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Year 11 Parents Evening
Year 11 Mathematics
Exams
Mathematics is examined through three 1 hour 30 minute
papers
2 x calculator paper 1 x non calculator
Paper 1 24th May 2018
Paper 2 7th June 2018
Paper 3 12th June 2018
Mock Exams
All pupils will undertake mock exams at the following times
Oct/Nov 2017 PIXL Mock
March 2018 PIXL Mock
These will support your child by giving them and us a realistic picture of strengths
and areas for improvement
Important information
Your child gets homework every week
After assessments they are given clear guidance on the
topics that they need to improve upon
We expect pupils to respond to the guidance and use
resources to fill knowledge gaps
Assessment Analysis
Your Child knows what they need to work on
They need to take some responsibility to make
improvements
How can you support your child?
- Ensure they are spending 45 - 60 mins on their homework
each week
- Encourage them
- Ensure they are completing work in the right environment
- Talk to them about the topics/ work they are studying
- Support them with managing their time
Support for your Child● KS4 Homework club Wednesdays
● Revision Classes
● PIXL Maths APP
Best Websites Revision
Cards
● Corbett maths Corbett
maths
● Mr Barton Maths Self
made
● Maths Genie
PIXL Maths APP
● Will launch following the November mocks
● Can be used on a mobile/tablet/laptop/desktop
● Provides targeted support for your child
● Has daily maths challenges/questions
● Enables your child to build their own assessments
● At all stages there are power point lessons and videos to support
understanding
Revision Cards
Revision Cards
Calculate the area
5 m
8 m
4 m
Area of Trapezium = (top + bottom) x height
2
Area = (5 + 8) x 4 = 26 m2
2
Remember it’s the perpendicular height
They know what they need
to work onThey need you help to help the focus on them
Year 11
English Language and
English Literature
OUTSTANDING IN EVERYTHING WE DO
• Dispel the misconception that you can’t revise for English: the two qualifications are a combinations of SKILLS and KNOWLEDGE;
• Know what the courses entail and the format of the exams;
• Encourage independent reading: fiction, non-fiction and literary non-fiction;
• Test them on key quotations from their Literature examination texts;
• Encourage them to make revision notes, flash cards and mind maps of themes, characters, context and setting in literature exam texts. Help them to learn key spellings;
• Buy AQA-endorsed revision guides and encourage them to use them to support and extend their learning;
• Encourage them to get into good habits with proof reading their writing to ensure technical accuracy (VSPAG).
OUTSTANDING IN EVERYTHING WE DO
GCSE English LanguagePaper 1Section A: Reading
Section B: Writing
Paper 2Section A: Reading
Section B: Writing
One literary fiction text4 questions
Descriptive or narrative writing 1 question
One non-fiction and one literary non-fiction text 4 questions
Writing to present a viewpoint1 question
1 hour25%
45 mins25%
1 hour25%
45 mins25%
OUTSTANDING IN EVERYTHING WE DO
OUTSTANDING IN EVERYTHING WE DO
GCSE English Literature
Paper 1 – Shakespeare & 19th C Novel Paper 2 – Modern texts & Poetry
Section A: Shakespeare play (Macbeth / Romeo and Juliet)
• 1 question – extract + whole text• 1 hour / 20%
Section A: Modern Texts (Lord of the Flies / An Inspector Calls / The History Boys / Blood Brothers)
• 1 question – extract + whole text• 45 mins / 20%
Section B: 19th C Novel (Frankenstein / A Christmas Carol)• 1 question – extract + whole text• 45 mins / 20%
Section B: Poetry (Anthology – love and relationships or power and conflict)
• 1 comparative question• 45 mins / 20%
Section C: Unseen Poetry• 2 questions• 45 mins / 20%
OUTSTANDING IN EVERYTHING WE DO
Fortnightly structures to improve examination resilience
1. ‘5-a-Day’ Reading HW task
2. 200 Word Writing Challenge
OUTSTANDING IN EVERYTHING WE DO
5-a-Day
Link to article.
1. What is Tyrone sleeping on?
2. In which McDonald’s does Tyrone work?
3. What is Chakrabortty’s view on how much McDonald’s pay their employees?
4. ‘Inequality has hard edges and they hurt’. What technique does Chakrabortty use here? Effect?
5. Why is Tyrone about to make history?
OUTSTANDING IN EVERYTHING WE DO
Further resources / information
OUTSTANDING IN EVERYTHING WE DO
Further resources / information
OUTSTANDING IN EVERYTHING WE DO
Further resources / information
OUTSTANDING IN EVERYTHING WE DO
Science
OUTSTANDING IN EVERYTHING WE DO
OUTSTANDING IN EVERYTHING WE DO
OUTSTANDING IN EVERYTHING WE DO
OUTSTANDING IN EVERYTHING WE DO
OUTSTANDING IN EVERYTHING WE DO
‘SKE’ lessons - Subject Knowledge
Enhancement
OUTSTANDING IN EVERYTHING WE DO
• Buy tassomai and encourage them to carry out 10 minutes of tassomai science revision EVERY DAY, although some children may need to do more to keep the wheel ‘green’
• Make sure they are completing the weekly AO homework in detail to give them the chance to practice the three skills and get feedback on this.
• Use the feedback provided by tassomai to revise in other ways, creating mind maps and flash cards of topics they have found difficult
• Contact the science department if your child expresses any concerns about science lessons or revision strategies
OUTSTANDING IN EVERYTHING WE DO
AT THE HEART OF THE COMMUNITY
AT THE HEART OF THE COMMUNITY
Embrace support being offered
- Revision lessons
- Past paper practice
- Homework
AT THE HEART OF THE COMMUNITY
Start revising early
-
AT THE HEART OF THE COMMUNITY
Communicate
AT THE HEART OF THE COMMUNITY
Examination technique• Complete practice questions / papers - Read mark schemes- Get timing right- Understand structures that help success- Understand and practice specific skills that support
success- Get into habit of showing working out
Try not to take mock exam feedback personally. Staff might give you feedback on your effort, revision strategies, exam skills and/or knowledge – this is because they want to help!
ision – We want you to have a goal, a plan to get there and keep working towards this.
ffort – We want you to recognise that excellent progress comes as a
result of high levels of effort, and for you to be able to quantify your
effort.
ystems –We want you to be able to organise your work and project
manage your time to avoid stress and conflict.
ractice - We want you to know; ‘how’ to study, what content you need to
learn, what skills you need to be able to perform and seek feedback on
these areas.
ttitude – We want you to be resilient, positive about your learning and
have a growth mindset.
Not all the marks you lose on an exam are about your KNOWLEDGE. Some are about your SKILLS or just SILLY MISTAKES that you hopefully
will not repeat.
It is important to identify the difference between these as you will respond to the lost marks differently.
Discuss with a partner and write down all the mistakes you already think you have made during the mock exams.
i.e. I forgot to include units
Not reading the question
Running out of time
Describing instead of explaining
Not writing enough for longer
questions
Choosing the wrong vocabulary
Not showing your working for
calculations
Forgetting to include units
Poor spelling/grammar
Leaving questions unattempted
Not planning extended answers
Not using information in the
pictures/text above the question
Copying information from the
question incorrectly
Spending too long on one
question
Forgetting to convert units
And 1000 other
things you will
kick yourself for!
ACTIVE MISTAKE
The wrong process is
carried out e.g.
- You describe rather
than explain
- You have
misunderstood what
to do when a
number is squared
- You don’t use PEE
in your response
SLIP-UP
The correct process is
chosen but errors in
execution lead to a
lower mark e.g.
- A paragraph lacks
detail or is missing
a key term
- An incorrect
number is used
from a misread
question
BLACK OUT
The information
needed to try the task
is not known
Active mistake – exam
skills issue
Slip up – silly mistake Black out – no idea!
Active mistake – exam
skills issue
Slip up – silly mistake Black out – no idea!
Active mistake – exam
skills issue
Slip up – silly mistake Black out – no idea!
Active mistake – exam
skills issue
Slip up – silly mistake Black out – no idea!
Your teachers can help you with this – but you will have to categorise the mistakes.
Only you can know if a mistake was a slip up, or you genuinely thought this was the right thing to do.
In all your feedback sessions in the next few weeks you should expect to be categorising your mistakes – either in lessons or for
homework.
ACTIVE MISTAKE – highlight in red SLIP UP – highlight in yellow BLACK OUT – highlight in blue
Name: Subject: Physical Sciences Exam Paper: November
Mocks
Active mistake – exam
skills issue
Slip up – silly mistake Black out – no idea!
Active mistake –
exam skills issue
Slip up – silly
mistake
Black out – no idea!
Write yourself a flash
card with the mistake
on and why it is wrong.
Practice questions
with the same skills.
Ask your teacher to
explain what the skill is
again.
Keep track of these
and make sure you do
not keep making the
same ones!
Revision
Ask the teacher to
explain it to you again
Practice questions on
the same topic
ision – We want you to have a goal, a plan to get there and keep working towards this.
ffort – We want you to recognise that excellent progress comes as a
result of high levels of effort, and for you to be able to quantify your
effort.
ystems –We want you to be able to organise your work and project
manage your time to avoid stress and conflict.
ractice - We want you to know; ‘how’ to study, what content you need to
learn, what skills you need to be able to perform and seek feedback on
these areas.
ttitude – We want you to be resilient, positive about your learning and
have a growth mindset.
You should be on about 14% today to reach this target – 0.5% each day!