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King’s Norton Boys’ SchoolHUMANI SEMPER CONTENDIMUS
Year 11 Parents’ Revision Information Evening 2021
What is Revision?
Revision literally means ‘re-vision’ – looking at something again, writing it again and revisiting the learning again until a student has attained mastery of that knowledge in their own terms, in preparation for tests, projects, and especially exams. Students should make sure they understand something before they start revising it, otherwise they risk learning something that’s not correct.This process is not merely ‘looking’ at notes, but reworking, reducing and reforming those notes into accessible knowledge by creative methods that have meaning for their learning style.Students should mix up their study habits and methods by listening to podcasts, watching videos or documentaries, moving to new study area or even something as simple as using different colours for their study notes.
Every student will have their own effective way of revising.
Creating a Revision Timetable
Add in all that they currently do:
• School
• Period 6
• Sport
• Family commitments
Take Regular Study Breaks
So for each revision hour on their timetable, 30 – 40 minutes for each session is fine.
Students will need to revisit topics for each of the sets of exams this year.
The Process of Revising Over Time
Understand Your Learning Style
The Importance of a Study Space
Revision Support in Class
• Recall starters/activities
• Retrieval tasks – applying their skills/knowledge to scenarios/questions
• Interleaved curriculum
All of these practices are designed to help students embed their knowledge over time in their long term memory so that they can retrieve it when it matters (AKA GCSE exams!).
King’s Norton Boys’ SchoolHUMANI SEMPER CONTENDIMUS
ENGLISH
Changes for 2022
Changes for 2022
Spoken Language Endorsement
• A 2-3 minute presentation on a topic of their choice• Pass, Merit or Distinction is awarded• 5 minute Q and A with the teacher at the end • They are not recorded• This is a separate qualification, but still a compulsory
component.
The rest of the academic year
• November PPEs- Language, Paper 1 and Pigeon English with Unseen Poetry questions
• March PPEs- Language Paper 1 and 2, Literature Papers (see slide 2). PPEs have feedback sheets with targets provided.
• In lessons, once we have completed the teaching of A Christmas Carol, we will be ready to start revising material as we will have taught everything. Also, after each STR and WCF (assessment), students improve their own work. Teachers will tailor their lessons to address misconceptions and work on students’ weaker areas.
Literature Paper 1 – Macbeth, Unseen Poetry and Unseen Poetry Comparison
ACT 1 SCENE 2. A camp near Forres. Alarum within. Enter DUNCAN, MALCOLM, DONALBAIN, LENNOX, with Attendants, meeting a bleeding Sergeant DUNCAN What bloody man is that? He can report, As seemeth by his plight, of the revolt The newest state. MALCOLM This is the sergeant Who like a good and hardy soldier fought 'Gainst my captivity. Hail, brave friend! Say to the king the knowledge of the broil As thou didst leave it. Sergeant Doubtful it stood; As two spent swimmers, that do cling together And choke their art. The merciless Macdonwald—Worthy to be a rebel, for to that The multiplying villanies of nature Do swarm upon him--from the western isles Of kerns and gallowglasses is supplied; And fortune, on his damned quarrel smiling, Show'd like a rebel's whore: but all's too weak: For brave Macbeth--well he deserves that name–Disdaining fortune, with his brandish'd steel, Which smoked with bloody execution, Like valour's minion carved out his passage Till he faced the slave; Which ne'er shook hands, nor bade farewell to him, Till he unseam'd him from the nave to the chaps, And fix'd his head upon our battlements.
Example Question
01 Starting with this extract, explain how you think Shakespeare presents Macbeth as a heroic character
Write about: • how Shakespeare presents Macbeth as heroic in this extract• how Shakespeare presents Macbeth in the play as a whole
[30 marks] AO4 [4 marks]
Convincing, critical
analysis and
exploration
26-30
• I can write a critical and exploratory response to the task and whole text
• I can carefully select precise quotations to support my interpretation(s)
• I can analyse writer’s methods with subject terminology and their effect
• I can explore the ideas/perspectives/contextual factors in the text and make
detailed links
Thoughtful,
developed
consideration
21-25
• I can write a thoughtful, developed response to the task and whole text
• I can use well-chosen quotations and embed them into my writing to
support my interpretation(s)
• I can examine a writer’s methods using subject terminology and their effect
• I can show a thoughtful consideration of the ideas/perspectives/contextual
factors in the text and make links
Clear understanding
16-20
• I can write a clear, explained response to task and whole text
• I can make an effective use of quotations to support my explanations
• I give clear explanations of writer’s methods with appropriate use of subject
terminology and their effect
• I can show a clear understanding of the ideas/perspectives/contextual factors
in the text and make some links
Explained, structured
comments
11-15
• I can write an explained response to task and whole text
• I can use quotations to support a range of relevant comments
• I can explain and/or make relevant comments about writer’s methods, with
some relevant use of subject terminology and their effect
• I can show some understanding of the implicit ideas/perspectives/contextual
factors in the text and make some links
An accurate and detailed comment about WHAT the writer wants to understand/think/feel
At least three comments per method and this is consistent
Concise explanations
Explore the writer’s ideas
Making more developed detailed inferences of a text based on your personal opinion
Quotations from across the text that are integrated
Linking with deeper inferences, finding quotations with multiple things to say. Zooming in.
Make comment on the way context inspires alternative readings of a text
Making insightfuland perceptivecomments –questioning it and thinking about alternative interpretations with supporting evidence
Explain -making the meaning of something clear or understandable. It answers the question.
Embedded quotations
Using context to support explanations
Writing FrameThroughout the novella, uses the ghosts to which creates a change in Scrooge because ,Dickens demonstrates this change in order to
In the extract, Dickens shows how ________ with the use of the ______ in ‘__________’ . This suggests/connotes that ____________Furthermore, the use of _________ ‘_________’ implies/shows that _____________ which reveals/demonstrates that __________________________Dickens uses this ____________ to echo/highlight that_______________ and this is further exemplified in…
Elsewhere in the novella when _____________________, Dickens presents the ghosts as ________ through the use of the ______ in ‘__________’ . This /connotes that ____________Furthermore, the use of _________ ‘_________’ implies/shows that _____________ which reveals/demonstrates that __________________________Dickens uses this ____________ to echo/highlight that_______________ and this is further emphasised in… (repeat the process)
An overall argument/statement in response to the question
Analysis of the extract
Analysis of another part of the play
1. Make a clear point – the main idea which links to the chosen quotation and question2. Evidence - Select a relevant quotation which links to your point and identify subject terminology.3. Analysis – Make a comment on what your quotation suggests /shows/ implies/ conveys. Then zoom into a key word and word class from the quotation - verb/noun /adjective/ adverb/ pronoun and look at what it connotes/suggests4. Comment on the effect of the method you have identified and explore how it makes the audience feel, think, and understand.5. Link to context – how is the text been influenced time, ideals, society, beliefs, writer’s experience etc and why is the author presenting this (what is the purpose).
Effective PEA elements
Model responseConvincing,
critical analysis
and exploration
26-30
• I can write a critical and exploratory response to the task and whole text
• I can carefully select precise quotations to support my interpretation(s)
• I can analyse writer’s methods with subject terminology and their effect
• I can explore the ideas/perspectives/contextual factors in the text and
make detailed links
Thoughtful,
developed
consideration
21-25
• I can write a thoughtful, developed response to the task and whole text
• I can use well-chosen quotations and embed them into my writing to
support my interpretation(s)
• I can examine a writer’s methods using subject terminology and their
effect
• I can show a thoughtful consideration of the
ideas/perspectives/contextual factors in the text and make links
Clear
understanding
16-20
• I can write a clear, explained response to task and whole text
• I can make an effective use of quotations to support my explanations
• I give clear explanations of writer’s methods with appropriate use of
subject terminology and their effect
• I can show a clear understanding of the ideas/perspectives/contextual
factors in the text and make some links
Explained,
structured
comments
11-15
• I can write an explained response to task and whole text
• I can use quotations to support a range of relevant comments
• I can explain and/or make relevant comments about writer’s methods, with
some relevant use of subject terminology and their effect
• I can show some understanding of the implicit
ideas/perspectives/contextual factors in the text and make some links
Supported,
relevant
comments
6-10
• I can write a supported response to task and whole text
• I can make comments on the text
• I make some use of subject terminology and comment on its effect
• I show some awareness of the implicit ideas/ contextual factors in the text
Simple, explicit
comments
1-5
• I can make simple comments relevant to task and text
• I make references to detail(s) from the text
• I might use subject terminology and comment on its effect
• I make simple comments on explicit ideas/ contextual factors in the text
Within the novella, Dickens uses the ghosts to demonstrate, to Scrooge, the impact that he currently has on others and how his views and deeds may influence those around him. The ghosts are used as a vessel to enable Scrooge to see his own immorality and change not only himself, but life for those around him.
Dickens presents Marley’s Ghost as being a frightful being who scares Scrooge from the start into bettering his attitudes and behaviour with his imagery. Dickens describes how this ‘shadowy’ spectre ‘cr[y]ies’ at the thought of being trapped in the ‘chains’ he ‘forged in life’ which suggests that because he hasn’t done good deeds on earth, he will now pay for them in death. The plural concrete noun ‘chains’ has connotations of slavery and shows that he is shackled to ‘mankind’ in death but is also guilty of not promoting social responsibility when he was alive on Earth. Dickens experienced what life was like for the poor when he was younger and his socialist ideas are shown through some of the extreme characters, as seen here with Marley’s Ghost. The ghost later states that ‘mankind’ was his ‘business’ enlightening the idea to Scrooge that there is another type of – more important -‘business’ than money: charity. Marley’s Ghost states that his attributes to charity were but ‘a drop in the…ocean,’ showing how insignificant he thought the poor were. With his use of imagery in the description of Marley's ghost describing how it ‘shook its chain’ with its ‘shadowy hands’, Dickens displays a darkness surrounding the being that was once Scrooge’s business partner and confidant. The pronoun ‘its’ rather than he suggests that he is no longer the same person and Scrooge is able to see the explicit change in Marley which incites fear in his character as he is given the opportunity to see what may become of him.
PEA
The writer presents/showsThe ______ in ‘__________’ connotes that ____________Furthermore, the use of _________ ‘_________’ implies/shows that _____________ which reveals/demonstrates that _________________________________s uses this ____________ to echo/highlight that_______________
1. Make a clear point – the main idea which links to the chosen quotation and question2. Evidence - Select a relevant quotation which links to your point and identify subject terminology.3. Analysis – Make a comment on what your quotation suggests /shows/ implies/ conveys. Then zoom into a key word and word class from the quotation - verb/noun /adjective/ adverb/ pronoun and look at what it connotes/suggests4. Comment on the effect of the method you have identified and explore how it makes the audience feel, think, and understand.5. Link to context – how is the text been influenced time, ideals, society, beliefs, writer’s experience etc and why is the author presenting this (what is the purpose).
Effective PEA elements
Literature Papers – Pigeon English and A Christmas Carol
Effective Revision MaterialExploding quotes
Characters and texts as constructs
• Identify the method• Analyse word classes• Identify and explore the
effect of the method• Links to the context and
why the writer has done something/trying to convey
Lady Macbeth, is used as a construct, to convey the consequences of committing regicide.
`Out damned spot!`
Damned- adjective to connote that she is condemned to Hell for going against God.
The noun `spot` reflects that consequences are eternal and you cannot escape them . God is omniscient and will punish sinners.
This simple sentences reflects that LM has lost control because God is not guiding her.
Macbeth and A Christmas Carol
1. SparkNotes is a great website, and it’s free!
2. CPG revision guides are useful to have
3. Re-reading copies of the text
4. Learning key quotes and their meanings
5. Key quotes for each text are on SMH
King’s Norton Boys’ SchoolHUMANI SEMPER CONTENDIMUS
ENGLISH LANGUAGE
Planning for LP1, Q5
Write a description suggested by this picture:
Success Criteria❑ Effective use of structure (zoom in/zoom out/journey)❑ A range of sentence structures (grubby boy)❑ Figurative language: similes, metaphors, personification, alliteration❑ A range of ambitious vocabulary❑ Range of paragraph lengths (try a powerful one liner)❑ A range of accurate punctuation❑ Use a circular structure
Language Paper 1, Question 5 (Narrative)- Model Example
The light had been small, at first; it seemed to hover on the horizon, bobbing slightly like a firefly before it was clear the light was getting bigger...brighter. It ceased being a light and became a glow: a burning, fiery ball that hurtled through the sky like a spark spitting from a crackling bonfire. Heads began to look upwards and animals became unsettled, cantering and scampering around their fields and pens. No one was sure what it was...and then it was quiet.
There was a second or two when there was no sound. A plume of smoke could be seen rising from anearby town; it rose higher and higher, darker and darker, hanging ominously and warning of the chaos to come. Then there was the noise. Sirens blared. Alarms rang out. Screams could be heard, near and far. Car horns began to sound. Voices gabbled and yelled out as friends, neighbours, family tried to reach each other.
The news came through that a meteor had struck. More were to follow. This was a huge, unprecedented occurrence: how had no one spotted their approach? Why was no one warned? The city was to be evacuated. Messages were broadcast on every media outlet available - TV could getthrough but only to sets which weren't broken or destroyed; social media was crippled by network outage and panicked messages being sent to loved ones. Radio was more reliable and some older listeners began to spread the warning: "Leave the city...state of emergency declared...do not waste time packing...save yourselves!"
Question Breakdown: Paper 2
Q1- Finding four true statements
Q2- A summary of the two sources
Q3- PEA response about how something is presented
Q4- Comparing writers’ viewpoints across the two texts
Q5- Presenting a viewpoint in response to a statement
• Revising how to approach each question
• Learn the writing frames for each question
• READ
English Language Preparation
1. Read fiction and non-fiction texts paying close attention to how writers present their ideas and the vocabulary used
2. Revise aspects of grammar and punctuation
3. Use the Keynotes tutorial PPTs
4. Be in touch with current events to widen cultural knowledge
Question Breakdown: Paper 1
Q1- Stating four things present in the text
Q2- How language is used (a PEA response)
Q3- How structure is used across the text
Q4- Responding to a statement evaluating it (PEA response)
Q5- Creative writing either a description or narrative
King’s Norton Boys’ SchoolHUMANI SEMPER CONTENDIMUS
Mathematics
There are three papers- one non-calculator and twocalculator. Each paper is equally weighted. Each paperis worth 80 marks and is 1hr 30m in length.
There are two tiers- Higher and Foundation. Currently, all pupils in Set 1 andSet 2 are sitting the Higher tier, and all pupils in Sets 3,4,5 and 6 are sittingthe Foundation tier. There is capacity to move between tiers.
On Higher tier, pupils can achieve Grades 3-9, and on Foundation tier pupilscan achieve Grades 1-5.
An overview of the examinations
Approximately 25% of each paper will be ‘crossover’ i.e. they are exactly thesame questions which appear on both the Higher tier and the Foundation Tier.Performance on these questions is critical.
Paper 3 – Higher Tier – June 2019 – Q3 Paper 3 – Foundation Tier – June 2019 – Q25
Higher vs FoundationIt is imperative that your son is on the appropriate tier for him. The questionsget progressively harder throughout the papers; this means that the easiestquestions on the Higher tier will be the hardest on the Foundation tier.
Higher vs Foundation
Average Overall %
Higher Tier
GradeFoundation
Tier
45% 6
33% 5 77%
22% 4 62%
16% 3 46%
2 30%
‘It is equally difficult to get anequivalent grade on the Higher tier asit is on Foundation’
The % of marks required to gain eachgrade on Higher tier vs Foundation tieris lower…BUT it is significantly harderto achieve these marks.
Update from Ofqual on Maths GCSE adaptations for Summer 2022
Students will still need to
know how to use any
formulae they are given, so this will not significantly
impact teaching
‘The best way to revise Maths is to
do Maths’
All pupils have received a list of all the topics that will be tested for each paper,
along with the corresponding topic numbers for HegartyMaths.
All pupils will be set three topic tasks and one MemRi task per week completed in the
revision booklet.
This is the minimum revision we expect to be completed by all students.
Students can use the topic lists to complete further tasks.
Revision Lists
Students should aim to achieve at least 70% in each task.
Students may need to watch the instructional video or re-try tasks in order to achieve a sufficient score.
HegartyMathsTasks
This approach will aid students’ retrieval and retention of knowledge and skills that have
previously been completed on HegartyMaths.
MemRi
MemRi is a feature on HegartyMaths, specifically designed to help students
revise by testing a wide range of topics within the same quiz.
In this MemRi task, ‘Jordan’ completed questions on 9 different topics:
1. Expanding Brackets2. Fraction to Decimal Conversion3. Decimal Subtraction4. Solving Linear Equations5. Substitution with Fractions6. Simplifying Ratios7. Simplifying expressions with Indices8. Percentages of amounts9. Standard Form Calculations.
MemRi
The three tasks that have been set each week will appear in the ‘My Tasks’
tab
The MemRitask is
accessed by clicking on the ‘Revise’
tab
Previous task scores can be accessed in the ‘My scores’ tab
Student’s statistics can be seen on their HegartyMaths homescreen
• This student has only achieved 25%.• He has not watched the video• He has spent less than 1 minute completing the task • The task was completed at 09.08 during Period 1.
Student Total HoursGCSE Grade
AchievedBelow/On/Above
Track
A 84.52 7 On
B 73.37 8 On
C 72.29 9 Above
D 68.52 7 On
E 66.54 6 On
F 65.87 9 Above
G 65.41 7 Above
H 62.21 7 Above
I 61.12 5 Above
J 58.57 6 Above
Top 10 HegartyMaths Students Year 11 2020-21
Students who actively engage
with HegartyMathswill achieve or
exceed their STRIVE grade range.
Current Year 11 HegartyMaths Statistics…
• Average of 2.1 hours completed per pupil
• The top 10 pupils have all completed more than 9 hours of learningeach on HegartyMaths this year
• The top performing Y11 pupil has completed over 25 hours of learningon HegartyMaths since September- this pupil is in Set 5.
• 44% of Year 11 pupils have completed less than 1 hour of learning onHegartyMaths since September… is your child one of these?
• 23% of Year 11 pupils have not used HegartyMaths since September…is your child one of these?
All pupils will receive a Question Level Analysis (QLA) after completing PPE2. Thiswill give a thorough breakdown of their Strengths and Targets, and correspondingHegartyMaths topic numbers in order to independently address these.
The plan for the rest of the year…
December
PPE3 to be completed with QLA provided to students. Pupils should continue to usethis to independently address targets.March
DTT (Diagnose-Therapy-Testing) programme commences. This is a structured programme which develops students’ confidence with exam questions, refines their mathematical skills and methods and provides a structured approach to their revision in the final weeks before their GCSE. This has proven to be an extremely successful and valuable process for our Year 11 students, and has often helped students vastly improve upon their PPE result.
April
GCSEs commence- paper 1 before half term, paper 2 and 3 in subsequent weeksafterwards**.
May
King’s Norton Boys’ SchoolHUMANI SEMPER CONTENDIMUS
Science
Combined Science Exams
Combined Science grades are then based on the average score across all six papers.
Biology Paper 1 – 60 Marks – 1 hour 10 mins
Chemistry Paper 1 – 60 Marks – 1 hour 10 mins
Physics Paper 1 – 60 Marks – 1 hour 10 mins
Biology Paper 2 – 60 Marks – 1 hour 10 mins
Chemistry Paper 2 – 60 Marks – 1 hour 10 mins
Physics Paper 2 – 60 Marks – 1 hour 10 mins
Combined Science Exams
Biology Paper 1 – 100 Marks – 1 hour 45 mins
Chemistry Paper 1 – 100 Marks – 1 hour 45 mins
Physics Paper 1 – 100 Marks – 1 hour 45 mins
Biology Paper 2 –100 Marks – 1 hour 45 mins
Chemistry Paper 2 – 100 Marks – 1 hour 45 mins
Physics Paper 2 – 100 Marks – 1 hour 45 mins
Separate Science grades are awarded for each of Biology, Chemistry and Physics based on the average score across each pair of papers.
Exam Tiers
Final tiers are decided after PPE2 in December.
Students hoping to exceed grade 5 must do the higher
tier papers.
Students who wish to sit the higher tier papers must show us in PPE exams that they are working at grade 4 or better.
Revision
PPE 2 – Dec 2021 – Biology Paper 1, Chemistry Paper 1, Physics Paper 1
PPE 3 – Mar 2022 - Biology Paper 2, Chemistry Paper 2, Physics Paper 2
Final exams first paper - Biology Paper 1 – Provisional Date: 17th May 2022
Revision
Facts First
Followed by Exam Technique
Revising the Facts
• Guided by learning checklists – what the students are expected to know.
• Fill in the gaps – use a revision guide or an online resource to re-learn as needed.
• Test recall skills – make and use flashcards, paired quizzing, online quiz resources.
Students will be given an equation sheet for all Physics exams as part of the C19mitigations agreed by the government. We have not yet seen this document butexpect this in the next few weeks.
Revision CardsRevision Mind Maps
GCSE HubScience
Developing Exam Technique
• In school P6 – used to develop exam technique.
• Past exam papers, mark schemes and examiner reports – use for practise and self test.
• Examiner reports are particularly useful
• Two full sets of past papers are now available
Examiners’ Reports give students very valuable advice
Online Resources
Science past exam papers can be found here:
• https://tinyurl.com/scienceppq
The correct section of the BBC Bitesize revision website is here:
• https://tinyurl.com/bitesizesci
An excellent YouTube channel of revision videos can be found here:
• https://tinyurl.com/FreeSciL
Here are a selection of 10 minute revision tests:
• https://tinyurl.com/10mintests
CGP publish a wealth of revision resources that can be purchased if students/parents wish – students have found these to be useful in the past.
• https://tinyurl.com/CGPResources
King’s Norton Boys’ SchoolHUMANI SEMPER CONTENDIMUS
Post-16 applications
There are three main pathways for KNBS school leavers – these are attending college, sixth form or doing an apprenticeship.
Post-16 destinations
• Halesowen College - Wednesday 10th November (5pm-7pm)• Joseph Chamberlain Sixth Form College - Saturday 13th November
(10am-2pm)• South and City College (e.g. Digbeth campus and Bournville campus)
- Wednesday17th November• Colmers School and Sixth Form College – Thursday 18th November
[virtual] (6-8pm)
Sixth Form application windows are traditionally shorter (e.g. KNGS –21st January 2022) but college application windows remain open until April/May 2022.
Applications for Post-16 destinations are now open
• Careers enrichment day workshops – introduction to KNGS,
introduction to apprenticeships, interview skills, college life,
employability, CVs and cover letters and introduction to higher
education (Y10)
• Form-time research activities (Y10)
• Discussions with Form-Tutor (Y10 and Y11)
• Presented with online virtual work-experience opportunities (Y10)
• Careers fair (Y11)
• Careers provision within Personal Development lessons (Y10 and Y11)
• Careers interviews with Level 7, impartial careers advisor (Y11)
What is being done within school to help my son?
We encourage you to have conversations at home with your son and to involve relatives too.
Your son will either:
• have an idea of what future job he wants and so needs to work backwards from that
• or knows what subjects/courses he would like to pursue and works forwards from that.
What if my son doesn’t know what he wants to do?
How can we research post-16 options?
Applications are online; he will need to create an account to make an application.
How does your son apply?
Once the application form is completed, what then?
• References are completed by a team of staff in school, led by the Head of Year 11, Richard Hanson.
• Interviews
• Conditional and unconditional offers
• Results day - Thursday 25th August 2022
Any questions?
King’s Norton Boys’ SchoolHUMANI SEMPER CONTENDIMUS
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