KS4 Information EveningProgramme

Miss L Podmore(Assistant Headteacher)

Mrs Arm (Head of Year)

Miss Powell (Head of English)

Mr Carter (Assistant Head of Maths)Mr Ross (Head of Science)

Ms J Shalloe work experience support services …

Mrs Jinks (Work Experience Coordinator)

Mrs Beesly (SENCO) available at the end for parents who want to know about access arrangements

At Cheslyn Hay we believe in

High Expectations

and

High Achievement

Simple ambitions for our students

• Family feel in a high school setting

• Safe, happy and cared for

• Supported but challenged to do their best

• Recognised and rewarded

• Independent, confident and responsible

• Enabled to progress onto their chosen future

path

Our school’s three guiding principles are:

1.To make every lesson count, every day

for every child

2. To challenge destinies and re-write

narratives

3. To have unconditional positive regard

for all

High Expectations of students …..

• Ready to Learn, every day, every lesson

• Every lesson a good lesson

• Challenge yourself, every day, every lesson

RESPECT:

Unconditional positive regard for all

Silence – first time, every time

The Right to Learn, The Right to Teach

Leads to High Achievement

Some of the ways we make it

happen• Atmosphere: secure, warm and open

• Environment: modern, fresh and 5 star

• Curriculum: matching abilities, interests and ambitions

• Teaching & learning: challenging, engaging and fun

• Care: swift, appropriate and personal

• Extra curricular: wide ranging and accessible

• Staff: specialist, highly qualified, committed

High Achievement …..Test and exam results

• Maths 71% 9-4

• English 69% 9-4

• Science 64% A*-C

• Art, French 100% A*-C

• Computer Science, Drama, 80%+ A*-C

Philosophy, Sociology, PE

• History, ICT 70% A*-C

Evidence of successTest and exam results A*-C

Art 100% Sport 75%/100%

Business 93% Economics 91%

Drama 100% Psychology 100%

History 87% Geography 92%

Chemistry 75% English Lit 75%

Our school’s three guiding principles:

1.Make every lesson count, every day for

every child

2.Challenging destinies and re-writing

narratives

3.Unconditional positive regard for all

“High Expectations High Achievement”

Simple ambitions for our students

Independent, confident and responsible

Enabled to progress onto their chosen future path

Make every lesson count, for every child

The National Picture

Comparable standards v’s comparable outcomes

Exams that started after summer 2013 have been linear terminal

assessments. Smaller or no controlled assessment

No more than 2 equivalent course grades will be counted in headline

measures – knock on effects for sixth forms, colleges, employers

‘Half GCSE’s’ do not count

Ebacc - English, mathematics, history or geography, two sciences and

an ancient or modern foreign language.

The National Picture

Raising Participation Age

At a glance:

from June 2015, students must stay in full time education or training

until their 18th birthday

if a student has not achieved a level 5 or above in Maths and/or

English at age 16 they must continue with this subject in their further

study. Schools, colleges, training providers and employers will only

receive funding from the Education Funding Agency for that student if

their programme of further study includes an approved Maths and/or

English course.

Mrs Arm – Head of Year

Miss Powell Head of English

Mr Carter Assistant head of Maths

Mr Ross – Head of Science

Mrs Arm

Attendance and the new

grading system

The new 1-9 grading at GCSE in all subjects

KEY CONVERSIONS

• Grade G = Grade 1

• Grade C = Grade 4/5

• Grade A = Grade 7

• Grade A* = Grade 8/9

Grades Conversions

Year 10 Assembly

Thursday 4th October 2016

90%

• Get you a level 8 at GCSE

• Win the Premiership

• Win X factor

• Win in Parliament

Sounds good!

Attendance

Year 10 Assembly

Thursday 4th October 2016

90% attendance Not good at all

• Half a day every week!

• 19 days every school year

• 95 lessons every year

• Half a school year from Y7 to Y11

• 475 lessons from Y7 to Y11

• But does it actually affect grades?

Attendance

Year 10 Assembly

Thursday 4th October 2016

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

A/A*Maths

A/A* Eng C+Maths

C+ Eng A/A*Both

C+ Both

Under 85%

Under 90%

Over 90%

Attendance

Ambition

A – Attendance – above 95%

T – Targets and goals

T – Time management

E – Every lesson counts

N – Hard work starts NOW!

D – Determination to achieve

Key Dates16TH NOVEMBER – YR 10 PARENTS

EVENING

2ND MAY – MATHS INFORMATION EVENING

WEEK BEGINNING 2ND JULY – MOCK EXAMS

WEEK BEGINNING 9TH JULY – WORK EXPERIENCE

Mock results morning -19th July 2017

Key Dates

Miss Powell

English

Key Dates

Year 10

2017-2019

GCSE English Language and

English Literature

General Information

• It was 100% examination for the first time in 2017. There are two examinations

in both English Language and English Literature. Students will get two GCSEs.

• Our examination board is WJEC

• Students are generally stronger on the reading aspect of the English Language

paper (50% Reading/ 50% Writing)

• Accuracy is crucial (SPAG). Spelling, Punctuation and Grammar are now worth

a third of the marks on the English Language examination and are also

assessed as part of the English Literature examination

• Traditionally we have had strong English Literature results; this requires a lots

of revision by students are there is a lot of content. Students in sets 4 and 5

take their Literature examination at the end of Year 10

• We will put on whole year group and focused intervention sessions to support

students before the mock examinations and the real GCSEs

• Timed writing will be undertaken frequently in class. Students should expect to

get detailed feedback from this and complete response tasks

Students follow two different pathways.

Sets 1, 2 and 3 will undertake a mix of

Language and Literature work

Sets 4 and 5 will focus on Literature as they

will be entered for their GCSE at the end

of Year 10

ExaminationsEnglish Language (all students 2019)

• Fiction Reading and Writing (40%. I hour 45 minutes)

• Non-fiction Reading and Writing (60%. 2 hours)

English Literature (sets 1, 2 and 3 2019. Sets 4 and 5- 2018)

• Macbeth and Poetry from the Anthology (40%. 2 hours)

• Modern Literature (An Inspector Calls), Victorian Literature

(A Christmas Carol)and Unseen Poetry

(60%. 2 hours 30 minutes)

How you can help

• Encourage students to read a variety of fiction and non-fiction

texts

• Encourage them to focus on their Spelling, Punctuation and

Grammar

• Look at the WJEC website and undertake any relevant activities

on there

• Buy study guides for Macbeth, A Christmas Carol and An

Inspector Calls

• Tell students to learn their story (20% English Language GCSE)

and the features of letters, speeches, articles, leaflets, reports

and reviews (30% English Language GCSE)

• Stress the importance of English Literature

Mr Carter

Maths

GCSE Mathematics• 1) The Challenges (9-1)

• 2) Expectations

• 3) Year 11 Student Feedback

• 4) Key Dates

• 5) Intervention

• 6) How we support your child

• 7) How to support your child at home

• 8) Final thoughts

The Challenges

• It is harder, foundation paper especially

• Grade 4 is a grade C equivalent

• Grade 5 is the new benchmark

• This would be C+ or B-, standards have risen

• A-level topics have been drawn into GCSE

• Will be examined over 3 papers (1 x non-

calculator and 2 x calculator – 1 hour 30 Mins

each paper)

• 1/3 through KS4 already, still much to do!

• Will be in a strong position 3rd Year to be

assessed under new GCSE exams.

Expectations

• Work to the best of your ability

• Complete homework on time and to a good

standard

• If unsure seek help by asking the teacher,

friends or independently using websites like:

Hegarty Maths, Corbett Maths

• Review work and learn from mistakes

• Revise for tests and exams

• Attend our Y10 Drop in Session Tuesday in U4

• Do not give up!!

Year 11 - Feedback

Pupils generally found it challenging• “We were well prepared thanks to lots of practise exam

papers”

• “I wish I had taken Year 9 and Year 10 more seriously”

• “I took advantage of opportunities given like attending

Intervention and doing extra revision clips”

• “I started my revision during Year 10, this really helped

me get everything done”

Key Dates

• Year 10 Maths Challenge – 1st February 2018.

• Course content taught until end of Year 10.

• April 2018 Intervention Launched in preparation for Mock

examinations.

• Year 10 Mock examination during June 2018

• Year 11 lessons - Revision of topics until early January

2019 using Year 10 mock analysis to focus on topics.

• Year 11 Full Mock before Christmas 2019

• Past Papers set from January 2019 until early May

• SIT 3 Papers starting May 2019

Intervention

• We have a drop in currently for Year 10s on Tuesday after

school in U4.

• They will be invited to Intervention from April onwards in

Year 10.

May the Fours be with you

Fives and Sixes

Shoot for Seven

Aim for Eight

• Runs Tuesday - Friday

• Targeted pupils but all welcome

Support

• Quality first teaching

• Assistance where needed, all staff are available

• Feedback from HL Tasks and Monthly Assessment

designed to improve student’s understanding

• Feedback from NEW MCQ Assessments to identify gaps

in knowledge.

• Opportunities to improve and learn from mistakes

(Response Tasks)

• Students will be pushed to improve and mediocre work

won’t be accepted.

• Drop in session Tuesday after school

• New Twitter account

How you can help?

• Ensure work is being completed – check SMHW

• If they have none, direct to revision

• A little often is better than revising at the end

• Ensure students are fully equipped

• Use our websites to help:

www.hegartymaths.com

www.corbettmaths.com – 5-a-day

• All students are given clip numbers for each

topic

www.mrbartonmaths.com

Hegarty Maths

Hegarty Maths

Final thoughts

• Revision Guides and Workbooks available after

the meeting (£2.50 each) or from finance.

• Corbett maths revision cards – order form

ONLY.

• Pupils join our Maths Twitter account:

@mathscheslynhay

Any questions feel free to ask, email etc

carterj@cheslynhay-high.staffs.sch.uk

Science

Simon Ross

Head of Science

The main aims of Key Stage 4 science are:

• to develop underpinning knowledge and understanding

prior to A-level;

• 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.

Learners will follow two pathways: life and environmental

sciences and physical sciences.

Life and environmental sciences

Building blocks, transport over larger distances,

interactions with the environment and explaining change.

Physical sciences

Building blocks for understanding, interactions over small

and larger distances, movement and interactions and

guiding Spaceship Earth towards a sustainable future.

Learners will be:

• assessed through end of topic and unit tests, home

learning and literacy-based activities;

• expected to engage in continuous revision throughout

the year;

• offered the opportunity to engage in gifted and

creative challenges and report on aspects of science

they have read, seen or experienced.

1 The atomic number of an element identifies the number of which sub-atomic particle?

A protons

B neutrons

C isotopes

D none of the above

2 The mass number of an element describes the numbers of which two sub-atomic particles?

A protons and electrons

B neutrons and electrons

C protons and neutrons

D none of the above

Name: SPaG score: 3 2 1 CCandidate number: Outcome: Extended Competent Emerging C

Produce a report on how the high specific heat capacity of water allows life to exist in a wide range of environments. In the report discuss the properties of water; the amount of water in organisms (as a percentage); how surface area to volume ratio affects an organisms ability to

retain/lose heat energy;

Through this activity learner will produce a series of information cards whereby: all key words are used correctly and fluently; at least two sources of legitimate and verified information are

used to support content.

alkali metal, atomic number, atoms, compound, diatomic molecule, electron, elements, flame test, formula, group, halogen, inert, molecules, neutron, noble gas, period, proton, symbol, transition metal

Exte

nded discuss the properties of water and relate them to the structure of water;

state the percentage of water in at least five different organisms (stating specific examples);

discuss how surface area to volume ratiois different in different organisms(stating specific examples);

explain how different surface are to volume ratios affect a named organism’s ability to lose/gain heat;

explain how the water is important in maintaining the internal environment and plays avital role in thermoregulation.

Com

pete

nt

identify the location of each element on the Periodic Table (stating specific examples);

describe the appearance and properties of each element (stating specific examples);

explain in detail what the Periodic Table indicates about the elements (stating specific examples);

describe some properties and uses of a compound of each element (stating specific examples);

define and use correctly the words: atom, element, compound, using diagrams (stating specific examples);

use a range of quantitative (numbers and statistics) information in descriptions and explanations (stating specific examples).

Em

erg

ing

discuss the different properties of water.

state simply the appearance and properties of each element (stating one example);

identify one use of each element (stating one example);

state simply what the Periodic Table indicates about an element (stating one example).

Name: Target score:

Candidate number: Completed score:

Literacy Numeracy Practical Application

Exte

nded

Produce a short, but detailed

report on the Plimsoll line found on

the side of ships. Relate the

importance of this to the different

densities of water. Explain how

water may have different densities

and the factors which may affect

this.

5

100 cm3 of water is heated through

15.6 K by a spirit burner.

Determine the amount of energy

transferred to the water on

heating. The specific heat capacity

of water is 4200 J/kgoC. What

errors may cause the temperature

of the water not to rise as much as

it should?

5

Measure the mass and volume of a

at least three regular and irregular

shaped objects from home.

Record the results in a table and

determine the density of the

object, quoting all measurements

with the correct units.

5

Research and describe an

experiment to measure the specific

latent heat of a solid, e.g. stearic

acid or ice. Show how the results

from the experiment would allow a

value for the specific latent heat to

be calculated. Identify all the key

variables in the experiment.

5Signed

Com

pete

nt

Produce a short, but detailed

report on the Plimsoll line found on

the side of ships. Include a short

biography of Samuel Plimsoll, the

man credited with the invention of

the Plimsoll line.

3

0.1 kg of water is heated through

15.6 oC by a spirit burner.

Determine the amount of energy

transferred to the water on

heating. The specific heat capacity

of water is 4200 J/kgoC. Identify

one error which may cause the

temperature of the water not to

rise as much.

3

Measure the mass and volume of a

range of at least three regular

shaped objects from home.

Record the results in a table and

determine the density of the

object, quoting all measurements

with the correct units.

3

Describe the factors which affect

the melting and boiling points of

solids and liquids. Describe how the

melting and boiling point of water

may be measured and quote values

for these two measurements.

3Signed

Em

erg

ing

Carry out thirty minutes of

unassisted reading on a science

topic related to specific heat

capacity, density or specific latent

heat.

Write three short sentences to

summarise what has been read and

what you have learnt from the

information.

1

Define the following terms: mass,

volume, density, temperature,

specific heat capacity.

Convert the following masses from

g to kg: 150, 13, 4.5, 0.37.

Convert the following volumes from

cm3 to m3: 1000, 275, 15, 0.1.

1

Measure the shape of at least three

regular objects from home and

record the volume in cm3.

Measure the mass of the object and

record the mass in g.

Determine the density of the object

using density = mass/volume and

record the value in g/cm3.

1

Describe the three states of matter

using particle diagrams.

Using a diagram, label all the

changes of state between solids,

liquids and gases.

1Signed

Home learning

Examination breakdown

There are four terminal examinations worth 25% each set

at either foundation or higher levels.

Papers 1 and 2 assess the life and environmental sciences

content. Papers 3 and 4 assess the physical sciences

content.

All papers will be 1 hour 45 minutes long and comprise

multiple choice, structured, closed and open short answer

questions. Examinations will focus on knowledge,

application, analysis and evaluation as well as work

undertaken during the required practicals.

Key messages

• Literacy is the key to examination success. Developing

literacy should be a major aim for all learners.

• The examinations are becoming more application

focussed. Therefore it is important to engage in the

practical work undertaken in class.

• Scheduled, regular, independent revision is important,

not just last minute cramming for examinations.

• Home learning is to be monitored by parents.

Support for learners

• Bespoke revision materials available for download on

the shared drive;

• Subject-specific surgeries;

• Revision masterclasses;

• Revision guides (new);

• KERBOODLE: www.kerboodle.com;

• Easter school.

Science

Simon Ross

Head of Science

rossS@cheslynhay-high.staffs.sch.uk

A useful guide that answers

questions you may not want

to ask, as well as some you

haven’t thought to ask…

£2.50

www.futurepublishing.co.uk

Personal Wellbeing in Year 10

• Sex and relationship education (SRE)

Topics covered include relationships, contraception, sexually transmitted infections (STIs)

We respect your wishes and give you the option of removing your child from these sessions by sending a letter out before starting the sessions.

• Drug, alcohol and tobacco education – this includes dangers of substance misuse. Responsible behaviour, laws surrounding the use of alcohol and tobacco.

• Healthy lifestyle choices

This includes benefits of a balanced

diet, exercise and emotional health.

• Stress and preparation for exams

will also be covered.

• Basic first aid – such as the

recovery position

• School Nurse Drop In Sessions

and ‘Clinic in a box’

Issues that occur frequently in KS4

Related to internet safety!

Grooming and trafficking

Sexting is when somebody uses

their mobile to send an

inappropriate text or image to other

people

Internet safety and sexting

Bullying / harassment

Lack of control of images

Your ‘digital footprint’

Future career / job issues

Where the images might end

up…

The legal implications

Thinkuknow

There is always somewhere you can go for

help and advice

www.thinkuknow.co.uk

If things go a step too far, report directly to

Click CEOP

http://ceop.police.uk/

Finally• If any parents have any questions

regarding access arrangements for

those requiring additional time for

exams please feel free to stay and

listen to Mrs Beesley.

Revision guides and for English will be

sold in reception and also the parent’s

guide

Questions