ST PAUL’S YEAR 9 PARENTS’ INFORMATION EVENING Wednesday 15 October

Since the beginning of Year 9, pupils began studying the GCSE Science course This means that.... They have 3 double lessons for science each week (for Biology, Chemistry and Physics). They have 3 specialist science teachers. They have 3 homework slots for science each week. ALL the material they study in lessons could be tested on their GCSE exams at the end of Year 11

B1 C1 P1 CA B2 C2 P2 B3 C3 P3 CA B4 C4 P4 B5 C5 P5 B6 C6 P6 CA CA CA GCSE in Core Science CA B2 C2 P2 B3 C3 P3 GCSE in Additional Science CA B4 C4 P4 B5 C5 P5 CA = internally assessed Controlled Assessment (usually in Year 10) B6 C6 P6 CA CA CA GCSE in Biology GCSE in Chemistry GCSE in Physics

At the moment, ALL pupils are studying Unit 1 in all three sciences. GCSEs in the Combined Sciences: Science and Additional Science Biology, Chemistry and Physics studies in separate lessons with a subject specialist teacher Units 1 – 4 Studied 4 Written Exams 2 Controlled Assessments (worth 25% of each GCSE) 2 GCSEs in Total GCSEs in the Separate Sciences: Biology, Chemistry and Physics Biology, Chemistry and Physics studies in separate lessons with a subject specialist teacher Units 1 – 6 Studied 6 Written Exams 3 Controlled Assessments (worth 25% of each GCSE) 3 GCSEs in Total At the moment, ALL pupils are studying Unit 1 in all three sciences. It has NOT been decided which exam entry route any pupil in Year 9 will follow. The final decision will be made during year 10. You will be informed by a letter and it will result in group changes.

GCSEs in the Combined Sciences: Science and Additional Science Biology, Chemistry and Physics studies in separate lessons with a subject specialist teacher Units 1 – 4 Studied 4 Written Exams 2 Controlled Assessments (worth 25% of each GCSE) 2 GCSEs in Total GCSEs in the Separate Sciences: Biology, Chemistry and Physics Biology, Chemistry and Physics studies in separate lessons with a subject specialist teacher Units 1 – 6 Studied 6 Written Exams 3 Controlled Assessments (worth 25% of each GCSE) 3 GCSEs in Total The decision will be made by teachers’ ongoing assessment of: - Engagement and commitment to doing the best that’s possible in lessons - Full completion of homework - Evidence of independent preparation and revision for lessons and assessments - Performance in Controlled Assessments - A careful consideration of whether a pupil’s overall grade would be higher in the three GCSEs or two GCSEs

What pupils can do to be successful Complete all homework and revision tasks that are set. Prepare carefully for assessments. Act on advice and feedback given by teachers Make use of the OCR gateway science websites Make use of the Online textbook: www.collinsonlinelearning.co.uk 351pupil hd48 How parents can help Talk to your child about what they’re learning in science and how it relates to the world around them. Ask them what their science homework is for the week and whether they have assessments coming up. Look through their book and ask them about the feedback they’re getting. The sciences have A LOT of facts to learn - test them!

For further questions... Contact your child’s class teachers: firstname.surname@st-pauls.org.uk Contact the Head of Subject: Biology: joanne.anderson@st-pauls.org.uk Chemistry: glenn.turner@st-pauls.org.uk Physics: emily.guinness@st-pauls.org.uk Contact the Head of Science: catherine.manley@st-pauls.org.uk

New Mathematics GCSE The bad news The good news How we are helping your child How your child can help themselves How you can help your child

New Mathematics GCSE The bad news: It will be much harder than the current GCSE There will be 3 exams The content is more challenging - A level material The 'accepted' pass level will be higher The level of literacy is more demanding Questions will be set in context

New Mathematics GCSE The good news: We have been working towards this... Pupils have been graded more strictly for their assessments in preparation for the change Pupils have been practising high demand literacy questions since joining St Paul's Pupils have been taught in context since joining St Paul's

New Mathematics GCSE How we are helping: Planning ahead - setting the bar higher now Continuing to teach in context Continuing to focus on problem solving skills Teaching skills as well as content Offering revision guides where possible Offering after school support club - Thursdays Being available at the end of an email and at break times

New Mathematics GCSE How your child can help themselves: Keep up to date with homework Make use of all opportunities and resources Practise key skills regularly Practise spelling keywords Ensure maximum effort in lessons Practise using their equipment Work on the 'next steps' written in their books

New Mathematics GCSE How you can help your child: Look through their books Ask them about their homework Check their method and writing is clear Ask them what their targets are and how they are working towards them Praise their efforts Encourage them to make the most of the resources available

GCSE English Information about new specifications for Examinations from 2015 onwards

The format Your children will all study for, and be awarded, two GCSEs. Nationally: One GCSE will be in English Literature, the other will be in English Language. Every child will sit the same examination. Exams will no longer be tiered. Assessment is by terminal examination. There are no longer any controlled assessment or coursework components. All examinations are closed text. Pupils will not be allowed copies of the texts they have studied in the exam.

English Language Composed of two examination papers: Paper 1= Explorations in creative reading and writing (1 hour and 45 minutes) Paper 2= Writer’s viewpoints and perspectives (1 hour 45 minutes)

Skills for Language Paper 1 The paper is divided into 2 sections: Reading and Writing. Reading skills required: Identify and interpret meaning from texts. Explain and comment on writer’s use of language, structure and form. Compare writer’s ideas and perspectives. Evaluate texts using quotations from texts. Writing skills required: - Communicate clearly and effectively for given form, audience and purpose. Use a range of vocabulary and structures in writing. As part of this 20% of the marks will come from accuracy in spelling and punctuation.

Example Questions for Language Paper 1 Section A (Reading) List… How does the writer use language to…? Consider the whole source and how it has been structured to… Focus on Lines 18 to the end. Do you agree with the character in the source. Support your ideas with reference to the text. Section B (Writing) Write a description suggested by the image Or Write the opening part of a story about…

Skills for Language Paper 2 This paper is also split into 2 sections: Reading and writing. Reading skills: Select and summarise information from texts. Explain and comment on writer’s use of language, structure and form. Compare writer’s ideas and perspectives. Evaluate texts using quotations from texts. Writing skills (Same as Paper 1): - Communicate clearly and effectively for given form, audience and purpose. Use a range of vocabulary and structures in writing. As part of this 20% of the marks will come from accuracy in spelling and punctuation.

Example Questions for Language Paper 2 Section A (Reading) Select the statements that are true. Using both sources, write a summary of… How does the writer use language in one source to… Compare how the writers convey their opinions on… Section B (Writing) Write an article for a broadsheet newspaper where you explain your point of view on (statement provided)

Literature Composed of two examination papers. Paper 1- Shakespeare and the 19th Century novel Paper 2- Modern Texts and Poetry

Skills for Literature Paper 1 This paper is divided into 2 questions. Both are based on a pre-release material and the texts as a whole. Students need to: Maintain a critical style Use textual references, including quotations, to support their ideas. Analyse the use and effects of language, form and structure. Show an understanding of texts in terms of the contexts they were written in. Use accurate spelling, punctuation and grammar.

Example Questions for Literature Paper 1 Shakespeare: Starting with this speech, explain how far you think Shakespeare presents Lady Macbeth as a powerful woman. The 19th Century Novel: Starting with this extract, how does the author present the character as….?

Skills for Literature Paper 2 This paper is divided into two sections. One on our chosen Modern Text and one on Poetry. The assessment criteria are the same as Paper 1: Maintain a critical style Use textual references, including quotations, to support their ideas. Analyse the use and effects of language, form and structure. Show an understanding of texts in terms of the contexts they were written in. Use accurate spelling, punctuation and grammar.

Example Questions for Literature Paper 2 Modern Prose and Drama: How and why does the writer present… (theme/character/ idea) Poetry: Compare how poets present the theme/ idea of… in a given poem and one of your choice from the cluster. Unseen poem: How does the poet present the theme/ idea/ voice…?

How the Year 9 English Curriculum at St. Paul’s supports the new GCSE. A revised curriculum that is more rigorous and that builds upon the skills pupils will need to meet the demands of the new examinations. Schemes of work are being written and delivered to address the mode and skills of assessment. Resources will be provided to support progress. For example every child has been provided with their own copy of the Shakespeare text, ‘Macbeth’, to annotate and to revise from in Years 10 and 11.

How you can support your child in their study of GCSE English Language and Literature Encourage your child to read a variety of fiction and non-fiction texts. Ask them about what they are reading and talk to them about their understanding and comprehension of different texts. Encourage your child to speak to their English teacher about their progress and what their ‘green stamp’ targets mean.

New GCSE Courses from 2015 & 2016

Background New GCSE and A-Level courses which show an increase in demand and rigour in all subjects. There is more assessment by final examination. The breadth and depth will be more demanding and, by implication, the skills and concepts necessary will also be more developed. Ofqual say “The style and language of a question, the complexity of the response it requires and the range and depth of knowledge that a student needs to answer it, will affect the level of its demand, as will the type and structure of the overall assessment.” They indicate that these will be more demanding.

Further Implications for Years 7-11 There are increased requirements from Year 7 Literacy and Numeracy levels Examination technique Extended writing Memorising Ability to write quickly, legibly and accurately Technical written skills Implications of producing and implementing a strategic plan to improve the accuracy of pupils’ writing across the curriculum. This must include English and Key subjects in which pupils achieve SPAG marks in examinations. Implications for current Year 9 who have the thinking but not necessarily the accuracy with which to express that thinking.

Who Do They Affect? Current Year 9 for Mathematics and English GCSE, starting courses in 2015 Current Year 8, and all subsequent years, for all GCSE courses starting in 2016.

Grading System and a “Good Pass” The grades for the new GCSE will be 9-1 where 9 is the highest. Where subjects have tiered examinations then the tiers will cover Grades 4-9 for Higher and Grades 1-5 for Foundation. The C grade will be equivalent to the new Grade 4. The national expectation will be a Grade 5 for a good pass. This is set in line with the expectations of internationally successful education systems.

GCSE Grades: New and Current New GCSE Grade Current Equivalent GCSE Grade 9 Above A* 8 A* and two-thirds 7 A and two-thirds 6 B and two-thirds 5 C and two-thirds 4 C 3 D 2 E 1 F/G

Reporting to Parents 2014-15

Aim Our aim is to provide regular and high quality information for parents about the progress that their child is making in each subject. We aim to provide clear and concise next steps targets for pupils in each of their subjects.

Example of Report Comment Sandra is making more than expected progress in music as she can successfully maintain her own part within a group performance and can perform from ear and notation. Her target is to consistently check the accuracy of the notes she is playing and to ensure they are in the correct octave.

Mentoring Day & Target Groups Mentoring Day: Tuesday 25 November Some changes in mentors Pupils in target groups Interventions

Contact Details Nikki Pope (Head of Year) nicola.pope@st-pauls.org.uk Sharon Christie (Pastoral and Chaplaincy Assistant) sharon.christie@st-pauls.org.uk