trinity school year 8 expectation evening
DESCRIPTION
Trinity School Year 8 Expectation Evening. March 2014. National changes. Ofsted framework Progress measures Early entry Removal of levels Changes to exam grades Vocational. GCSEs and your child. New GCSEs in English Language, English Literature and Maths. - PowerPoint PPT PresentationTRANSCRIPT
Trinity School
Year 8 Expectation Evening
March 2014
National changes
• Ofsted framework• Progress measures• Early entry• Removal of levels• Changes to exam grades• Vocational
GCSEs and your child1. New GCSEs in English Language, English Literature and Maths.2. New GCSEs have new content and will be structured, assessed and
graded differently from current GCSEs.3. All students will follow both English Language and Literature.4. Changes to most other GCSEs will follow one year later.5. Importance of spelling punctuation and grammar.
– 20% of the marks in the new English Language paper– 5% in the Literature paper
6. Linear courses with terminal exams.7. Tiering only in Maths8. Increased challenge in content 9. Importance of English and Maths10. New grading system
New grading system
Current gradesA*ABCDEFG
Could be.....
9
8
7
6
5
4
3
2
1
Or.........
9
8
7
6
5
4
3
2
1
Or.........
9
8
7
6
5
4
3
2
1
10
Implications of the new GCSE for KS3 English
GCSE English & Literature from 2015• Specifications must make significant demands on students• Study of high quality, intellectually challenging & substantial whole texts
• Externally assessed• 3.5 hours total exam time for English Language• 3.5 hours total exam time for English Literature• Unseen• English Language – emphasis on comprehension and extended writing
• Both exams – heavily pre 20th Century• Literature – very focused on ‘cultural heritage’• No digital texts• Spoken Language (compulsory but unweighted)
What we are doing at KS3 to prepare for the new demands of GCSE?
Key challenges are to prepare students for:•Increasing linguistic demands of both courses•Formal academic styles of writing•Extended writing •Comparative & evaluative writing•Reading of substantial whole texts (pre 20th Century)•Deepening students’ understanding of the above & poetry•Social, historical & cultural contexts
Implications of the new GCSE for KS3 Maths
Implications of the new GCSE for KS3 Maths
1. Well they haven’t told us anything yet but………..2. Increased rigour and challenge in content3. Move downwards of existing content Higher to Foundation4. Reduction in application of number and increase in
problem solving.5. More recollection (e.g. formulae)6. Continuation of study beyond yr11
So what are we doing as a school?
1. Changes to the curriculum model in year 9 (4 lessons of English and 4 of maths.)
2. Start new GCSE work in year 9. 3. Formal year group exams ( immediately after Easter)4. Focus on full texts, extended writing and spelling, punctuation
and grammar in English5. Focus on problem solving, recollection and extension in maths.6. Investigation of use of GCSE grades in some subjects in year 9. 7. Keep parents and students informed.
Learning Themes
• Getting ready for learning and KEQS• Five Rs and Five Cs• Responsibility, peer and self assessment• Thinking Skills• Improving your memory• Five W,H
KEQS
KEEP YOUR KEQS ON!
Knowledge Knowledge is things you need to know how to do in a specific subject.
Experience What have you experienced that will help you with your studies
Qualities Qualities are your characteristics and personality. You need to be confident, hard working, resilient, a good listener and so on.
Skills You need to have many skills to be a goodlearner and you must want to learn new things and listen to the task given too you.
K.E.Q.S
Five Rs and Five Cs
An Olympic Bronze
• Matthew Wells
• “Really pleased tocome away with something”
What will make us say something like that
about you?
Five Cs
– Coordinator– Communicator– Clarifier– Charter– Creator
Five Rs
• Responsible• Reflective• Reasoning• Resilient• Resourceful
Responsibility, peer and self assessment
What do you see when you look in the mirror?
Take a good look inside
Ask yourself questions...
How am I doing?
How can I do even better?
Self assessment
• Do I know what I’m learning about?• Do I know what a good piece of work looks like?• Do I know how to improve my work?• Do I know how my learning fits together? • Do I work well with others? • Do I join in?• Can I talk about my work?• Do I know what questions to ask?• Do I get on with my work independently?• Do I make good progress?
Responsibility Grid(Assessment for Learning)
RESPONSIBILITY GRID
Basic Responsibility More responsibility Good responsibility Excellent Responsibility
I know that there are learning objectives. I am clear about what I am trying to learn. I have a a clear understanding of what I am trying to learn (and value having learning objectives).
I understand what I am trying to learn and can talk about it confidently using the correct words for each subject.
I know what I have to do, but am not sure about what I am trying to learn. I know some features of a good learning outcome.
I am clear clear about what a good piece of work looks like (the success criteria) and can, with my teacher's help, use this to see how good my work is and the work of others in the class. I know the best way to improve my work.
I always work out what a good piece of work looks like (success criteria) for myself and use this to help myself improve. I want to get better in all that I do.
I can, with the teacher's help, identify some strengths and weaknesses in my work and suggest how to improve it.
I can, with my teacher's help, join in to decide what makes a good piece of work (the success criteria.)
I can relate the lesson to recent lessons. I can see how the learning today builds upon things I've already learned.
I can see how the learning today builds upon things I've already learned and what I will learn next. I can relate this learning to other subjects.
I understand how the learning in this lesson relates to the key concepts and skills I am developing.
I can work with others in my class.
I am sometimes comfortable contributing to discussions. In whole-class discussions I listen to others. I am confident to join in.
In whole-class, group or paired discussions I develop my thinking and learn from others.
I think talking about learning is important and use it to advance my thinking.
I take responsibility for starting and leading whole-class discussions; In a group we work independently of the teacher to complete tasks as a team.
I am sometimes confident to talk about my work. In paired or group discussions I join in and learn from others. I remain focused on what we have been asked to do.
I am confident to take risks by sharing answers that I'm not fully sure about and can question other people's views in a helpful way.
I can use high-level thinking to give clear and detailed answers, often saying why I think something and giving examples or evidence to support what I think.
I usually make progress in my learning. I make progress in relation to what we should be learning (the learning objectives.)
I make good progress, in relation to what we should be learning (the learning objectives.) I can get on with my work with some independence.
I really want to learn: I can see what I need to do next in my learning for myself and so I make excellent progress.
How do others see you?
Peer assessment
• Others can see things that you miss• It helps you learn when you look at someone’s work
RESPONSIBILITY!
With great power
comes great
responsibility
Upside down
With great
responsibility
comes great power
Thinking Skills
What would happen if we moved Trinity School to Uganda???
Improving your memory
Five W, H
• What, where, when, who, why, how
YEAR 7 FREEZE DAY
Year 8 thinking skills
GET THINKING
Timeline for the morning• Period 1
– Assembly– To classrooms to begin planning and investigating
• Period 2– Prepare for first press conference– Deliver first press conference – 10.10am – Continue investigating, compile evidence and prepare evidence wall
– Prepare and deliver second press conference – 10.50am• Period 3
– Look at success criteria for presentations– Prepare presentation– Deliver presentation – 11.50am– Reflection time
In action!