Year 8 Curriculum Information 2016

The National Agenda Why are GCSEs changing? The new qualifications will: Provide a stronger foundation for further study & employment, keeping pace with the demands of universities and employers. Support students in developing the knowledge, skills & values they need for life in modern Britain. Match the standards of the best education systems in the world.

The National Agenda GCSEs: the main changes The new GCSEs will: Make more demands of students, to help achieve as much as students in countries with the best education systems. Be taken by the same range of students who take GCSEs currently, across a range of abilities. Be awarded in grades 1 up to 9, with grade 9 being the highest grade.

* Many feel that as more data is collected over the next few years, a 5 will be a ‘good’ pass! Students NOT achieving a ‘5’ in English Language and Maths in a few years time may have to resit these subjects again in college.

The National Agenda GCSEs: the main changes Where possible students will be assessed by exam, with other forms of assessment only for particular subject skills (e.g. in Art & Design or PE). All exams will be taken at the end of a 2 year study course. In most subjects, students will ALL sit the same exam paper – only Maths, Sciences & Languages will have tiered papers.

The National Agenda GCSE Reforms Timetable September 2016 (first exams 2018) – Current Year 8s New GCSEs – History, Science, Geography, Languages, Art & Design, Computer Science, Dance, Drama, Music, PE, Food Preparation & Nutrition, Religious Studies. New GCSEs in Maths, English Language & English Literature have already begun to be taught in September 2015. September 2017 (first exams 2019) New GCSEs in Design & Technology will begin to be taught.

What does it mean for you? Current Year 8s: The removal of controlled assessment (course work) or a major reduction from most subjects; e.g. PE from 60% to 40%. The sitting of new exams with the new grading system; except in D&T. Writing by hand for long periods from memory. No use of technology to be allowed in exams. Less opportunity to develop breadth of skills in 2 years alongside the depth of knowledge required.

What are we doing to assist our young people? Using data to inform pathways at the end of Year 8 into Year 9 This mirrors what is happening in Key Stage 4 Enables staff to tailor specific skills to groups of students of like ability. Allows the increased content in English, Maths, Science, Humanities and the Arts to be started earlier. Pathways reviewed at the end of Year 9.

What are we doing to assist our young people? Providing more time in Humanities and the Arts for subjects students prefer to do. Asking students to begin to specialise while maintaining a broad and balanced curriculum. Specialisation to take place in the Arts and the Humanities. Allowing greater time to develop the breadth of skills needed to cope with the increase in content.

How will it work? Students will be asked to select either Geography or History as their main Humanities subject. They will spend more time on their chosen subject while still doing lessons in the other. Students will be asked to select two (2) Arts subjects in order of preference. More time in the curriculum will be allotted to their chosen Arts subject while they will maintain the same amount of lesson time for their second choice.

What can you do? Use the conversations you have had tonight with subject teachers to make informed choices. Continue to support your children with homework. Make sure they are reading – literacy skills have never been more important. Discuss potential routes with your son/daughter.