Making the most of booster classes October 2002 National Strategy for Key Stage 3 Making the most of booster classes October 2002

Objectives of the session To help teachers to enable pupils in Year 9 to maximise their achievements at the end of Key Stage 3 To help schools to make the best use of booster money and materials Slide 1

What’s in the booster kits Guidance A set of booster lessons A leaflet for pupils A leaflet for parents and guardians Slide 2

Ways of organising booster lessons Extra set Homework clubs Revision classes Additional time Extra lesson time Feedback tutorials Coaching tutorials Mentoring support Additional adult support Slide 3

Planning revision and booster provision When planning revision strategies and booster provision, schools will need to take account of: specific needs of pupils timetable constraints and travel arrangements available expertise using additional adults and teaching assistants securing the attendance of the pupils Slide 4

Changes to the Year 9 tests: English There are three changes to the tests for 2003: Levels will be reported separately for reading and writing, as well as for English overall. Reading will be assessed using a separate reading booklet containing three linked texts. There will be approximately 15 questions. The Shakespeare paper will have two sections. Section A is a short writing task linked in theme to the play studied. Section B is a reading task based on two extracts from the two set scenes. The writing paper will involve a longer writing task. The changes from 2003 have been designed to promote greater consistency in assessing English across the key stages. The same set of assessment focuses for reading and writing will apply to all statutory and optional tests. Slide 5

Changes to the Year 9 tests: mathematics There is one change to the assessment of mathematics from 2003: More questions that require pupils to use their skills in using and applying mathematics (Ma1). From 2003 there will be more questions that require pupils to apply their problem-solving skills, give reasons for their answers, and communicate these mathematically. The mark schemes will identify where marks for Ma1 have been assigned. Slide 6

Changes to the Year 9 tests: science There is one change to the tests for 2003: An increase in the number of questions assessing scientific enquiry (Sc1). From 2003 there will be more questions that assess pupils in the development of scientific ideas and using scientific evidence (Sc1). Questions may be in the context of any of the science attainment targets and there may also be discrete Sc1 questions. Slide 7

Changes to the Year 9 tests: science (cont.) Questions in the test may ask pupils: how an investigation could be carried out; what factors need to be controlled; what factors need to be measured; whether the outcome can be predicted; how the results are going to be presented; what the results show and whether they match the prediction; to explain the outcome and whether the evidence collected is significant, reliable and valid. Slide 8

English booster lessons Lessons 1–4 focus on reading, and the demands of the reading paper. Lessons 5–10 focus on the Shakespeare questions – three sets of two lessons for each of the three set plays. Lessons 11–15 focus on writing, and the demands of both the longer and shorter writing tasks. Lesson 16 enables pupils to review their work and set personal targets in the run-up to the tests. Slide 9

Structure of booster lessons Remember Model Try Apply Secure Slide 10

Mathematics booster lessons Topics which have caused difficulty Focus on using and applying mathematics Aimed at level 5 and level 6 One hour but teachers may need to select activities Basis of pre-teaching prior to the topic being taught in lessons Detailed lesson plans including resource sheets Use examples from the Framework and tests as a focus for teaching Slide 11

Science booster lessons Topics which cause more difficulty, and scientific enquiry Aimed at level 5 and level 6 One hour Smaller booster groups Detailed lesson plans, including resources A range of activities No practice questions Departments should decide which to use Slide 12