1. KS4 English and Maths Information Evening 11 th October 2016

2. Aims of the evening Context of English and Maths in the UK Post 16 New style GCSEs Assessment & reporting to parents – schedule, format Overview of subject content for each year Examples of work completed Marking and feedback Home learning Supporting my son / daughter’s learning

4. Let’s sort them…

5. Let’s work out what happens.

6. = 65 total points THIS IS NOT ATTAINMENT 8! There’s more!

7. Attainment 8 is worked out by: Taking that total 65 points and… dividing it by… 10 65 ÷ 10 = 6.5 THIS IS ATTAINMENT 8.

13. Summative assessments in English & Maths Year 9Year 10Year 11 Wb. 28 th Nov 16Wb. 21st Nov 16Wb. 5 th Dec TRIALS 1 Wb. 3rd April 17Wb. 27 th March 17Wb. 13 th March TRIALS 2 Wb. 19th June 17Wb. 26 th June 17May/June GCSEs

14. Assessment Summative 3 times per year Formal, under exam conditions Marked and moderated internally Reported to parents via Gateway Formative Ongoing feedback High frequency Strengths and areas to improve Informs lesson planning Praise incorporated

15. Home learning (work)- Y9/10/11 Generally set on a weekly basis Will be a comprehensive task Will be linked to either prior, current or future learning Revision home learning tasks prior to assessments Could be personalised

17. The Year 9 English curriculum ‘Romeo and Juliet’ by William Shakespeare Quality class readers from well known authors such as Harper Lee, William Golding and George Orwell A study of the conventions of Gothic Literature with short stories by Edgar Allan Poe Writing to narrate and describe English Literary Heritage poetry by poets such as Robert Browning and William Wordsworth A range of poetry from contemporary writers such as Simon Armitage and Seamus Heaney A study of the art of rhetoric and the power of writing to persuade

18. GCSE English language reading; can you… Read and understand a range of texts from the 19 th 20 th and 21 st century. These might be literature or literary non-fiction Develop the skills for the reading section in both exams, where questions test a range of skills including comprehension, collating and ordering information from more than one source, comparing texts, and evaluating texts as a critical reader would Acquire and apply a wide vocabulary – the texts will be complex, and in writing about them, students must be fluent themselves Use specialist subject terms, for example word classes, grammatical terms and other specialist words like metaphor, image, simile

19. Key skills? Finding the implicit meaning in a text as well as what is explicit; inferring Commenting on and explaining how writers use language and structure to affect the reader Using evidence from the text to support your views Being able to use specialist terms Compare /contrast

20. GCSE English Language writing; can you… Write effectively and coherently in standard English Write in a range of styles; argue/persuade and describe/narrate Use a wide vocabulary Use grammar correctly and punctuate accurately Edit and proof-read your work effectively

22. marking

26.  Read, understand and respond to texts  Maintain a critical style and develop an informed personal response Use textual references, including quotations, to support and illustrate interpretations Analyse the language, form, structure used by the writer to create meanings and effects, using relevant subject terminology where appropriate GCSE English Literature; can you… Write about the context of the text and when it was written Compare two poems

27. Paper 1:Shakespeare and the 19 th century novel (4 marks for SPaG on the Shakespeare question!)

31. Modern texts and poetry (4 marks for SPaG on An Inspector Calls!)

34. How can you help your child? Buy revision guides – many available from college CPG copies of Romeo and Juliet BBC bitesize and other websites recommended by English teachers Read the texts yourself so that you can discuss them at home Encourage your child to read the news, in print or online Discuss issues and world events so that your child gets used to expressing a point of view Familiarise yourself with the English exam, and the demands of each paper so you can help your child to be organised with revision Buy them lots of stationery!

35. Maths at Wyvern College KS4 information evening William Emeny- Curriculum Leader for Mathematics Sarah Weatherhead- Deputy Curriculum Leader for Mathematics

36. Making a mathematician… Fluency The ability to recall essential knowledge quickly and accurately Problem solving The ability to combine prior and new knowledge to induce new learning The ability to transfer learning to a new context to solve a problem Reasoning The objectives reinforce each other- students need all 3 to be good mathematicians

37. The new 9-1 Maths GCSE- what has changed? Increase in content Increase in challenge; 9 is harder than A* Both foundation and higher tiers are harder 3 X 1 ½ hour exams. Non-calculator -> calculator -> calculator No formula sheet Emphasis on problem solving; less in-question guidance

38. Increase in content Year 9 syllabus- foundation  Number  Integers and place value  Decimals  Indices, powers and roots  Factors, multiples and primes  Algebra  The basics  Expanding and factorising  Expressions and substitution into formulae  Equations, inequalities and sequences  Equations  Inequalities  Sequences  Angles  Angles, lines and symmetry  Polygons and parallel lines  Interior and exterior angles of polygons  Graphs, tables and charts  Tables  Charts and graphs  Pie charts  Scatter graphs  Fractions and percentages  Fractions  Fractions, decimals and percentages  Percentages

39. Increase in content Year 10 syllabus- foundation  Averages and range  Statistics and questionnaires  The averages  Perimeter area and volume 1  Perimeter and area  3D forms and volume  Graphs  Real-life graphs  Straight-line graphs  Probability  Single event  Two events  Multiplicative reasoning  Further percentages  Rates of change  Compound measures  Constructions, loci and bearings  Plans, elevations and nets  Constructions, loci and bearings  Transformations  Rotations  Reflections  Translations  Enlargements  Ratio and proportion  Ratio  Proportion  Right-angled triangles  Pythagoras’ theorem  Trigonometry

40. Increase in content Year 11 syllabus- foundation  Quadratic equations and graphs  Expanding and factorising  Quadratic graphs  Perimeter, area and volume 2  Circles  Cylinders  Cones  Spheres  Further algebra  Rearranging formulae  Graphs of cubic functions  Graphs of reciprocal functions  Simultaneous equations  Fractions, indices and standard form  Fractions  Indices  Standard form  Congruence, similarity and vectors  Similarity and congruence in 2D  Vectors

41. Increase in content Year 9 syllabus- higher  Number  Calculations, checking and rounding  Indices, roots, reciprocals, hierarchy of operations  Factors, multiples and primes  Standard form and surds  Algebra  The basics  Setting up, rearranging and solving equations  Sequences  Angles and trigonometry  Polygons, angles and parallel lines  Pythagoras’ Theorem and trigonometry  Graphs  The basics and real- life graphs  Linear graphs and coordinate geometry  Quadratic, cubic and other graphs  Interpreting and representing data  Averages and range  Representing and interpreting data  Scatter graphs  Fractions, ratio and percentages  Fractions  Percentages  Ratio and proportion

42. Increase in content Year 10 syllabus- higher  Area and volume  Perimeter, area and 3D forms  Circles, cylinders, cones and spheres  Accuracy and bounds  Transformations and constructions  Transformations  Constructions  Loci  Bearings  Multiplicative reasoning  Direct and inverse proportion  Proportion on graphs  Compound measures  Repeated proportional change  Similarity and congruence  Similarity in 2D and 3D  Proofs of congruence  Equations and inequalities  Solving quadratic equations  Solving simultaneous equations  Inequalities  Probability  Single-event  Two-event  Conditional probability  Venn Diagrams and Set Theory

43. Increase in content Year 11 syllabus- higher  Further trigonometry  Graphs of trigonometric functions  Graph transformations  Non-right-angled triangle advanced trigonometry  Further statistics  Sampling  Cumulative frequency  Box plots  Histograms  Further algebra  Changing the subject of a formula  Algebraic fractions  Rationalising surds  Algebraic proof  Vectors and geometric proof  Proportions and graphs  Reciprocal graphs  Exponential graphs  Gradient and area under curves  Direct and inverse proportion (algebraic)  Equations and graphs  Quadratic equations and graphs  Expanding triple brackets  Sketching graphs  Equation of a circle  Cubic graphs  Circle theorems  Circle theorems including proofs  Circle geometry

44. Increase in challenge of content Grade 9 on the new Maths GCSE Edexcel Sample Assessment Material 9-1 Maths GCSE Paper 1 Higher Tier

45. Both the foundation and higher tiers are harder Foundation tier will be the suitable tier for many more students than on the previous GCSE

46. No formula sheet Memorisation expected

47. Less guidance on multi- step problems

48. Strengthen Secure Extend

49. Students are taught to present their work like mathematicians Margins Date Title Working down the page, not across One number per square Diagrams in pencil and ruler Mark their work as they go Record feedback in green pen

50. What feedback will my child receive on their work? Specific, timely, acted upon Feedback in maths needs to be fast- ideally after each attempted question Most feedback will be in-lesson based Classrooms run as high-feedback learning environments Mini-whiteboards used to assess students’ understanding regularly and teaching adapted accordingly Answers given along with questions- students mark as they go Students make notes of worked examples to refer to Teachers systematically circulate whilst students are working Student discussion and peer support encouraged. Brain, book, buddy, boss Regular ‘book looks’- used to inform planning. You won’t see a lot of red pen in your son/daughter’s book, but the teacher will have reviewed all of their work

51. Online learning systems MyMaths Mathswatch Students have free logins to both systems which provide full lessons for the whole curriculum First place to turn when stuck on a homework or for independent learning

52. How can I support my child?  “With hard work and if you don’t give up, you will become an excellent mathematician”  “Stuck on your homework? Let’s get on MathsWatch together and see if we can figure this out”  “Nobody learns something the first time. Try this again tomorrow“- build their resilience  “Let’s check you can still do what you studied a month ago…” Speak about maths positively and get stuck in! Never say, “I’m not good at maths” Practical things you can do  Ask your child to explain what they have learned in maths each day. Get them to teach you  Talk to your child about how you use maths in your everyday life and involve them in it. Personal finances, cooking, at work etc  Check your child has completed all questions on their homework and that it is presented to the best of their ability.  Build a good relationship with your child’s maths teacher. Seek their advice  Build their stamina to concentrate for extended periods of time  Revision guides

53. Individual queries relating to English or Maths Please contact the class teacher in the first instance Then e-mail Maths@wyvern.hants.sch.uk English@wyvern.hants.sch.uk