Year 10 Parents Information Evening Thursday, 6 th December 2018 - - PowerPoint PPT Presentation

Year 10 Parents’ Information Evening – Thursday, 6th December 2018

Welcome

Mr Arkell

Head of Year 10

Our Priorities …

• To give your child the opportunity to fulfil their

academic potential

• To maximise their choices in the future
• To keep parents informed regarding government

changes and the progress of their child

Key features of the new GCSEs in England will include:

• Greater demand and rigour in questions
• More challenging content
• An increased focus on SPAG
• An end to coursework in most subjects
• All examinations will be sat in the summer of Y11
• A need for students’ learning and revision skills to be developed with

resilience

A, , B, , C’s Atten ttendanc dance Beha ehaviou viour Con

• ntribu

tribution tion =SU =SUCCESS CCESS

Att ttendance endance

Why?

• Learning time…
• Safety
• Punctuality – good start to the day
• Social time
• Success! _direct correlation between attendance and academic success.

Expectations

• Minimum expectation is 95% attendance. (That is still missing 10 days (50 hours) of learning.
• Students need to be proactive in catch up or missing work – Student responsibility.
• 90% attendance = you miss 19 days per year
• That is basically 4 school weeks
• 90% over your 5 years would be 20 weeks of school!
• That’s basically knocking the entire year 11 out!

Beh ehav aviour iour

Why?

• Learning time, rights and responsibilities
• Safety
• Success!

Expectations

• Behaviour to be at least good (ATL 3 in every lesson)
• Close monitoring of behaviour, all behaviour falling below

standard to be challenged.

Con

• ntribution

tribution

Why?

• Develop socially
• Be part of your own life
• Develop a strong community
• Success

Expectations

• Expected to contribute at least an hour per week to extra curricular

ventures

• Form tutors will record and monitor contribution diaries
• Positive contributions to be considered for trips and rewards
• Challenged for not contributing – parents informed/meetings.

R.E.

Miss Hughes

Curriculum Leader

RE

‘All children need core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society.’

How can I use RE?

• Transferable skills
• Open minded, help make decisions
• Relate to our own lives and world around us
• Discussion skills, looking at things from different viewpoints

These skills are vitally important in all careers especially professions such as the police, retail, teaching, the law, the caring professions and the armed forces, in fact any profession that brings you into contact with other people.

What is RE at St Cuthbert’s?

• Everyone does RE, core subject, legal requirement
• Academically rigorous and personally inspiring
• GCSE – builds on prior knowledge gained at KS3

Paper 1 Paper 2 Paper 3 Study of Religion based

• n Catholic

Christianity Study of second Religion - Judaism Philosophy and Ethics based

• n Catholic

Christianity 1hr 45mins 50 mins 50 mins 50% 25% 25%

Trinity, creation, worship, prayer, moral decisions Beliefs and practices, Jewish Law, festivals Problem of evil, existence of God, miracles, relationships

RE

Video clips to watch and make notes. These can be used for revision. Sources of Wisdom and Authority – the Catholic Catechism Exam question – to test their understanding

RE – What should I be doing?

• Revising the material from this year
• More you do this year, easier it will be next year
• Completing PPQ’s
• Learn the 5 key pieces of scripture
• Follow @stcuthbertsRE for material and links

www.slideshare.net/misschughes School Website: http://www.stcuthberts.com/school-life/year- group-and-house-system/year-10/

English

Mrs Carney

Curriculum Leader

English Language and English Literature

Changes to the curriculum and GCSE examinations

English Language

• 100 % exam
• 2 papers (1 hour 45 minutes each) 50% each
• Reading section based on unseen texts
• Writing tasks:

Paper 1: an article, a letter or a speech Paper 2: a description or a story

English Literature

• 100% exam
• 2 papers: 1x 1 hour 45 minutes

1 x 2 hours 15 minutes

Paper 1: Shakespeare and 19th century novel 40% Paper 2 : Modern text and Poetry 60%

English Literature

English Literature

• Shakespeare play: Romeo and Juliet
• 19th Century Novel: Great Expectations or A

Christmas Carol by Charles Dickens

• Modern text: Blood Brothers by Willy Russell

English – the way forward

• Plan the curriculum to ensure early coverage of the novels, plays

and poems to be studied

• Incorporate revision units into the scheme of learning to ensure

students revisit their learning on a regular basis

• Weekly tests to ensure students learn key quotes from all the

texts studied

English – the way forward

• Use of past papers at the end of every unit to ensure

students revise and gain valuable exam practice

• Close monitoring of student performance to ensure all

students make the required progress

English – how can you help?

• Encourage your child to revise for the end of unit

assessments

• Help them to learn key quotes from the plays, novels and

poems studied

• Ensure they have excellent attendance
• Monitor their independent learning (homework)

Maths

Miss Moa

Second in Department

Maths – Tiered Examination Higher and Foundation

Maths – Tiered Examination Higher and Foundation Grade 3-9 possible Grade 1-5 possible

You will sit 3 papers. Each one will last 1.5 hours Grade 3-9 possible Grade 1-5 possible

Maths – The three strands

Maths – The three strands

Maths – The three strands

Maths – The three strands

Maths – Where can our students revise from?

Maths – Where can our students revise from?

Maths – Where can our students revise from?

Maths – Where can our students revise from?

You need one of these! £12 in the shops £6.50 in the school office (via ParentPay)

Science

Mrs Davies

Curriculum Leader

The exams – AQA Trilogy

• 6 exams
• 2 GCSE’s
• 17 possible grades – 9-9, 9-8, 8-8… 2-2, 2-1,1-1
• Exams are 1hr 15mins.
• No controlled assessment.
• Higher Tier 4-4 to 9-9
• Foundation Tier 1-1 to 5-5

Breakdown of exams

40%=AO1: Demonstrate knowledge and understanding of: scientific ideas; scientific techniques and procedures. 40%=AO2: Apply knowledge and understanding of: scientific ideas; scientific enquiry, techniques and procedures. 20%=AO3: Analyse information and ideas to: interpret and evaluate; make judgments and draw conclusions; develop and improve experimental procedures.

Numeracy

• Bigger emphasis on numeracy.
• Calculations, decimals and data handling.

10% of marks in Biology. 20% of marks in Chemistry. 30% of marks n Physics.

• Foundation Tier = KS3 maths
• Higher Tier = GCSE Foundation maths

Literacy

• Bigger emphasis on literacy.
• Definitions of keywords.
• Spellings of keywords.
• Instructions in question.
• Reading and interpreting information.

Y10 Science MOCK Examinations

February – C1 June – B2

Revision Guides

£5.50 ParentPay

Science Revision

Students’ own Notes and Workbooks

• Read through
• Copy out parts

they do not know

Art

Mr Kersey-Brown

Curriculum Leader

Assessment objective weightings for GCSE Art and Design Coursework = 60% Portfolio includes ‘more than one project’ Externally set task = 40% Art Exam Approximately 3 months preparation period then 10 hour controlled Test

Assessment Objective 1(AO1) - Looking at

• ther artists work to develop your ideas.

Assessment Objective 2 (AO2) - Refine your ideas as your work develops.

Experiment and explore

Assessment Objective 3 (AO3) - Record ideas, thoughts and observations Drawings Sketches Photographs Thoughts (annotation) Mind maps Powerpoints Models/ maquettes

Assessment Objective 4 (AO4) - Present a personal response (final piece or pieces)

Your focus analysis from AO1 should be clearly seen in your personal response.

Independent study

• Little and often to build up skill. You will work faster too
• Attitude to Learning. Do independent work and increase

chances of 1 (1 = outstanding)

• Get ownership. Really think about how you can personally

respond to any starting point

• ART CLUB: practically every night. Assistance and advice

from teachers and artists, plus resources!

Drama

Ms Anderson

Curriculum Leader

Drama

COMPONENT 1 COMPONENT 2 COMPONENT 3 Understanding Drama (written exam) Devising Drama Texts in practice Written 1hr 45mins Practical and written Practical 40% (80 marks) 40% (80 marks) 20% (40 marks)

Externally marked Internally marked and externally moderated externally marked

Section A – Multiple Choice (4) Section B – Blood Brothers (44) Section C – Live Theatre Production (32)

Roles in the Theatre: Playwright, Performer, Understudy, Lighting Designer, Sound Designer, Set Designer, Costume Designer, Puppet Designer, Technician, Director, Stage Manager, Theatre Manager. Knowledge and understanding should cover:  the activities each may undertake day- to-day  their contribution to the whole production process Stage positioning:  Upstage (left, right, centre)  Downstage (left, right, centre)  Centre stage (left, right) Staging configuration:  Theatre in the round  Proscenium arch BLOOD BROTHERS KNOWLEDGE NEEDED:  THE SOCIAL, CULTURAL AND HISTORICAL CONTEXT!  Genre, Style, Structure  Characters and their Motivation  Pace, Climax, Mood, Atmospheres  Language and Sub-Text used in text  Relationships and use of space to communicate this  Status of the role and social position/importance Theatre Design:  Scenery + Prop Design – trucks, flats, fly ins, furniture, shape, size, colour, condition, texture, position, details  Costume Design – hair, makeup, garments, footwear, accessories, colour, condition, material, fabric, cut, shape  Sound Design – sound effects, underscore, volume, duration  Lighting Design – lanterns, gels, intensity, direction, cue How to communicate role/meaning: Vocal - Pause, Pitch, Tone, Accent, Pace, Emphasis, Diction, Projection and Volume Physical - Facial Expression, Gesture, Movement, Posture, Walk, Stance, and Body Language Staging - Proxemics, Levels, Spatial Awareness Interaction - Eye Contact/Lack of, Staring, Glaring, Contact You need a solid grasp of the play we saw. This should include – Plot, Character, Style, Context and Relationships The ability to DESCRIBE, ANAYLSE and EVALUATE how an actor communicated their role to the audience. You must include: Vocal Skills Pause, Pitch, Tone, Accent, Pace, Emphasis, Diction, Projection and Volume Physical/Movement Skills Facial Expression, Gesture, Movement, Posture, Walk, Body Language Use of space (Interaction) Proxemics, Levels, Spatial Awareness, Eye Contact, Staring, Glaring, Contact

Food

Miss La

Teacher of Food

Exam :1hr45min worth 50%.

MCQs and Short/long answers

NEA1: worth 15%

Conduct a food science investigation. NEA2: worth 35% Practical skills and nutritional knowledge.

Non-exam assessment (controlled assessment) What's assessed:

NEA 1: Food investigation Students' understanding of the working characteristics, functional and chemical properties of ingredients. Practical investigations are a compulsory element of this NEA task. NEA 2: Food preparation assessment Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.

This is worth 50% of the GCSE

The Assessment

Examination (1 hour 45 mins) Paper: Food Preparation and Nutrition

• Multiple choice questions (20 marks)
• Five questions each with a number of sub

questions (80 marks) What's assessed: Theoretical knowledge of food preparation and nutrition from:

• Food, nutrition and health
• Food science
• Food safety
• Food choice
• Food provenance (Where food comes from)

This is worth 50% of the GCSE

• 1. Food commodities
• 2. Principles of nutrition
• 3. Diet and good health

Theoretical knowledge of food preparation and nutrition from:

AO1 Demonstrate knowledge and understanding of nutrition, food, cooking and preparation AO2 Apply knowledge and understanding of nutrition, food, cooking and preparation AO3 Plan, prepare, cook and present dishes, combining appropriate techniques AO4 Analyse and evaluate different aspects of nutrition,

• 4. The science of food
• 5. Where food comes from
• 6. Cooking and food preparation

Revision Preparation

Revision guides and exam Practice books available at £5.50 for both.

Food Preparation Skills

Practical preparation and techniques Knife skills Preparing fruit & vegetables Use of the cooker Cooking methods Sauce Making Tenderising and marinating Dough Raising agent Setting mixtures Food safety

Food, Nutrition and Health

Commodities Macronutrients Micronutrients (and water) Nutritional needs and health

Food Science

Food science experiments Cooking of food and heat transfer Functional and chemical properties of food Technological developments

Food Choice

Factors affecting food choice British and international cuisine Sensory evaluation Food Labelling and marketing Diet and health relationship Sustainability

Food Provenance (Where food comes from)

Food processes and production Food Production and processing

Revision topics to be covered in: GCSE Food Preparation & Nutrition

Parental Support

 Encourage them to work through the CGP Exam Practice Workbook and to use Seneca Learning.  Test them on Workbook Exam Questions.  Cook independently at home as much as possible whatever it is, it doesn’t matter how basic as it’s all good practice and builds confidence.  Wash and tidy up after themselves as marks are awarded for this part of the preparation process. Encourage tidying up as you go along as hygiene is a major factor that is considered when allocating marks in the assessment.  Watch cookery programmes with them if possible such as Great British Bake Off, Saturday Kitchen, Masterchef as they will pick up great preparation and presentation tips from these shows.

Geography

Mrs Brown

Curriculum Leader

How are students examined within Geography?

1 hour 30 - 35% 1 hour 30 – 35% 1 hour 15 – 30%

How are we assessing progress within the classroom?

Students need to be prepared for the demands of examinations

• 6 Key Assessed Tasks throughout the year which are

graded and then made better by the students.

• KAT are practice exam questions which prepare

students for the expectations within exams.

• Practice exam questions are embedded into lessons

and completed regularly.

• Mock exams are taken after each paper content is
• covered. This is completed in exam conditions.
• Whole school exam weeks are used to complete

further mock exams which are again completed in exam conditions.

Revision opportunities

All students need to purchase a revision guide. This revision guide covers all three exams and contains helpful hints to complete exam questions. If students are not set a specific homework task, they should be using this revision guide to test their knowledge.

Revision opportunities

Tuesday night is Humanities intervention

• evening. If you are not on target then you

need to attend this weekly session 2.40-3.20. If you would like to boost your progress further then you need to attend this session!

Revision opportunities

Students can also access a fantastic revision site for free:

http://coolgeography.co.uk/gcsen/revision_zone.php

Geography Field Trip

In preparation for their Unit 3 exam, students complete two Field Work

• Studies. The first being the River Bollin in

Cheshire. Students visit this River at the end of year 10 to conduct their investigation.

History

Mrs Brown

Curriculum Leader

How are students examined within History?

Each paper demands students to apply different skills to a variety of exam questions.

Paper 1 Depth study: America in Contrast, 1910-1929 Paper 2 Thematic study: Entertainment and Leisure in Britain, c.500- present day Paper 3 Depth study: The Elizabethan Age 1558- 1603 Paper 4 Breadth study: The Development

• f Germany, 1919-

1991

Content covered

 Causes of the Wall Street Crash  Prohibition and gangsters  The KKK and racism  The roaring 20’s  Development of entertainment from medieval times to the present day  Development in sports and leisure from medieval times to the present day  Life in Elizabethan Britain  The Spanish Armada  The problems surrounding religion  Mary Queen of Scots  Hitler’s rise to power  WWII  The division of Germany  The Cold War  The fall of the Berlin Wall Time allocated 1 hour 1 hour 15 1 hour 45 minutes Percentage

• f grade

25% 25% 25% 25%

How are we assessing progress within the classroom?

Students need to be prepared for the demands of examinations

• 6 Key Assessed Tasks throughout the year which are graded

and then made better by the students.

• KAT are practice exam questions which prepare students for

the expectations within exams.

• Practice exam questions are embedded into lessons and

completed regularly.

• Mock exams are taken after each paper content is covered.

This is completed in exam conditions.

• Whole school exam weeks are used to complete further mock

exams which are again completed in exam conditions.

Parental Support is vital …

The History department will share regular progress updates with parents, along with intervention and revision opportunities.

• KAT results feed into the data track which is sent home to parents.
• Mock exam results will be sent home to parents via a progress letter which will also include

intervention information if necessary.

• Parents will be notified of revision sessions via the MyEd App– please encourage students to

attend.

• Exam content is available on the school website, along with past questions. Please take

advantage of this if you wish to become familiar with the course and support students at home.

• Any student absence will result in gaps of vital knowledge and skills. Please remind students that

they are expected to catch up with any work missed in their own time.

• Students are set regular homework within History, consisting of exam questions, research

activities and projects. Project deadlines will be communicated to parents via the MyEd App. Students should also be completing regular revision at home of topic areas already covered. Your support is greatly appreciated.

Revision opportunities

• Free revision resources are available on the school

website to download. These can be found on the History curriculum area.

• Students are issued with revision guides which we

have made in order to support students with their learning.

• GCSE BBC Bitesize have a whole section of the

website dedicated to the America in Contrast unit. This can be accessed online for free.

• Before mock exams revision sessions will be
• ffered from class teachers. This will be

communicated to the students in class, and to parents via a the MyEd App.

• Hodder education have released a textbook which

supports the America in Contrast unit. This can be purchased and ordered online.

Revision opportunities

Locate: BBC GCSE Bitesize History – Twentieth Century History (WJEC) – The USA, A Nation of Contrasts, 1910-1929

Students are given one revision booklet for each unit studied. So far they will have an Entertainment booklet and a Germany booklet. Once the unit is completed in class, the booklet should be being used at home for revision.

Although the GCSE History course is challenging in many ways, we are excited by the diverse and stimulating topic areas which we will deliver to students over the next two years.

The History department thank you for your on-going support.

P.E.

Miss Lethbridge

Curriculum Leader

Three courses being studied in Y10:

• Edexcel – GCSE 9-1 Specification
• OCR – Cambridge Nationals: Sports Science
• OCR – Cambridge Nationals : Sports Studies

OCR – Sports Science

OCR – Sports Science

GCSE PE

Component 1 Component 2 Component 3 Component 4 Theory – Exam 1hr 45mins Theory –Exam 1hr 15mins Practical Performance Controlled Assessment (PEP) Fitness & Body Systems Health and Wellbeing 3 sports (including 1

Team, 1 individual + another)

6 Week training programme 36% 90 marks available 24% 70 marks available 30% 105 marks available (35 per

sport)

10% 20 marks available Y9 / Y10 Final Exam– May 2020 Y10/11 Final Exam– May 2020 Y9-11 Final moderation – February 2020 Y10 Moderated externally May 2020

Y10 Extra-curricular Sport

Monday Tuesday Wednesday Thursday Friday Leadership

• pportunities

Rugby Hockey Dance Football Netball Fixtures / Matches Cheerleading Fixtures / Matches Catch up / Intervention

Steps to support

• Ensure all deadlines are met – falling behind will massively increase workload

and stress levels.

• Complete all MIB work based on teacher feedback
• Use intervention/independent learning time after school to access 1-1 support

from your PE staff.

• Exam units – utilise revision booklets and files to guide you, designate specific

time for this.

• Get involved with sport!! – cathartic release is important for your minds, it will

also reinforce your learning from lessons. All courses call upon your practical ability.

Resources to support

CEIAG

Miss Ward

Personal Development Leader

… Fail to Prepare, Prepare to Fail

Post-16 Information

The government states that you must then do one of the following until you’re 18:

• stay in full-time education, for example at a college, school 6th form.
• start an apprenticeship or traineeship.
• spend 20 hours or more a week working or volunteering, while in part-time education or training.

Proven that the better the education and results you achieve the better career opportunities and higher the potential salary: GCSE – up to £19,000 A Levels – up to £23,000 High Level Apprenticeship – up to £29,000 Degree – up to £36,000

… Fail to Prepare, Prepare to Fail

Post-16 Information

Important that you start thinking about your career paths or certainly your next steps for September 2020 NOW! What you can do:

• Speak to our Careers Adviser – Based in the CEIAG Room (in Humanities) every Tuesday and

Wednesday.

• Access the Career Connect on-line portal as this gives you a wealth of ideas and options – ask

Form Tutors or NWD about this.

• Look at our Alumni page of the school website.
• Visit Open days at the Schools and Colleges – dates will be posted on screens and school

website.

• Speak to your subject teachers or look at the Careers Boards in each subject area.

Use the CEIAG room and information in it to find a route/course that you will enjoy. Make it bespoke to you! YOU create and plan YOUR future!

… Fail to Prepare, Prepare to Fail

Post-16 Information

CEIAG Opportunities to look out for that will help you prepare: Jan – March – Ready for Life Programme (CVs, Applications, Interviews) Thursday 7th March – Employers Market Place 5pm-6.30pm in Gym Tuesday 19th March – Y10 DDD to find out about HE and Apprenticeships Monday 1st July – Cowley Taster Day Thursday 11th July – Cronton College Taster Day Date Tbc – Carmel College Taster Day Plus additional activities for specific cohorts.

Please contact us by email FAO Mr Arkell if you have any concerns: postbox@stcuthberts.com Thank You Have a good evening