1. Welcome to KS3 Evening Aston Fields Middle School

2. Key Stage 3 Years 7 – 9 nationally Increased number of teachers with specialist knowledge of secondary curriculum Building on primary experience and preparing pupils for transition to high school Creating aspirational pupils who have a love of learning for life Pupils are Set in KS3 for English, maths and in General Sets for Science and some foundation subjects. 2 parallel bands.

3. The new National Curriculum (introduced in 2014) Provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. DfE 2014

4. Key Themes across the Curriculum LAC – Literacy across the Curriculum NAC – Numeracy across the Curriculum Thinking Skills – Making connections across curriculum areas Making connections with the real world Encouraging curiousity and a love of learning

5. Assessment at KS3 Levels removed for all year groups last year ‘Levels have also been recognised as the driver of undue pace through the curriculum, which has led to gaps in pupils’ knowledge.’ www.gov.uk New KS1, KS2 and GCSE tests being introduced A move to skills based assessment

6. Assessment at KS3 Pupils will therefore be assessed against a series of Key Performance Indicators (KPIs) known to the pupils as milestones in all subjects. Assessment will be continuous – drawing on class & homework, tests, discussion & group work and ELAs. Pupils will need to show mastery & fluency

7. What we think intelligence is’: Growth Mindset Intelligence can be increased. Just takes effort, persistence. Mistakes and challenge are a way to grow better. Fixed Mindset Something you are born with. Can’t change it much.

8. FixedGrowth Focus on performanceFocus on learning Failure and/or effort perceived as being sign of low ability Not threatened by hard work or failure Don’t recover well from setbacksMistakes are perceived as part of the learning processes Unstable self-esteemStable self-esteem Choose activities to maximise performance (easy ones to feel clever) Seek new challenges for a sense of achievement Decrease efforts, withdraw or consider cheating (self-protection) View effort and persistence as a necessary part of success Disengage, misbehave in classPay attention in class- especially when learning something new or challenging

9. 1.Growth Feedback 2.Celebrate Mistakes Promote Growth Mindset Resilience, motivation & success

10. “You are not good at this” “Never mind you are good at others things” “Let’s try an easier one” “You are such a smart boy!” “You are really good at maths” “This is definitely one of your talents”

11. Give ‘process praise’. Effort Strategy Interpret setbacks as lack of effort, or inappropriate strategies. Use also ‘task praise’. ‘All the labels are correct' ‘There are hardly any spelling mistakes this time.'

12. “You really tried hard and it’s getting better every time”. “That is the best one that you have done yet! “That was a good way to do it”. “The sky in your painting is so realistic”. “Try different ways until you find the right one for you”. “Practice makes perfect”. “Try to do even better next time”. “See if you can make the sky more realistic”. “That approach might not be the best”. “You can try harder than you did that time”.

13. When challenged or fail they know they know what to do – work harder or a different way. They keep trying – resilient. Self-esteem remains stable

14. National Curriculum 2015: Maths Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education provides the foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

15. Our aims To provide the opportunity for pupils to become fluent in the fundamentals of mathematics. To help pupils reason mathematically – follow a line of enquiry, find relationships and generalisations, developing an argument, justification or proof using mathematical language. To provide the skills to solve increasingly complex problems, breaking them down into smaller, more simple steps and showing perseverence. To foster enjoyment and wonder in the power of mathematics!

16. KS3 Mathematics Started in the summer term of Year 6. Builds on the knowledge we already have of our pupils. Formalisation of Algebra – greater emphasis on correct notation and formal methods.

17. National Curriculum 2015: English English has a pre-eminent place in education and in society. English teaches students to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, students have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables students both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society. The overarching aim for English is to promote high standards of language and literacy by equipping students with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

18. Key Stage 3 English has broad aims: Reading: Pupils will learn to… To develop an appreciation and love of reading and read increasingly challenging material independently. Understand increasingly challenging texts through, for example, learning new vocabulary, making inferences and referring to evidence in the text. To read critically; knowing how language presents meaning and making critical comparisons across texts Study setting, plot and characterisation and the effects of these How dramatists communicate through performance Study a range of authors each year

19. Writing: Pupils will learn to … Write accurately, fluently, effectively and at length for pleasure and information through writing for a range of purposes. Learn to plan, draft, edit and proof-read reflecting the audiences and purposes for which it is intended. Pay attention to accurate grammar, punctuation and structure of their writing Consider audience as well as purpose

20. Grammar and vocabulary: Pupils will be taught to… Consolidate and build on their knowledge of grammar and vocabulary. Use standard English confidently in their own writing and speech and discuss their own writing with precise and confident use of linguistic terminology. Spoken English: Pupils will be taught to… Speak confidently and effectively through, for example, giving short speeches and presentations, expressing their own ideas and keeping to the point. Improvise, rehearse and perform playscripts and poetry in order to generate ideas for their own writing, discussing language use and meaning.

21. KS3 English Key differences between KS2 and KS3 – the level of analysis – critical thinking and reading required of pupils Speaking & Listening Reading Writing – The increased understanding of PURPOSE AND AUDIENCE to become more effective writers – Building confidence to become articulate and well-rounded communicators

22. KS3 Overview