1. Welcome to Year 10 Guidance and Information Evening
Thursday 13th October 2016

2. Supporting Your Child at KS4
Courses
BTEC: Course mainly assessed through assignments. One unit is also examined.
GCSE: Most course’s now mainly assessed through exams at the end of the 2 years. Some still maintain a coursework element .
St Gregory the Great Catholic School

3. Why are GCSEs and A levels changing?
The new qualifications will:
provide a stronger foundation for further study and employment, keeping pace with the demands of universities and employers.
support students in developing the knowledge, skills and values they need for life in modern Britain.
match the standards of the best education systems in the world.
These are the three essential reasons for the changes to GCSEs and A levels, introduced from September 2015.
Behind these reasons, are important sources of research, for example:
The Organisation for Economic Cooperation and Development (OECD) found that young adults in England compare poorly in literacy and numeracy with many other developed countries (2012).
Cambridge Assessment found that more than half of university lecturers consider that new undergraduates are under-prepared for degree level study (2012).
The slides that now follow will explain what the main changes are, and when they are coming into effect. First, the slides will cover GCSEs, then A levels.

4. GCSEs: the main changes
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GCSEs: the main changes
The new GCSEs will:
make more demands of students, to help them 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 from 1 up to 9, with grade 9 being the highest grade.
The new GCSEs will raise expectations by asking students to develop better subject knowledge, in terms of breadth and depth, by requiring students to develop stronger skills in numeracy and literacy, and by introducing a new grading scale.
The new grading scale, designed by the independent regulator Ofqual, will be numerical to clearly emphasise the break from the old GCSEs. It will be easy to see whether a student did a new or old GCSE.
The new grading structure will give better recognition to the different levels of achievement across the ability range.
Other reforms across the education system will encourage high quality teaching to help students meet the new standard. For example the Pupil Premium, the expansion of the academies programme, and reforms to support students with SEN (Special Educational Needs).

5. GCSEs: the main changes
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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 and design or physical education).
All exams will be at the end of a two year course of study.
In most subjects, students will not be grouped in different ability tiers for the purposes of assessment – only maths, sciences and languages will have different papers for different groups of students.
Although students can improve their grades through re-takes, only their first result will count in performance tables.
Unlike the old GCSEs, there will be no modules of study with examinations during the course. Instead students work towards a single final examination at the end of the course.
This is known as a linear assessment structure. By removing the interruptions for modular exams during the course, teachers and students will be encouraged to increase their focus on high quality teaching and successful learning, with more depth and breadth.
Unlike the old GCSEs, for most subjects, students will not be grouped in tiers for the purposes of assessing different abilities. Evidence shows that tiers can limit students’ ambition, because students can find themselves in the lower tier despite having the ability to achieve a higher standard. For the new GCSEs, students will be grouped in tiers only in certain subjects, for example maths and science.
Assessment will be entirely by exam for most subject. Where other forms of assessment are retained, it will be only where necessary for the assessment of key subject skills such as in art or PE.
Ofqual found that non-exam assessment does not always differentiate well enough between students of different abilities; does not always test the skills it aims to assess; can divert time from teaching and learning; and can narrow the focus of what is taught during the course. However for some subjects it is simply not possible to put together assessments of any reasonable length for students of all different abilities.

6. GCSEs: reforms timetable
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GCSEs: reforms timetable
September 2015 (first exams 2017)
New GCSEs - English language, English literature and mathematics.
September 2016 (first exams 2018)
New GCSEs – history, science, geography, languages, art and design, citizenship, computer science, dance, drama, music, physical education, food preparation and nutrition, religious studies.
Unlike the old GCSEs, there will be no modules of study with examinations during the course. Instead students work towards a single final examination at the end of the course.
This is known as a linear assessment structure. By removing the interruptions for modular exams during the course, teachers and students will be encouraged to increase their focus on high quality teaching and successful learning, with more depth and breadth.
Unlike the old GCSEs, for most subjects, students will not be grouped in tiers for the purposes of assessing different abilities. Evidence shows that tiers can limit students’ ambition, because students can find themselves in the lower tier despite having the ability to achieve a higher standard. For the new GCSEs, students will be grouped in tiers only in certain subjects, for example maths and science.
Assessment will be entirely by exam for most subject. Where other forms of assessment are retained, it will be only where necessary for the assessment of key subject skills such as in art or PE.
Ofqual found that non-exam assessment does not always differentiate well enough between students of different abilities; does not always test the skills it aims to assess; can divert time from teaching and learning; and can narrow the focus of what is taught during the course. However for some subjects it is simply not possible to put together assessments of any reasonable length for students of all different abilities.

7. English and mathematics GCSEs
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English and mathematics GCSEs
The new maths GCSE
More content to study, and more stretching maths at the higher grades.
Supports a deeper and broader understanding of the subject.
The new English language GCSE
Robust foundation in reading, and writing good English.
20% of marks for spelling, punctuation and grammar.
The new English literature GCSE
Encourages students to read, write and think critically.
Range of challenging and substantial whole texts, and unseen texts.
The new maths GCSE will support all students in developing essential maths knowledge, while providing greater challenge for the top students aiming for further study and careers for which higher level maths is most important.
Many schools are increasing maths teaching time. One extra lesson each week would put England closer to countries like Australia or Singapore. Maths, alongside English, will be double weighted in secondary school performance measures from This will also provide a strong incentive for schools to ensure that they are strengthening their mathematics provision.
The English language GCSE will provide all students with a robust foundation of reading and good written English, and with the language and literary skills which are required for further study and work. It will ensure that students can read fluently and write effectively, and will have 20% of the marks awarded for accurate spelling, punctuation and grammar. It will also encourage the study of literature for those who do not take the English literature GCSE, with students reading high-quality texts across a range of genres and periods.
The new English literature GCSE will build on the English language content, and encourage students to read, write and think critically. Students will study a range of challenging and substantial whole texts in detail, including Shakespeare, 19th-century novels, Romantic poetry and other high-quality fiction and drama. Students will be examined on some ‘unseen’ texts, encouraging students to read widely and rewarding those that can demonstrate the breadth of their understanding
Ofqual decisions on assessment:
Maths is exam-only and tiered.
English is exam-only and not tiered.
Speaking in English language is assessed and reported separately to the main grade.

8. Assessment
Forecast Grade – average grade achieved nationally by students from the same KS2 starting point Current Grade - Based on evidence obtained from recent (over the last term) classwork, homework, coursework and controlled assessments. Predicted Grade - is a teachers’ professional prediction of the grade the student will attain at the end of the course taking all relevant factors into account. This may be higher than the current grade Target Grade - This represents a challenging but realistic view of what could be achieved with exceptional effort. It is likely to be above the forecast grade. Written Target - Learning targets help to raise the expectations and motivation of learners. They should provide something against which the learning can be measured and give a basis for improvement

9. Raising achievement

10. Fine Grading
For example: 5C - secure C grade but with intervention could boost to a B grade (C1) 4A- insecure C grade, intervention necessary to secure or boost B grade (C2) 4C - very insecure C grade, intervention certainly necessary to secure C grade (C3) This applies to all grades, and leads to a more accurate estimation of the progress of students Used for Current and Predicted grades

11. Diagnosis, Therapy, testing (DTT)

12. Personalised Learning Checklist
Forensic diagnosis of learning need.
Secure: Green
Insecure: Yellow
No Knowledge: Red

13. Pre-Public Examinations (PPE’s) Week Beginning 5th December/12th June
Pupils sit the examinations as if they were in Summer
Examinations written independent of teachers
Overcome any hurdles to a successful summer examination
Basecamp to Summit

14. You make the difference…

15. Attendance
90% = ½ day missed per week. ½ day a week = ½ a year (over 5 years). 19 days missed per year = full grade down in every subject area (DFE). The greater the attendance, the greater the achievement.
© Global Education First

16. Ways you can support There is no secret to success! Turn up on time
Turn up prepared
Give it your best
Use homework as an opportunity
Act on advice from your teachers
Don’t worry about mistakes
– learn from them

17. Follow information in newsletter and on website, twitter, etc.
Let your child know you are interested in their work
Celebrate their achievements
Help them get organised
Let them know they’re not alone when things go wrong, the important thing is to learn and move on.
They still need you to be their parent
Support a routine
Bed at a sensible time
Eating properly
Follow information in newsletter and on website, twitter, etc.

18. Supporting Your Child at KS4
Read!
St Gregory the Great Catholic School

19. St Gregory the Great School
Show My Homework
For teachers, Students and Parents.
St Gregory the Great School
Parent View

20. What is Show My Homework?
A simple online homework calendar showing homework information, deadlines and attachments for students.
After October half term all homework will be displayed online, using Show My Homework.
month 05
Increased student engagement
90%
Homework setting consistency
100%
Time saved tracking and monitoring homework
95%
Customer support satisfaction
To change the image behind the Mock up.
Select the layer - > Right Click -> Send to Back -> Delete the image -> Drag & Drop your Own Picture -> Send to Back (again)

21. Benefits for parents See how Show My Homework can benefit you
Better communication through school announcements.
Communication
Translation into 50+ languages.
Accessibility
It’s much easier to take part in home learning.
Interaction
Visibility
You can see exactly how much homework has been set.

22. Multiple children To change the image behind the Mock up.
If you have more than one child at the school, they will appear on the same page.
From here you can find their Homework; Announcements and Events that apply to them; and their Gradebook.
To change the image behind the Mock up.
Select the layer - > Right Click -> Send to Back -> Delete the image -> Drag & Drop your Own Picture -> Send to Back (again)

23. Homework calendar To change the image behind the Mock up.
Homework appears in the calendar as a block, stretching from the issue date to the due date.
Select a piece of homework for more details.
Homework types
Assignment
To change the image behind the Mock up.
Select the layer - > Right Click -> Send to Back -> Delete the image -> Drag & Drop your Own Picture -> Send to Back (again)
Differentiated
Class test
Numeracy test
Spelling test
Quiz

24. Homework description To change the image behind the Mock up.
In this view we can see a task’s title and description, set and due dates and how it should be submitted.
To change the image behind the Mock up.
Select the layer - > Right Click -> Send to Back -> Delete the image -> Drag & Drop your Own Picture -> Send to Back (again)
Helpful resources – files & websites – are displayed below the homework.

25. Gradebook To change the image behind the Mock up.
Gradebook helps you keep track of the submission status of homework, and grades, if applicable.
Submission types
Submitted
To change the image behind the Mock up.
Select the layer - > Right Click -> Send to Back -> Delete the image -> Drag & Drop your Own Picture -> Send to Back (again)
Submitted late
Absent
Resubmission
Not submitted

26. In Settings, you can manage Notifications.
Make sure to download the Show My Homework App, for iPhone, iPad, iPod Touch and Android Devices.
To change the image behind the Mock up.
Select the layer - > Right Click -> Send to Back -> Delete the image -> Drag & Drop your Own Picture -> Send to Back (again)

27. Success in English
Ms McCabe

28. All assessment through exams at end of Year 11
Only one tier – no higher or foundation level
All students will take English Language and Literature

29. Grading 9-1

30. The Course
Language: 2 Exams Literature: 2 exams What will students need to learn?

31. Language Paper 1 = 50% FICTION

32. Language Paper 2 = 50% NON-FICTION – Compare Texts

33. Literature Paper 1 = 40% FICTION – Heritage Texts

34. Literature Paper 2 = 60% FICTION – Compare Texts

35. Reading and understanding novels, plays & stories,
as well as producing
creative writing is a key part of the new course.

36. Support from School Course design created to help School Website
Where
Course design created to help School Website
students manage content of
end exams
2. Assessment at the end of School Website
each term
3. Skills Tracker School

37. Support from school 4. Book Tracker with individual Targets School
Where
4. Book Tracker with individual
Targets School
5. English Department Newsletter School Website
Termly Copy Home

39. Support from home: A 5-point plan
Use the homework booklet to talk about the unit content – students can articulate ideas about characters, themes, key points
Support with homework which is often either ‘head-start’ work or to show understanding at end of task
Attendance more important now than ever
Encourage reading for pleasure
Encourage accuracy
Equipment – pens and highlighters please!

40. Success in Maths
Miss Hussain