Friday briefing 25 june
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1) The document outlines changes to qualifications including new A-levels in several subjects starting in 2015, with more added in 2016 and 2017. 2) Key differences with the new A-levels include new content, greater emphasis on terminal exams over coursework, and the decoupling of AS from the full A-level. 3) For GCSEs, new 9-1 grading and content is being introduced in maths and English in 2015, with other subjects following in 2016-2017.
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Qualifications reform - guide for parents
GCSEs, AS, and A levels in England are undergoing reforms to make content more challenging and better prepare students. GCSEs will be graded 9-1 instead of A*-G starting in 2017. AS levels will stand alone instead of contributing to A levels. A levels will focus more on exams. Practical science assessment is increasing. Resits will mainly require retaking the qualification. School performance measures now focus more on progress and attainment in core subjects. Ofqual aims to ensure marking is accurate through trained reviewers while maintaining fairness in the system.
Qualifications Reform Guide for Parents
GCSEs, AS, and A levels in England are undergoing reforms to make content more challenging and better prepare students for university or employment, with GCSEs being graded on a 9-1 scale instead of A*-G and AS levels becoming standalone qualifications. The reforms will be phased in between 2015 and 2020, affecting different subjects in different years, and changes include more practical assessment and resits available for English, maths, and some science GCSEs until 2018.
Ryedale School Options booklet 2017
The document provides information about GCSE option choices for students at Ryedale School. It includes key dates for the options process, an introduction explaining the core subjects all students will take and how many options can be chosen. Subject information is given for core English, maths and science courses as well as the options subjects that can be selected. The options grid shows the different lines from which one subject must be chosen in each in creating a final options combination.
Connecting with Parents - September 2016
Presentation from the September Countesthorpe Leysland Community College Connecting with Parents meeting.
Y12 Expectations Evening 2015 slides
- The document summarizes key information about A Level results from Simon Balle school including pass rates, grades achieved, and average points scores. It also provides details about the school's vision and expectations for its 6th form students. Key dates for assessments and exams are outlined.
Yr 10 evening 1015 2
This document provides information about the Year 10 curriculum and GCSE reforms at The Sacred Heart Language College. It discusses the core subjects studied by all pupils and the options available. It outlines that GCSE exams are now linear and more demanding. For the current Year 10s, English Language, English Literature and Maths GCSEs will follow the reformed specifications with changes like closed-book exams and increased content/rigor. The document emphasizes high expectations for pupil engagement, homework, and attitudes to learning. It also provides details about the work experience, careers guidance, and business conference available to pupils. Key dates for Year 10 are highlighted.
Parents' evening year 9 2011
This document outlines the options and guidance process for students in Year 9. It discusses providing students with early information on course options, skills to make decisions, and timeline for choosing options. It also covers further education options after Year 11 like apprenticeships, university, and how student loans work. The key messages are to choose a broad range of options that keep future doors open and develop skills for lifelong learning.
Gcse enrichment structure
The document outlines the GCSE/enrichment structure at Canons school. In years 7-8, students follow the national curriculum including core subjects and foundations. In years 9-11, students begin GCSE, BTEC, and enrichment courses, taking exams in core subjects at the end of year 11. They choose two additional subjects from a wide range. Enrichment courses complement examined subjects. The timetable shows students have 4 hours each of English, math, and science weekly, along with other subjects and breaks. Pros include more hours per subject and fewer exams than other schools, while cons are longer lessons and intensive one-year courses. Suggested changes involve life skills classes and offering additional subjects with a modified
Ryedale School Year 10 options booklet
The document provides information about option subject choices for students in Year 10 at Ryedale School. It outlines the compulsory subjects of English, maths, science, RE/citizenship and PE. Students must choose four additional option subjects. The document describes each subject area and explains how achievement in certain subjects can lead to an English Baccalaureate. It provides details on the options process and important dates for students to submit their choices.
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GCSEs and A-levels in the UK are undergoing reforms to make them more demanding and ensure students are prepared for further education or employment. GCSE reforms began in 2015 with new exams in core subjects, and from 2016 most other subjects will feature updated content and assessment. Similarly, A-level reforms started in 2015 and will continue through 2017. Key changes include a stronger focus on essential knowledge, fewer assessments relying on coursework, and grading scales extending to 9 for GCSEs. The goal is for qualifications to better develop skills needed for modern Britain while maintaining international standards.
Y12 Expectations Evening January 2017
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Year 11 Parent Information Evening September 2017
This document provides information for parents about Year 11 at the school. It summarizes exam results from 2017 which showed improvements in many subjects. An Ofsted visit noted continued improvements in teaching and learning. Two targets are focusing on helping all students make progress and ensuring students understand how to improve. The landscape of GCSEs is changing with new grading and content. Mock exam results recently were disappointing and students are encouraged to learn from them. Key dates are provided for parents evenings and exams. Resources like GCSEPod are available to help students prepare.
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The document discusses the Keystone Exams, which replaced the 11th grade PSSA in Pennsylvania. It notes that the Keystone Exams include Algebra I, English Literature and Biology assessments. All public high school students in Pennsylvania must take the Keystone Exams, and for the class of 2017, students must pass the exams in Algebra I, Literature and Biology to graduate. The document provides information on test preparation resources and guidelines for students taking the exams.
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This document provides incoming 9th grade students at Prosper High School with information about graduation requirements, course offerings, scheduling, and important dates. It outlines the recommended and distinguished achievement graduation programs, describes available core academic, elective, and CTE courses, and provides guidance on course selection and scheduling for the upcoming school year.
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This document provides information about course selection options for 10th grade students at the International School Manila. It outlines the three main pathways: the full IB diploma, a partial IB diploma, or the ISM high school diploma. The full IB diploma involves taking six subjects, completing an extended essay and theory of knowledge course. It provides the most rigorous option but also the most workload. The partial IB allows flexibility to take some IB courses and exams without all the requirements. The ISM diploma has the most flexibility but less academic rigor. The document discusses factors for students to consider in their choice such as subject interests, college and career goals, workload tolerance, and finding the right balance.
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The document provides information about Key Stage 4 course choices at Wilmslow High School. It discusses:
1) The core subjects that all students must take - PE, English, Maths, and PSHE.
2) The options for science courses - students can choose between a "double award" or "triple award" pathway.
3) The course choice process, which involves assemblies, information evenings, surveys and forms to select optional subjects.
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Gcse enrichment structure
The document summarizes the GCSE/enrichment structure at Canons school. In years 7-8, students follow the core national curriculum subjects. In years 9-11, students begin GCSE, BTEC, and enrichment courses, taking exams in core subjects at the end of year 11. Students choose two additional subjects and can take GCSEs, BTECs, or enrichment courses. The weekly timetable allocates time for core subjects and options. Pros of the structure include more hours per subject and less exams than other schools, while cons are longer lessons and condensed course lengths. Suggested changes include additional life skills classes and subjects, and adjusting the timetable.
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Challenge, deliberate practice, and interleaving are techniques that can help students learn computing skills. Challenge provides goals tailored to different ability levels. Deliberate practice involves revisiting skills in multiple ways to reinforce learning. Interleaving intersperses different topics in lessons and tests to improve long-term retention of information. These techniques will be applied at Lady Lumley's School by setting skills starters and short tests at the beginning of lessons to challenge students and strengthen their computing knowledge.
Research feedback
The document discusses providing effective feedback to students to improve their learning and close gaps. It notes feedback should focus on effort and process, not just being right or wrong. Too much feedback can prevent students from struggling on their own. Students need to understand making mistakes is part of learning. The teacher recommends 10 minutes for students to correct mistakes, look for other errors, and make their own changes to improve their writing. Common feedback in books encourages correcting recurring issues and adding detail to writing.
Friday briefing 24th march 2017 v2
This document provides guidance on using questioning to focus coaching. It includes a seating plan, notes on who is questioned and supported, and types of questions asked. It then gives examples of open-ended questions for different subjects like science, religion, and geography. Finally, it provides suggestions for how to use questioning at different points in the learning process, such as igniting curiosity at the start of a lesson, linking questions to learning outcomes, using questions for exam practice and feedback, and inviting students to challenge the teacher.
Friday briefing 24th march 2017 v2
This document provides guidance on using questioning to improve coaching and student learning. It includes:
- A seating plan and notes on tracking who is questioned and receives support.
- A table with question starters to generate different types of questions, such as describe, explain, analyze.
- Examples of subject-specific questions that teachers could ask in science, religion, and geography.
- Suggestions for how teachers can use questioning at different stages, like sparking curiosity at the start of a lesson or providing feedback and additional challenges.
Friday briefing s&c wall
This document provides suggestions for how to use a "Stretch and Challenge Wall" in the classroom. It can be used as an extension activity after initial lessons, as a review at the end of class, for mini-reviews during class, for group challenges, and for paired activities. It also encourages teachers to write down how they have used their wall on post-it notes, discuss different uses with other teachers, and record new potential uses to try in the future.
Gallery critique
The document discusses introducing a mark scheme as part of gallery critique feedback to students. Using a mark scheme provides specific, focused feedback by highlighting what students have achieved with relevant check marks and showing areas for development. This clear feedback allows students to make higher quality improvements by directly referencing the specification in both check marks and targets, and better utilizes student improvement time. While the mark scheme takes initial time to implement, it provides higher quality feedback, fully involves students in the feedback process, and allows students to utilize their knowledge of the exam specification in the future.
Friday briefing january 2016 ore
This document discusses promoting good reasoning and addressing misconceptions. It touches on changing statements to make them true, using Venn diagrams, characteristics of vertebrates, and mentions Henry VIII being divorced and beheaded, but provided with offspring.
Fronter assignment tool
The Fronter assignment tool allows teachers to create electronic tasks for students and receive submissions digitally. Teachers can upload files for students, assign due dates, and select individual students or groups to receive tasks. Students download assignment files, complete the work, and submit electronically. Teachers can then view and grade submissions, providing feedback and downloading all work at once if desired. The assignment tool provides an interactive way to set and receive work digitally in Fronter.
Briefing nov 2016 house
This document outlines various house point opportunities at the school, including awarding points for demonstrating core values, participating in house events, taking on leadership roles, and more. It describes upcoming activities like pop-up challenges, a chess league, swimming competitions, and a short story writing contest for house points. It also establishes a biweekly tutor debating program where students can earn individual house points for presenting arguments, research, and articulation skills.
T&l october2016
The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.
Mypeexam example
- Online bank of video resources and linked questions to allow students to learn physical education at their own pace
- Created to address changes to GCSE and A-Level PE curriculums that emphasize theory more
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Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Challenge 101016
Students were given their first writing task to outline and apply the functionalist theory of society to the family. After completing a first draft, students were provided a "writer's palette" checklist to review and improve their work by adding depth, complexity, and demonstrating examinable skills. It is expected that all future written work submitted must include both a plan and draft. The benefits of requiring a draft include submitting improved work with fewer errors, engaging in self-reflection, and reducing the teacher's marking workload. Exemplar responses are also provided to students either before or after they complete their own response to demonstrate high expectations and how to apply command verbs and examinable skills.
Teaching and learning @ lls october 2016
This document discusses the personal and professional challenges faced by a teacher in adapting to changes in the computing curriculum from 2014-2017. It outlines changes to the ICT curriculum at key stages 1-3 and new GCSE and A-level syllabi. The second part lists various responses and resources the teacher uses to respond to changes, including collaborating with colleagues within the school and other networks, gathering student feedback, using online resources like blogs and social media, reading books, and engaging in professional development activities.
Challenge for all at ks5
This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.
Logo visual thinking
Logo Visual Thinking (LVT) is a technique that helps students make sense of complex information and enhance their thinking skills. It involves 5 stages: 1) Focus on a guiding question, 2) Gather information from memory or sources, 3) Organize information into groups and themes, 4) Understand by making meaning and seeing ideas as a whole, 5) Apply knowledge to create a product like an essay. An example is provided where students analyze evidence for and against whether the Weimar Republic had a chance of survival by 1929. They organize the evidence, share their understanding, and plan an essay. LVT can be used to explore new topics, make sense of information, and develop ideas.
Teaching and learning briefing 23rd sept 2016
The document announces two CPD sessions for teachers this half-term on September 29th and October 10th. The first session focuses on improving student vocabulary and will include a discussion on strategies for developing reading skills. Teachers are asked to bring one successful vocabulary strategy to share. The second session focuses on sharing strategies for challenging all students, with teachers signing up to give short presentations of classroom ideas. The document also provides information on the benefits of using contents pages and knowledge organisers with students.
Extended writing presentation
This document provides guidance and examples for teachers to encourage students to use connectives in extended writing tasks. It recommends that teachers provide students with connectives before writing to force them to think differently about developing their writing. Sample connectives are given for different writing tasks, like comparisons, character descriptions, and setting descriptions. Teachers are advised to have students build vocabulary webs and use a variety of sentence structures and connectives to create descriptive passages. The goal is to help students improve at linking ideas in their extended writing.
The magenta-principles v2
The document discusses The Magenta Principles, which represent a pedagogy that believes learning occurs through thinking. It states the job of educators is to get students to think and talk about information by actively engaging with it. The Magenta Principles provide a list of cognitive verbs like reduce, change, assemble, and connect that students can do with information to make it more memorable. Examples are given of how teachers can design challenges for students to apply these verbs to course content. The goal is for students to do more than just receive and recall information.
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Friday briefing 25 june
- 1. Training Day- Tuesday 8th September Teaching and Learning workshops 30 minutes (each session) Let BDA know by Friday 3rd July if you would like to run a session.
- 3. Key Stage 5 September 2015: New A Levels in: All 3 Sciences Psychology English Language English Literature History Geography Art Business Sociology More subjects added in September 2016 and September 2017
- 4. What is different? • New content • Bigger emphasis on terminal exams(less coursework) • AS de-coupled from A level – student AS performance(UMS) no longer counts towards the A Level • Students do not have to sit the AS exam – AS content examined on A level paper • Mixed economy for students-some old style A levels and some new
- 5. LLS Policy Considered a number of models All students will still sit AS exams in all subjects Decisions made regarding progression to full A Level made on the strength of AS results Students achieving a U Grade at AS not to continue to full A Level
- 6. Key Stage 4 September 2015 new GCSEs in Maths and English New grading system of 9 to 1 introduced(Grade C pitched between 4 and 5) Students attaining 4 or less to continue Maths and English Post 16 Other GCSEs to follow in 2016 and 2017 Compulsory Ebacc for all students starting Y7 in September Mixed economy for students
- 7. Progress 8 New headline measure for current Year 10 The key indicator of how successful a school is