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 Supporting and challenging your child  Know what they need to do  Go the extra mile! 100% Attendance.

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Presentation on theme: " Supporting and challenging your child  Know what they need to do  Go the extra mile! 100% Attendance."— Presentation transcript:


2  Supporting and challenging your child  Know what they need to do  Go the extra mile! 100% Attendance

3  1) Go to and click “login”  2) Click NEW HERE? GET STARTED  3) Enter your name, date of birth and choose your school  4) Select a username and password (to be used when you next login) and select the subjects you study


5 Outline of the course for English at Claremont High

6  English has a pre-eminent place in education and in society.  All these skills are essential to participating fully as a member of society ‘I enjoy all my English lessons. I really like group work, drama and having time to read my book. English is a really useful subject because you use it all the time!’ Bhavnika, Y8

7  It is essential we have clear links to GCSE and begin to introduce the key texts and skills to pupils at this time due to changes in CA and the new 100% examination.

8  The texts we introduce in year 9 will begin the foundation of the GCSE study.  These texts will be re-visited in more depth to aid both understanding but depth of inference and confidence in the pupils.  The close attention to the key assessments is vital in this regard to building the foundation to GCSE.

9 AosDefinitions AO1: identify and interpret explicit and implicit information and ideas select and synthesise evidence from different texts This means that pupils have to be able to identify quotes that match their points and develop a detailed understanding and evaluation of what the writer’s intentions are AO2 Literature: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO2: Language: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views I can explain the hidden meaning in quotations and use these to help me answer the question. I can explain the hidden information or ideas in quotations and use these to help me answer the question. I can look for alternative interpretations of a quotation.

10 AosDefinitions AO3 Language: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts I can explain how different types of readers might have differing interpretations of a text and why. I can compare how different contexts might affect the interpretation of a text. AO4 Language: Evaluate texts critically and support this with appropriate textual references. I can explain how a text seems to challenge a theoretical idea. I can compare how two or more texts use a theoretical idea in similar or different ways. AO5 Language: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas using structural and grammatical features to support coherence and cohesion of texts. I can use language features that suit my purpose. I can use discourse markers to sequence my ideas. I can use connectives to show how different ideas link together. I can use basic punctuation accurately (full stops, capital letters, question marks, exclamation marks, quotation marks and speech marks).

11 Year 9 GCSE 2014 onwards

12  Clear focus on dialogical marking  Clear focus on essay work with close attention to raising the standards of language analysis  Clear focus on each of the AOs required for success at GCSE and beyond  Aspirational texts which are fully differentiated

13 New Specification: First Exam 2017








21 Stage 5 – consolidating Grade C and introducing Grade B Sets 1 and 2 Stage 4 – consolidating Grade D and introducing Grade C Set 3 Stage 3 – consolidating Grade E and introducing Grade D Set 4 Stage 2 – consolidating Grade F and introducing Grade E Set 5 Stage 1 – consolidating Grade G and introducing Grade F Set 6 Scheme of work The year 9 SOW is taught in stages 1-5 and is a foundation year for GCSE.

22 Teaching of each topic should be split into 3 phases: Phase 1 – Developing conceptual understanding. Through discovery and discussion, pupils fully understand the underlying concepts of the upcoming topic. Phase 2 – Application. These lessons will teach the students all the basic content. Phase 3 – Contextual application and problem solving. Pupils will be challenged to apply appropriate skills within contexts that they are unfamiliar with

23 Assessment Testing will take place at 3 times during the year – November, March and June. Students will be assessed whether they are above, on or below their flight path for GCSE. Year 9 will take Key Skills Tests once per month. These will be short tests on numeracy, graphs, conversions and key words. A list of test dates and topics is made available to students. Homework will be set once a week.

24  Four operations with fractions  Bidmas  Four operations with negative numbers  Times tables  Expanding brackets  Labelling 2D and 3D shapes  Finding averages  Exchange rates conversions  Square numbers and roots (positive  Cube numbers and cube roots  Prime numbers  Rounding and estimating (rounding to sig figs and decimal places)  Finding nth term  Finding gradients and equations of graphs.  Metric unit conversions (cm to m, g to kg etc)


26  All year 9 pupils have started their GCSE course.  This means that they will be the first cohort to have three years to complete their GCSE course  No External exams this year (internal only)  They will sit their Science GCSE exams at the end of Year 11- Summer 2017  Means that there is only 1 chance to pass!

27  National drive to have an 11-18 secondary Science education instead of the split of 11- 16 then 16-18.  Better preparation for the linear exams  More time for stretch, challenge and support  More opportunities for enrichment and GCSE to AS bridging

28  All KS3 topics that are not in the KS4 PoS will be taught e.g pressure and moments  The new structure eliminates the need to repeat topics  Time gained will be used to strengthen key skills including investigative skills, literacy and numeracy

29  The Science Faculty at Claremont has been delivering a KS3-KS4 hybrid curriculum to the two top sets in Year 9 for over 7 years  This has been the key to our success at KS4, particularly the Triple Sciences

30  Have to sit regular internal assessments including practical assessments.  Practise past paper questions – especially new six mark paragraph answers.  New SPaG - Assessed upon Spelling, Punctuation and Grammar  Attend key revision sessions  Follow a revision timetable at home  All pupils will be closely monitored

31  This year, students will be studying most of the core modules for GCSE science. These units can be found in the following books:  Collin’s Edexcel Core Science  Pearson’s Edexcel Core Science  CGP Edexcel Core Science Revision Guide

32  At the end of Year 9 pupils will be guided to choose one of two routes in science:-  Triple- Biology, Chemistry and Physics  Dual- Core and Additional


34  A or A* in Year 9 Foundation GCSE Year – Pupils qualify to do triple science. Biology, Chemistry and Physics GCSEs in Year 11 (this will involve doing 9 exams in June 2017 of Year11) !  B or C in Year 9 Foundation GCSE- Pupils will be following the Dual Science route

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