Parents information evening
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Parents ’ Information Evening. Welcome Programme Presentation Mr Newton – Head of Maths Mrs Ward-Penny – Head of English. Ms Callaghan Deputy Head of Mathematics. Mathematics. Edexcel Linear Exams Two papers, one calculator and one non-calculator Both 1 hour and 45 minutes

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Parents information evening

Parents’ Information Evening

  • Welcome

  • Programme

  • Presentation

  • Mr Newton – Head of Maths

  • Mrs Ward-Penny – Head of English


Parents information evening

  • Ms Callaghan

  • Deputy Head of Mathematics


Mathematics

Mathematics

  • Edexcel Linear Exams

  • Two papers, one calculator and one non-calculator

  • Both 1 hour and 45 minutes

  • 9th June and 13th June, 2014


Parents information evening

  • If your child would like to attempt the Higher paper, they would need to achieve a high C in their Mock papers in November and February.

  • Higher A* to D

  • Foundation C to G


How can i help my child

How can I help my child?

  • Past Papers and Mark schemes

  • Edexcel Revision Book

  • Maths Watch CD

  • Just Maths CD –Itslearning


Bbc bitsize mock exam

BBC bitsize mock exam

  • http://www.bbc.co.uk/schools/gcsebitesize/maths/mocks/


Mymaths

Mymaths

  • http://www.mymaths.co.uk/indexLog.asp?h=79505


Mathswatch

Mathswatch

  • Ratio – Clip 94

  • LRC £5

  • Higher and Foundation


Parents information evening

  • 2nd mock on the week beginning 24.02.14

  • Exam conditions

  • Personalised list of topics of what to focus on


Parents information evening

  • Maths Revision classes, O2 Thursday after-school, Miss Callaghan

  • Mr Newton is available in Oak House after school each Friday.

  • Future intervention will include weekend and holiday sessions


Parents information evening

  • Mrs Procter

    Deputy Head of English


Year 11

Year 11

A Summary


What has your child done so far

What has your child done so far?

Controlled assessments:

Two creative writing pieces

A spoken languagestudy

Exam practice:

Unit 1: Reading and Producing non-fiction texts


Unit 2 speaking and listening

Unit 2:Speaking and Listening

Due to government changes, the speaking and listening unit no longer counts towards the final GCSE , but will appear as a separate grade on the certificate


What s left to do

What’s left to do

Controlled assessments:

A Literary Heritage text (English only)

A Shakespeare play (English only)

Students studying for English Language will be redrafting work to ensure the best grade possible

Examinations:

Unit 1: Reading and Producing non-fiction texts

Section one – reading

Section two – writing

The exam is worth 60% of the final GCSE grade


Deadlines

Deadlines:

Controlled Assessments:

All controlled assessments must be completed by 4th April 2014

Examination:

The final examination for Unit 1 will be Tuesday, 3rd June 2014


How we can help

How we can help

In Class:

Re-drafting of controlled assessments

Exam skills

Specific target setting

Interventions:

Re-drafting of controlled assessments

One to one sessions

Before school sessions on specific areas of the GCSE


Unit 1 understanding and producing non fiction texts

Unit 1: Understanding and producing non-fiction texts

Exam – 2 hours and 15 minutes

Six questions testing reading and writing skills


Foundation paper section a reading

FOUNDATION PAPER SECTION A – READING

Question 1:

Read Source 1, the online article, Love music love food: pop will eat itself and answer the questions.

1 (a) List four things you learn about Tinie Tempah from the article. (4 marks)

1 (b) What are Tinie Tempah’s feelings about food? (4 marks)


Question 2

Question 2:

Now read Source 2, the World Food Programme webpage.

Explain what you learn about feeding children in Mogadishu.

Remember to:

show your understanding by explaining in your own words

support your ideas using the text. (8 marks)


Question 3

Question 3:

Now read Source 3, The Sweet Shop. Here Nigel Slater writes about visiting a sweet shop as a boy.

How does the writer use language features in the extract?

Remember to:

give some examples of language features

explain the effects. (12 marks)


Question 4

Question 4:

Look again at Source 1 and Source 2 and compare the way that both texts use presentational features for effect.

Remember to:

write about the way the sources are presented

explain the effect of the presentational features

compare the way they look. (12 marks)


Section b writing

Section B: Writing

Answer both questions in this section.

You are advised to spend about one hour on this section.

You are advised to spend about 25 minutes on question 5.

You are advised to spend about 35 minutes on question 6.


Question 5

Question 5:

Your local newspaper is running a weekly column called The Food I Couldn’t Live Without. Write a short article for the column explaining which food is your personalfavourite and why.

Remember to:

write an article

use language to explain. (16 marks)

Try to write approximately one page.


Question 6

Question 6:

‘Governments, doctors, and the media are right to tell us what to eat and what not to eat.’

Write a speech for a classroom debate arguing for or against this opinion.

Remember to:

write a speech

use language to argue. (24 marks)

Try to write approximately two pages.


Higher paper

Higher paper:

Read Source 1, the article called Street Life by Sophie Haydock.

1. What do you understand about Sophie Haydock’s experience and the issues of

homelessness? (8 marks)

Now read Source 2, the newspaper story and the picture which goes with it called Homes and crops wrecked, but relief sweeps Queensland in Yasi’s wake by Adam Gabbatt.

2 Explain how the headline and picture are effective and how they link to the text.

(8 marks)

Now read Source 3, War-time Homes which is an extract from a non-fiction book by Michael Caine.

3 Explain some of the thoughts and feelings Michael Caine has about the places where he lived during the war. (8 marks)

Now you need to refer to Source 3, War-time Homes, and either Source 1 or Source 2. You are going to compare two texts, one of which you have chosen.

4 Compare the ways in which language is used for effect in the two texts.

Give some examples and analyse the effects. (16 marks)


Section b writing1

Section B:Writing

5 The travel section of your local newspaper is inviting readers to write about their favourite place.

Write a letter to the editor describing a favourite place you know and explaining why others would like it. (16 marks)

6 A recent report states: ‘Homelessness in the UK is a crisis that is destroying the lives of people, especially young people.’

Write an article for your school or college newspaper persuading young people to support charities which help the homeless. (24 marks)


How you can help

How you can help:

Use the AQA website to download past papers and mark schemes

Encourage students to revise through BBC Bitesize, SHMOOP and Spark Notes

Persuade students to read newspapers and other non-fiction texts

Support students in their revision

Asking your child about what they are learning in the lessons

Read the text yourself and discuss it with your child

Watch the DVD of the set text with them

Ensure students feel confident about their abilities as learners

Encourage students to get enough sleep, water and healthy food


Resources

Resources:

Each student was issued with a revision guide in the Autumn term of year 10

Websites such as BBC Bitesize, Englishbiz and Shmoop

Copies of the text

AQA website

Notes from their books, especially any handouts

English teachers are more than happy to discuss any concerns students have


In the pipeline

In the pipeline:

A reading list on the website and a copy in each student’s book

Ensure students have access to a general mark scheme

A glossary for students


Any questions

Any questions?

Together, we can help your child achieve their potential


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