE in June 2015. Edexcel – 2STO1
Year 10 students will be entered for Maths GCSE
course in June 2016. (at the end of year 11).
Edexcel -1 MAO (Linear)
In year 10 both subjects will be taught in tandem.
Controlled Assessment 25%
Examination 1 paper 75% (2 hr Calculator
Paper)
Controlled Assessment will be done by Christmas.
After Christmas, the time will be split teaching
both Statistics and Maths.
Check homework is done
Help organise hand-outs into folders
Check students have correct Maths equipment
(especially calculators).
Communicate concerns to the teacher or
Ms Popat Subject Leader of Maths.
Mymaths website particularly the booster
programs
Mathswatch VLE excellent video tutorials and
exercises
Students will be given numerous past papers and
worksheets.
Students split across 8 classes
Intervention classes nearer exams
Revision Guides will be provided
Exam Board: Edexcel
Year 10: Unit 10: Roman Catholic Christianity
Year 11: Unit 3: Religion and Life based on
the study of Roman
Catholic
Christianity
The course is assessed at the end of Year 11.
Two exams in May 2016, 1.5 hours each.
Each exam is worth 50%
Students are assessed regularly, and for each of the
4 modules there will be:
2 assessments on past exam questions
1 timed end of module test
1 glossary test
Students have a pupil progress sheet in the back of
their RE exercise book to record their results,
evaluate how they prepared for their tests and to set
targets for improvement.
Each student is
given a glossary of
key words in Year
10 and another one
in Year 11.
GCSE Religious Studies
Year 10
Unit 10
Glossary
Name
____________________
Form
____________________
Revision book available
to order through RE
department
Revision materials –
PowerPoint
presentations, model
answers, past exam
questions all available
on Fronter and Central
Resource Library.
Most students study 2 Science GCSEs: Science A
and Additional Science. All exams are at the end
of Year 11.
We use AQA as our exam board, and our course
titles are Science A & Additional Science.
Some students study Triple Science. This gives
them 3 GCSEs: Biology, Chemistry and Physics.
All exams are at the end of Year 11.
In Year 10 Double Science students study GCSE Science A. This is one complete GCSE for which students have 3 double lessons each week. Students learn Biology, Chemistry and Physics, with each subject being taught by a specialist.
All students complete coursework ISAs in Year 10 that count 25% of their GCSE Science mark.
Students take all of their exams for GCSE Science at the end of Year 11. There will be three exams, each one hour long: one for Biology, one for Chemistry and one for Physics.
In Year 11 Double Science students study GCSE Additional Science. This is one complete GCSE for which students have 3 double lessons each week. Students learn Biology, Chemistry and Physics, with each subject being taught by a specialist.
Double Science students complete coursework ISAs in Year 11 that count 25% of their GCSE Additional Science mark.
Double Science students take 3 GCSE Additional Science exams in May of Year 11. The exams and the ISA give them their 2nd GCSE in Science.
Triple Science students study alongside their
peers for 6 lessons per week.
Triple Science students have 3 extra science
lessons per week where they learn the extra
science required for the triple award.
Triple Science students take all 9 of their Triple
Science exams at the end of Year 11. Coursework
ISAs take place during Year 10 and Year 11.
ISA Dates – Year 10
October 2014
January 2015
ISA Dates – Year 11
July 2014 (at the end of year 10)
December 2014 – during the mock exam week at the end of term.
Progression to A Level
Students who want to take any of the Sciences at A Level need 2Bs in Science at GCSE. Both Double and Triple Science are good preparation for A Level.
Teaching and learning does not just occur
between 8:30 am – 3:30 pm it continues:
After school
Saturday School
Holiday & half term school
Be prepared to take responsibility don’t miss out!
No longer module exams so public exams will take
place in
May/June for Year 10,
Maths & English November for Year 11
All subjects in May/June for Year 11
Agree a routine for homework - establish good habits
Decide the best time for homework
Negotiate when other activities such as television, phoning friends can take place
Listening to music/ MSN
Be available to help
Make sure that your child has a comfortable place to
work with as few distractions as possible.
Provide boxes or a special place for storing school
books
Monitor the homework set
Ensure homework does not build up
If your daughter gets stuck offer support but
don’t do it for them
Encourage them to write down clearly what the
homework is in the class
If the work is consistently too difficult or too
easy let the teacher know
Take an interest in your child’s marks and
celebrate success
Again, be wary of excuses
If students are to achieve their potential, good attendance and punctuality are critical. The link between attendance and achievement is well documented. At St. Anne’s we want all of our students to achieve the very best examination results that they can and poor attendance will have a significant impact on student achievement. Students with irregular attendance…
• Get behind with work
• Lose the thread of the topics being taught
• Become de-motivated on return to school
• Lose friendships
• Miss out on important career and guidance input
• Miss out on extracurricular opportunities
• Are less likely to feel part of the school
90% attendance is equivalent to one day of absence every fortnight. Over an academic year this amounts to four weeks of absence (100 lessons missed!)
St ANGELA
EUROPE
Pink
St FAUSTINA
OCEANIA
Yellow
St JOSEPHINE
BAKHITA
AFRICA
Blue
St LAURA
(of St Catherine of Sienna)
SOUTH AMERICA
Orange
St MARIANNE
COPE
AMERICA
Red
St TERESA
BENEDICTA
ASIA
Green
Head
of House
Mrs Gumbrell
Head
of House
Mrs Hyland
Head
of House
Mrs Sanders
Head
of House
Dr Cooper
Head
of House
Mrs Turner
Head
of House
Miss Pugh
7 Angela
8.Angela
9 Angela
10 Angela
11 Angela
12 Angela
and Form Tutors
7 Faustina
8 Faustina
9 Faustina
10. Faustina
11 Faustina
12 Faustina
and Form Tutors
7 Josephine
8 Josephine
9 Josephine
10 Josephine
11 Josephine
12 Josephine
and Form Tutors
7 Laura
8 Laura
9 Laura
10 Laura
11 Laura
12 Laura
and Form Tutors
7 Marianne
8 Marianne
9 Marianne
10 Marianne
11 Marianne
12 Marianne
and Form Tutors
7 Teresa
8 Teresa
9 Teresa
10 Teresa
11 Teresa
12 Teresa?
and Form Tutors
Mr I Foster
Assistant Headteacher, Director of
Key Stage 4
Ms Lawrence
Key Stage 4 Achievement Leader
Miss Chin
Yr 11 Achievement Leader
Everyone feels nervous about taking exams. Here are some tips to help you make the most of your revision time and keep those nerves under control.
It’s important to remember that an examination is a test of learning, not memory.
Examiners want to see evidence that you have drawn on your knowledge to develop a reasoned argument, rather than replicate course notes and textbook facts.
Revision should be a process of consolidating understanding rather than cramming as much information as possible before the morning of the exam.
Where to study? Creating good conditions to study in can
help you make the most of the time you spend revising. Here are some suggestions:
Find a quiet place to study and make sure you are sitting comfortably
Make sure your desk is well lit Keep background noise to a minimum Avoid studying in an area where there will
be distractions (like television!) Have everything you need to do your
revision to hand before you start
There is no ‘right way’ to revise, as long as the method you choose enables you to gain a solid grasp of key facts and consolidate your knowledge. Some students are happy to read their classroom notes from start to finish, others prefer to simplify the information as much as possible, turning everything into skeleton notes, diagrams or mnemonics. In practice, most students find that mixing techniques suits the varied nature of the subjects being revised, and provides essential variety when studying.
Turn your notes into revision tools; write ideas and facts on to cards to use as ‘prompts’
Create memory aids such as diagrams or mnemonics (e.g. initial letters to make a word you need to remember or SMART objectives: Specific; Measurable; Achievable; Realistic; Targets). These will help you remember key facts
Write key facts/notes out and display these around the house where you will see them record yourself reading notes to listen to
Study with a friend and test each other’s knowledge, but remember you are meeting to revise rather than to chat!
Work through past question papers – and use a watch to time them so that you can practise timing your answers.
Choose study and revision guides sensibly. It’s not hard to find help with revision – as well as established published revision guides, there are hundreds of websites offering help and advice. The problem is not how to find such help, but how to judge which is the best source for your needs. Save valuable time and get recommendations from your teachers
Remember course notes are also a valuable source of extra help.
Keep yourself more alert by changing revision methods during a session. For instance, try switching from note taking to memorising; from reading to asking someone to test you
Attend any revision classes that your teachers may be running at school and get their advice on revision methods
Look after yourself – Sometimes revision can become a competition – who stayed up latest, who worked longest, who’s worrying the most. But the more tired you are the less efficiently you’ll work. You need to rest as well as study, eat well, drink lots of water and make sure you pace yourself. Don’t rush, and equally don’t over-revise by doing too much too soon
The top tip for successful revision is to make a plan; otherwise it is easy to waste your precious revision time. We recommend that you start your revision at least six weeks before your exams begin. It is helpful to look at your exam dates and work backwards to the first date you intend to start revising.
List all your exam subjects and the amount of time you think you will need for
each one. It is unlikely that the amounts will be equal. Many people find it advisable to allocate more time to the subject or topics they find the most difficult. Draw up a revision plan for each week.
Fill in any regular commitments you have first and the dates of your examinations
Use Revision Checklists or Syllabuses for each subject as a starting point. Look at what you need to know and try to identify any gaps in your knowledge. (A good way of doing this is to look at the results of past papers or tests you have worked through)
Divide your time for each subject into topics based on the units in the revision checklist or syllabus, and make sure you allow enough time for each one
Plan your time carefully, assigning more time to subjects and topics you find difficult
Revise often; try and do a little every day Plan in time off, including time for activities which
can be done out in the fresh air. Take a 5 or 10 minute break every hour and do some stretching exercises, go for a short walk or make a drink
You may find it helpful to change from one subject to another at ‘break’ time, for example doing one or two sessions of maths and then changing to Geography, or alternating a favourite subject with a more difficult one. It helps to build in some variety
Write up your plan and display it somewhere visible Adjust your timetable if necessary and try to focus
on your weakest topics and subjects Don’t panic; think about what you can achieve, not
what you can’t. Positive thinking is important!
Although time may be short, you can still make a difference to your grade. Try and prioritise; do what you can.
Use your revision tools (prompts, diagrams etc) to check final facts
Keep calm and consolidate your existing knowledge rather than trying to learn new topics
Don’t stay up all night revising; being overtired will not help you to do your best
It is natural to feel nervous before an examination. The more prepared you feel, the easier it will be to conquer your fears.
Create a revision plan to help you feel in control of the process Plan your work carefully around the topics you need to focus on.
Being aware of gaps in your knowledge can create nerves, but having a plan of how you will fill these will make you feel better.
Find out what is involved in the exam: where and when it will take place
How much time is allowed how many questions you need to answer
Think positive! Keep the exam in context – even if you do badly, there will be
other options open to you Allow yourself some fun-time each day to relax Eat sensibly – your brain cells need energy to function well. Make
sure you drink plenty of water to avoid becoming dehydrated. Dehydration makes you tired and reduces concentration.
Be prepared; find out what is involved in each of the examinations that you are going to sit. Organise yourself the night before and get plenty of sleep.
Check you have the correct equipment with you before you leave the house (pens pencils, ruler, scientific calculator, etc)
Do take a watch or clock so that you can time your answers Leave for the exam in plenty of time Look through the paper first and mark difficult questions/initial thoughts Select the questions that will best enable you to demonstrate your
knowledge to the examiner Look at the marks available and read the questions carefully, following
instructions given in the paper (e.g. to show all workings, word limits etc) Use the information provided on the paper (the answer’s often nearly all
there) Pace yourself and allow enough time to answer all the required questions Write as neatly as possible to help the examiner to mark your work. Marking
untidy writing is difficult For longer answers, take a few minutes before you begin to produce a
structured plan of what you are going to include in each section Allow yourself ten minutes at the end to read through your answers and
correct any mistakes Cross out anything you do not want the examiner to read (e.g. an earlier
answer to a question)
It is easy to fall in to the trap of wondering how well you performed and to discuss this with your fellow students. Your time would be better spent looking ahead to your next examination.
Don’t panic – you won’t be the only student who is anxious about their answers
Don’t compare your answers with those of other students – this can create negative feelings
Have some fresh air and food and take time to relax before you start revising
Don’t rush to your textbooks to check your answers – there is no point at this stage
Focus on the next exam and how you might improve your exam technique
Have a quick look at your revision plan. Do you need to adjust it?
Think positive & Good Luck!