Year 10The Journey Ahead

The Purpose of This Evening

• To provide information on the new Mathematics and English Curricula

• To provide information on the new education reforms and how these impact on your child

• To provide Information on the New grading systems in GCSE Examinations

Key Information

• Throughout the academic year, the school will provide you with key information throughout the academic year through:

• Interim Reports• Key Dates for year 10 – available as a handout at the

end.• Parents’ Evenings

How can you support your child?

• Medical or emotional concerns

• Domestic issues which may influence your child’s performance

• Any other concerns or issues

Our Focus in Key Stage 4

Areas of :

• Academic development

• Personal development and Enrichment

• Post 16 options and other choices

What does a Successful Year 10 Student Look Like?

• What would a successful year look like to them?

• Good/ Excellent grades in their courses

• Motivated and reliable

• Meeting deadlines

Academic Success relies on

• Setting high expectations : by self, school and parents and understanding what these expectations mean• Continuous self appraisal of performance• Being organised• Being focused and involved• Taking ownership of their learning• Clarity of what they need to do, and how to do it• The ability to seek guidance and support when necessary

How can we make a difference?• Attendance Officer• Partnership: Home- School- Child• Provider of tools for learning• Study Buddy: Show an interest• Entertainment officer: TV programmes etc relevant to

your child’s study• Researcher: articles, websites, past exam questions

Curriculum and Accountability Reform

Update September 2015.

What is changing??

• GCSE reforms 2015-2017.

• A Level reforms 2015-2017.

• Vocational reforms 2014.

GCSE Reform

• All GCSEs are to be reformed – no exceptions.

• Lots of change to content.

• Changes to the amount of content.

• Grades changing from letters to numbers.

GCSE Reform Continued

• Less tiering.

• Less coursework and more exams.

• Terminal papers.

• Focus on EBACC subjects.

GCSE Reform Continued

• English (Literature and Language) and Maths first examined 2017 – current year 10.• Sciences, modern and ancient languages, history, geography, comp

science, art and design, food tech, drama, dance, PE, citizenship, music and RS first examined 2018 – current year 9’s.• Others, including combined science, need to be approved for 2019

exam-current year 7’s.

New GCSEs in English LanguageEnglish Literature

Mrs J CooperHead of English

Overview• The English Department follows the AQA GCSE

Specification for English Language and English Literature• Aim: for each student to leave year 11 with 2 GCSEs in

English• English Language• Paper 1 – 50%• Paper 2 – 50%

• English Literature• Paper 1 – 40%• Paper 2 – 60%

Main Changes to GCSE Curriculum• Tierless entry: there is no foundation or higher paper; therefore,

every student will write the same exam• No coursework or controlled assessment: 100% exam• Four exams: 2 for Language and 2 for Literature• Pupils must study 3 whole texts (British Literature)• All exams are closed book (although extracts on some questions are

provided)• New grading system (1-9)• All pupils must complete a Spoken Language assessment (Speaking

and Listening) although it has no bearing on their overall grade. If pupils fail to complete this assessment, however, the GCSE in English Language will be void.

Changes to Assessment Objectives and Grading

Assessment Objectives• There are 9 assessment objectives

instead of 4.• Main change: SPaG (AO6) marks

rewarded for each exam for Language and Literature• AO6 will constitute 20% of each

GCSE

Grading• Grades have changed from

alphabetical scoring to numerical.• 1-9 (1 being the lowest and 9 being

the highest)• Benchmark: 5

Exams in English Language

Paper 1: Explorations in Creative Reading and Writing (50%) 1hr45mins

Section A: Reading (40 marks)One literature fiction text 1 short question (4 marks) 2 long questions (8 marks each) 1 extended question (20 marks)

Section B: Writing (40 marks)Descriptive or Narrative writing 1 extended writing question 24 marks for content 16 marks for SPaG

Paper 2: Writers’ Viewpoints and Perspectives (50%) 1hr45mins

Section A: Reading (40 marks)Two linked texts (one non-fiction and one literary non-fiction) 1 short question (4 marks) 2 long questions (8 marks and 12

marks) 1 extended question (20 marks)Section B: Writing (40 marks)Writing to present a Viewpoint 1 extended writing question 24 marks for content 16 marks for SPaG

Exams in English LiteraturePaper 1: Shakespeare and the 19th Century Novel (40%) 1hr45mins Section A: ShakespeareMacbeth 1 essay question Extract provided 30 marks content 4 marks for SPaG

Section B: 19th Century NovelDr Jekyll and Mr Hyde/A Christmas Carol 1 essay question Extract provided 30 marks content

Paper 2: Modern Texts and Poetry (60%) 2hrs15mins

Section A: Modern TextsLord of the Flies OR Telling Tales OR Blood Brothers 1 essay question from a choice of 2, 1 hr 30 marks for content 4 marks for SPaG

Section B: PoetryConflict and Power 1 comparative essay question, 45 mins 30 marks Section C: Unseen Poetry (30 mins) 1 question on unseen poem (24 marks) 1 question comparing this poem to second

unseen poem (8 marks)

Year 10 Curriculum Map Term Unit Assessments/Outcomes

Year 10 – term 1a Paper 1 (Lit): Dr Jekyll and Mr Hyde and Paper 1 (Lang): Reading Fiction

SIR: Analyse a key scene from Jekyll and Hyde for Language (Reading Fiction) PEESIR: Timed Mock Exam Response for Lit (Jekyll and Hyde) (45 mins)

October Half-Term

Year 10 – term 1b Paper 2 (Lit): Unseen Poetry Paper 1 (Lang): Descriptive/ Narrative Writing

SIR: descriptive/narrative writing based on a poemSIR: Unseen poetry response and comparison (45 mins)

Christmas Holidays

Year 10 – term 2a Paper 1 (Lit): Macbeth SIR: Close analysis of short section from Macbeth

February Half-Term

Year 10 – term 2b Paper 1 (Lit): Macbeth SIR: Practice exam questionSIR: Paper 1 Section A (LIT)

Easter Holidays

Year 10 – term 3a Paper 2 (Lang): Writing to present a viewpointPaper 1 (Lang): Question 4 - Evaluation

SIR: Practice exam response on writing to present a viewpoint (Paper 2 Lang Section B)SIR: Practice Q4 response

May Half-Term

Year 10 – term 3b Spoken LanguageSIR: Plan and present GCSE spoken language (Speaking and Listening) assessmentYEAR 10 MOCKS – Paper 1 Lang

Year 11 Curriculum Map Term Unit Assessments/Outcomes

Year 11 – term 1a Paper 2 (Lit): Lord of the Flies, Blood Brothers or Telling Tales

TW: PEE on theme or characterKA: mock exam response

October Half-Term

Year 11 – term 1bPaper 2 (Lang): Reading and comparing perspectives/viewpointsPaper 2 (Lit): Power and Conflict Poetry

TW: mock Q4 – comparing writers’ attitudes and methodsKA: PEE paragraph comparing LSF in poetry

Christmas Holidays

Year 11 – term 2a Paper 2 (Lit): Power and Conflict Poetry

MOCK: Paper 2 Language and Paper 2 Literature Section B (Conflict and Power Poetry)

February Half-Term

Year 11 – term 2b REVISION Series of mock responses

Easter Holidays

Year 11 – term 3a REVISION Series of mock response

May Half-Term

Year 11 – term 3b FINAL EXAMS: May/June 2017

Summary and Pupil Expectations• Both GCSEs in English Language and Literature are

highly demanding• Tierless entry• Closed book exams• Loaded curriculum with 4 exams, which pupils will

sit at the end of year 11• 100% attendance is essential• High expectations of behaviour and engagement are

fundamental and non-negotiable.

Maths Curriculum 2015Tom Dean

Head of Mathematics

General changes to the maths curriculum• GCSE Maths is going to become more demanding• More content is being added to foundation and higher tiers• The pupils will achieve a numerical grade (1-9) (9 is the highest and 1

is the lowest)

Examination

• The total time for the examinations is increasing from 3 hours 30 minutes to 4 hours 30 minutes. • This is spread out over 3 examinations. • All exams will be sat at the end of the course.• No early entry option available for pupils.• There are fewer marks at the lower grades and more marks at the

higher grades at both Foundation & Higher Tier.• Pupils will be required to remember more formulas.• More emphasis on problem solving

Content

• There is roughly a third more content required for GCSE Maths – ‘big fat maths’• A lot of content has moved from Higher Tier to Foundation Tier as

well as from A-Level to Higher Tier. There has also been the introduction of some ‘new’ topics.• Financial education has been reinforced with a focus on solving

problem involving percentage increases and decreases, simple interest and repeated growth.• Increased requirements for algebra, geometry & measures and ratio,

proportion & rates of change. (Introduction to calculus)

Assessment objectives

AO1 is about using and applying standard

techniques

AO2 is about reasoning, interpreting and communicating mathematically

AO3 is about solving problems with a much

greater focus on solving non-routine

problems in mathematical and non- mathematical contexts

Foundation Tier 50% 25% 25%

Higher Tier 40% 30% 30%

Foundation tier

Number25%

Ratio, Propor-tion &

Rates of Change

25%

Algebra20%

Geometry & Measures

15%

Statistics & Probability

15%

Foundation Content

It is worth noting that there is a tolerance for each domain area

Content moving TO Foundation Tier

• Index laws: zero and negative powers (numeric and algebraic)

• Standard form

• Compound interest and reverse percentages

• Direct and indirect proportion (numeric and algebraic)

• Expand the product of two linear expressions

• Factorise quadratic expressions in the form

• Solve linear/linear simultaneous equations

• Solve quadratic equations by factorisation

• Plot cubic and reciprocal graphs, recognise quadratic and cubic graphs

• Trigonometric ratios in 2D right-angled triangles

• Fractional scale enlargements in transformations

• Lengths of arcs and areas of sectors of circles

• Mensuration problems

• Vectors (except geometric problems/proofs)

• Density

• Tree Diagrams

higher tier

Number15%

Ratio, Propor-tion &

Rates of Change

20%Algebra30%

Geometry & Measures

20%

Statistics & Probability

15%

Higher Content

It is worth noting that there is a tolerance for each domain area

Content moving TO Higher Tier

• Expand the products of more than two binomials

• Interpret the reverse process as the ‘inverse function’; interpret the succession of two functions as a ‘composite function’ (using formal function notation)

• Deduce turning points by completing the square

• Calculate or estimate gradients of graphs and areas under graphs, and interpret results in real-life cases (not including calculus)

• Simple geometric progressions including surds, and other sequences

• Deduce expressions to calculate the nth term of quadratic sequences

• Calculate and interpret conditional probabilities through Venn diagrams

‘New’ Content to both tiers

• Use inequality notation to specify simple error intervals.• Identify and interpret roots, intercepts, turning points of quadratic

functions graphically; deduce roots algebraically.• Fibonacci type sequences, quadratic sequences & geometric

sequences.• Relate ratios to linear functions.• Interpret the gradient of a straight line graph as a rate of change.• Know the exact values of and for and ; know the exact value of for

and .

OMITTED TOPICS

• Trial and improvement• Tessellations• Isometric grids• Imperial units of measure• Questionnaires• 3D coordinates• Rotation and enlargement of

functions

Summary

• Foundation Tier will assess grades 1 – 5• Higher Tier will assess grades 4 – 9• There will be 3 examination papers, each 1 hour 30 minutes. One non

calculator and two calculator papers. (All have 80 marks and are worth one third of their final Maths GCSE grade).• We will be using the Edexcel Syllabus.

H Thomas

Tracking & Monitoring GCSE Class 2017

H Thomas

5 A*-C Measures 14/15Total

14/15Percent

Year 10 Target

Percent

Students with 5 x A*-C 106 69 85

Students with 5 x A*-C inc English & Maths

85 52.4 65

GCSE Key Headline 14-15

H Thomas

Performance measures

• Currently on raw results - % 5A*-C inc English and Maths.

• From 2016:• Progress 8 – progress students make against expected progress over 8 subjects –

one average grade for entire cohort.• Attainment 8 – Average grade of an entire cohort across 8 subjects.• % achieving EBACC.• % C/4 and above in English and Maths.

H Thomas

• 6 Assessment Points in Each year• One every half term• Student has been Issued with a Target Grade in every subject. The

grade they should be aiming for at the end of the course• Every AP a Predicted grade will be issued by the teacher. Which is

what they think that student will get at the end of the GCSE

Tracking and Reporting

H Thomas

• 6 AP during the year (every Half term). Please consult calendar as they are at different times

• This is the teachers prediction of what the student will achieve at the end of the course

GCSE Targets

H Thomas

• B1 – Will get a B, may well get an A• B2 – should get the B but a few issues• B3 – Capable of a B but very shaky and may drop to a C

Data 15 -17

H Thomas

• English and Maths

• 7A – Will get a 7, may well get an 8• 7B – should get the 7 but a few issues• 7C – Capable of a 7 but very shaky and may drop to a 6

Data 15 -17

H Thomas

Stickers

H Thomas

• Any issues please see me at the end or email me• hthomas@Brakenhale.co.uk

GCSE Target Grades 15-17

What next?

• We will update you when we receive any further information that is relevant.• We would like to create a FAQ for parents so please email any

questions to: pgibson@brakenhale.co.uk