Key Stage 4 Focus evening 18 January 2017 From Mock Exams to GCSE’s Assessment Feedback Support

23 January Mock Exam Results report issued .. Although most students have most of their results already

ENGLISH Total Mark Targets Comments Include detailed ideas on context   Total Mark Targets Include detailed ideas on context Refer back to the question Analyse language in detail and zoom in on specific words and phrases Use subject terminology accurately Work on SPAG Use quotations to back up your points Comments

MATHS Teachers have gone through the mock exam paper highlighting common mistakes and how to improve Students have completed assessment review sheets looking at the number of marks they achieved for each question and highlighting key areas for revision

MUSIC Teachers have identified common concerns Confident knowledge and use of key musical terms is top of the list Students currently working on a controlled assessment, so working on mock exam feedback will happen after half-term Compositions!

GEOGRAPHY During the recent mock exams the students showed an overall weakness in producing Level 3 case study responses. There are 3 case study questions in the main exam paper (Key Geographical Themes – worth 50% of the course). Each case study question is worth 9 marks, plus 3 marks for spelling and grammar. In order to address this Year 11 students are being set a case study revision task once a week for their homework. Each week they will revise/create a revision resource on a single case study and then be assessed on it in class. Students were given a case study booklet (containing all the content they need for success in the summer) prior to their mock exams to help with case study revision.

Assessment and feedback Assessment will be either: 1. Summative – eg: tests or reports Right or wrong Level attained 2. Diagnostic – eg: feedback to assignments Highlights strengths and weaknesses Assessment refers to targets Minimum target vs aspirational target Specific guidance given about how to improve/refine/progress 6

Responding to feedback Students are expected to act on feedback in order to improve a particular piece of work. Over time the process of refining work becomes a consistent working habit; students learn how to evaluate their own work and recognise common shortcomings. What does this look like?

English Student response Student self-evaluation Teacher comment

Drama Even Better If Now Try This

French Specific feedback If you continued to work like this..!

German Student-teacher dialogue! Small gains add up..!

R E Points now explained in more depth Small gains add up..! From this… …to this! Points now explained in more depth Small gains add up..!

P E PINK highlighter = act on this!

Maths Student self-evaluation Teacher guidance Teacher comment Follow-up questions to check understanding

Science Feedback sheet related to topic The work with improvements Student self-evaluation Student response in green

Art Student response, indicating what has been added where Teacher comments added regularly

It is important to remember that: Detailed feedback will not happen for every piece of work! Often feedback will be given to a group for students to refer to Feedback can also be verbal

Support on offer Support sessions are liable to change Some subjects will add sessions after half-term Some sessions will be invitation-only or deadline specific