Year 9/10Parents’ Information

Evening29/6/11

Outline of the Evening

• Welcome introductionWelcome introduction

• KS4 ExpectationsKS4 Expectations

• KS4 HandbookKS4 Handbook

• Reporting SystemReporting System

• Setting Target GradesSetting Target Grades

• Calculating Forecast GradesCalculating Forecast Grades

• Attitude to Learning LevelsAttitude to Learning Levels

• Intervention StrategiesIntervention Strategies

• Coaching and MentoringCoaching and Mentoring

• Controlled AssessmentControlled Assessment

• How you can helpHow you can help

KS4 Expectations

• Taking responsibilityTaking responsibility

• Seeking adviceSeeking advice

• Being prepared for lessonsBeing prepared for lessons

• Completing home learning exercisesCompleting home learning exercises

• Setting targets for improvementSetting targets for improvement

• Appropriate behaviour and attitudeAppropriate behaviour and attitude

• Attending help sessionsAttending help sessions

• Taking controlled assessment seriouslyTaking controlled assessment seriously

KS4 Handbook

• This is your guide to KS4This is your guide to KS4

• It will outline every course being offered at KS4It will outline every course being offered at KS4

• It will include information on reporting It will include information on reporting procedures, exam specification, syllabus, content, procedures, exam specification, syllabus, content, assessment, and suggested enrichment activitiesassessment, and suggested enrichment activities

• It is available on the School website and can be It is available on the School website and can be accessed via a link attached to this week’s accessed via a link attached to this week’s Parents’ NewsletterParents’ Newsletter

Setting Target Grades

• These will be set by subject teachers in SeptemberThese will be set by subject teachers in September

• How are they calculated? Using previous data, work How are they calculated? Using previous data, work completed in the Summer term and the professional completed in the Summer term and the professional judgement of teachersjudgement of teachers

• They will include both aspirational and minimum They will include both aspirational and minimum target grades target grades

• These are intended to encourage students to work These are intended to encourage students to work hardhard

• They should not change once they have been setThey should not change once they have been set

• Class teachers will discuss these with individual Class teachers will discuss these with individual students in lessons students in lessons

Reporting System

• Students will have 3 Progress Reports and a Students will have 3 Progress Reports and a Parents’ Evening per year at KS4Parents’ Evening per year at KS4

• The Progress Reports will include Target Grades, The Progress Reports will include Target Grades, Forecast Grades, Attitude to Learning Levels and Forecast Grades, Attitude to Learning Levels and Targets for Improvement for every subjectTargets for Improvement for every subject

• This should mean that the information is more This should mean that the information is more accessible to allaccessible to all

Calculating Forecast Grades

• This grade is calculated looking at how students This grade is calculated looking at how students are performing in the subject and will take into are performing in the subject and will take into account the following: attitude to learning, class account the following: attitude to learning, class work, home learning, etcwork, home learning, etc

• This grade is the likely GCSE grade which This grade is the likely GCSE grade which students will attain if they continue to work at students will attain if they continue to work at their current leveltheir current level

• These grades may fluctuate throughout the These grades may fluctuate throughout the coursecourse

Attitude to Learning Levels

• There are nine different levelsThere are nine different levels

• Many students will be at level 5 and aboveMany students will be at level 5 and above

• It is intended that students achieve 6 as this It is intended that students achieve 6 as this suggests that not only are they working hard, but suggests that not only are they working hard, but they are actively trying to improve their they are actively trying to improve their performance by seeking the advice of their performance by seeking the advice of their teachersteachers

• Those students falling below the expected Those students falling below the expected parameters will be monitored closelyparameters will be monitored closely

• This is not just about behaviour, but also about This is not just about behaviour, but also about attitude, motivation and commitmentattitude, motivation and commitment

Intervention Strategies

• Departmental InterventionDepartmental Intervention

• Report CardReport Card

• Traffic Light ReportTraffic Light Report

• CoachingCoaching

• MentoringMentoring

• Leadership MentorLeadership Mentor

• Interview with parentsInterview with parents

• Study daysStudy days

Coaching and Mentoring

• Students are closely monitored by the KS4 TeamStudents are closely monitored by the KS4 Team

• We compare their Forecast Grades with their Target We compare their Forecast Grades with their Target Grades to monitor under-achievementGrades to monitor under-achievement

• Those clearly under-achieving will be assigned a Those clearly under-achieving will be assigned a CoachCoach

• Those who are ‘vulnerable’ may have a MentorThose who are ‘vulnerable’ may have a Mentor

• These are generally fortnightly meetings where These are generally fortnightly meetings where issues are discussed and targets setissues are discussed and targets set

• The Coach/Mentor can help students to plan their The Coach/Mentor can help students to plan their time effectively, mediate where there are problems time effectively, mediate where there are problems and help them prepare for examsand help them prepare for exams

04/19/23

Modular Exams and Modular Exams and Controlled AssessmentControlled Assessment

What’s the difference between What’s the difference between terminal exams with terminal exams with coursework and the new coursework and the new modular exams with controlled modular exams with controlled assessment?assessment?

Coursework takes up 20% of the Coursework takes up 20% of the overall marks for a GCSE overall marks for a GCSE qualificationqualification

Year Year 11Summer 11Summer

Terminal ExamTerminal Exam

Paper OnePaper One

Year Year 11Summer 11Summer

Terminal Exam Terminal Exam Paper TwoPaper Two

Coursework – Coursework –

2 assignments 2 assignments over 2 yearsover 2 years

40%40% 40%40% 20%20%

GCSE Subject

LAST YEAR

Controlled assessment takes up % of the overall Controlled assessment takes up % of the overall marks for a GCSE qualification which is examined in marks for a GCSE qualification which is examined in modules over a 2 year periodmodules over a 2 year period

Module 1 Exam Module 1 Exam – November Y10– November Y10

Controlled Controlled Assessment Assessment

February Y10February Y10

Module 2 Exam Module 2 Exam – June Y10– June Y10

20%20% 10%10% 10%10%

Module 3 Exam Module 3 Exam – November Y11– November Y11

Controlled Controlled Assessment Assessment

February Y11February Y11

Module 4 Exam Module 4 Exam June Y11June Y11

10%10% 10%10% 40%40%

NOW

7 subjects following modular 7 subjects following modular assessmentassessment

HistoryHistory GeographyGeography RERE

PEPE MathsMaths Business Business StudiesStudies

SciencesSciences

Subjects with Controlled Subjects with Controlled AssessmentAssessment

HistoryHistory Business Business StudiesStudies

CitizenshiCitizenshipp

DramaDrama StatistiStatisticscs

PEPE GeographyGeography English English Lang & LitLang & Lit

TechnologTechnologyy

ArtArt

What is new about the module What is new about the module (sometimes known as unitary) (sometimes known as unitary) exams?exams?• They are continuous over the two year course - They are continuous over the two year course -

usually coming shortly after the unit has been usually coming shortly after the unit has been studied – November, January, March May/Junestudied – November, January, March May/June

• The exams take between 40 – 60 minutes. The The exams take between 40 – 60 minutes. The students sit the exam in the hall. Results come students sit the exam in the hall. Results come in 2 months later.in 2 months later.

• The students bank their marks as they The students bank their marks as they progress. progress.

• They can re-sit the modules (at their cost) if it They can re-sit the modules (at their cost) if it is appropriateis appropriate

What is new about controlled What is new about controlled assessment?assessment?

• Written task, performance or activity. Takes place Written task, performance or activity. Takes place in controlled circumstances usually in lessons.in controlled circumstances usually in lessons.

• Distinction made between low, medium and high Distinction made between low, medium and high levels of control. Eg Art has low levels of control, levels of control. Eg Art has low levels of control, occurs over many lessons and is quite open. occurs over many lessons and is quite open. History has high levels of control, takes place History has high levels of control, takes place over 3 – 4 lessons and is almost like an exam. over 3 – 4 lessons and is almost like an exam.

• There is a high level of preparation by the There is a high level of preparation by the teachers and students for controlled assessment teachers and students for controlled assessment and they are likely to knowand they are likely to know the question or task the question or task in advance.in advance.

• The work is marked by the teachers and sent off The work is marked by the teachers and sent off for moderation by external examinersfor moderation by external examiners

The Impact of CourseworkThe Impact of Coursework

NameName CoursewoCoursework (20)rk (20)

Paper One Paper One (40)(40)

Paper Paper Two Two

(40)(40)

GradeGrade

44 15 (A)15 (A) 20 (C)20 (C) 16 (D)16 (D) CC

55 7 (D)7 (D) 22 (B)22 (B) 20 (C)20 (C) DD

LAST YEAR

The Impact of Controlled The Impact of Controlled AssessmentAssessment

NamNamee

Controlled Controlled Assessment Assessment

(20)(20)

Module 1 Module 1 (10)(10)

Module 2 Module 2

(20)(20)Module Module 3 (10)3 (10)

Module Module 44

(40)(40)

GradeGrade

?? 15 (A)15 (A) 5 (C)5 (C) 8 (D)8 (D) 5 (C)5 (C) 18 (D)18 (D) CC

?? 7 (D)7 (D) 6 (B)6 (B) 10 (C)10 (C) 5(C)5(C) 20 (C)20 (C) DD

NOW?

The impact of modular exams and The impact of modular exams and controlled assessmentcontrolled assessment

• Students can still achieve higher grades in their Students can still achieve higher grades in their controlled assessment compared to written exams. controlled assessment compared to written exams.

• Students will have to prepare for controlled Students will have to prepare for controlled assessment task rather than complete a topic in assessment task rather than complete a topic in their own time. They have the opportunity of their own time. They have the opportunity of knowing the task in advance – so they can still do knowing the task in advance – so they can still do well. Will they realise the task is an exam – the real well. Will they realise the task is an exam – the real deal?deal?

• Students will be able to sit an exam in a course Students will be able to sit an exam in a course they have just done so they should remember it. they have just done so they should remember it. Will they realise its the real exam?Will they realise its the real exam?

• Pressure over two years in all subjects – almost Pressure over two years in all subjects – almost continuous testing. Avoid really big build up of continuous testing. Avoid really big build up of pressurepressure

How can you help?How can you help?• Be aware of the various deadlines for controlled Be aware of the various deadlines for controlled

assessment in the different subjects. This is assessment in the different subjects. This is outlined in your booklet.outlined in your booklet.

• Check to see if there are clear guidelines to help Check to see if there are clear guidelines to help your child complete the controlled assessment. your child complete the controlled assessment. Impress upon your son or daughter that this is the Impress upon your son or daughter that this is the real dealreal deal

• Keep a close eye on the exam schedule and Keep a close eye on the exam schedule and impress upon your son or daughter that this is the impress upon your son or daughter that this is the real deal and they should be revisingreal deal and they should be revising

• Discourage the attitude of – I can sit it again.Discourage the attitude of – I can sit it again.• Don’t book a holiday in term time.Don’t book a holiday in term time.• Absence could be fatalAbsence could be fatal

RESITS – don’t do it unless you RESITS – don’t do it unless you really have to!really have to!• Scores are cumulative – in other words Scores are cumulative – in other words

you don’t have to get the same grades you don’t have to get the same grades for every module or controlled for every module or controlled assessment to get your final grade (see assessment to get your final grade (see slide above)slide above)

• The module is not re - taught – so your The module is not re - taught – so your son or daughter will have to prepare for son or daughter will have to prepare for the exam on their ownthe exam on their own

• While they concentrate on their resit While they concentrate on their resit they are being distracted from their they are being distracted from their current modulecurrent module

How can you help?

• Providing a quiet working area at homeProviding a quiet working area at home

• Taking an interest in their studiesTaking an interest in their studies

• Encouraging them to use the VLE at homeEncouraging them to use the VLE at home

• Encouraging them to try some of the suggested Encouraging them to try some of the suggested enrichment activitiesenrichment activities

• Looking at their booksLooking at their books

• Reporting concerns immediately to the Subject Reporting concerns immediately to the Subject Team Leader or to the KS4 Team LeaderTeam Leader or to the KS4 Team Leader

• Keeping the Pastoral Manager informed of any Keeping the Pastoral Manager informed of any social issues which may affect their progresssocial issues which may affect their progress

Important Note!

There will be no changes of subject after the end of this term

Students cannot ‘drop’ subjects