Welcome to PATCHAM HIGH SCHOOL Welcome to Key

Welcome to PATCHAM HIGH SCHOOL

Welcome to Key Stage 4

Results Headlines • 5+A*-C 59% (currently) – Best ever, 12% up on last year. • Most improved school in B&H. • English and Science results best ever. • Maths up 11% on 2014, also best ever • We achieved 294 A*/A grades up on last year against National trend. 30% of these top grades were achieved in Science. • 75 Students took triple science with a 100% success rate – in 2008 8 students took triple science. • Overall progress UP.

Mrs Denman

Academic Support Teaching staff Behaviour Assistants AH Penny Denman Learning mentors Support Staff SLT KS 4 KS 3 Ed Hall Amy Doonan Tony Bright Tom Brooks Jamie Guiver (9) (10) (11) Tutors Rebecca Dyche (7) Personal Learning TAs James Mc. Kay (8)

Year 9 Tutors Ms Lewis/Ms Matthews Ms Woodford Ms Harris Ms Kinchen-Frost Ms Fieldsend/Ms Perring Ms Carney Mr Parker Mr Lindner Mr Fahey

Year 10 Tutors Ms Drew/Mr Darby Ms Foster Ms Reid Ms Watson Mr Sanders Mr Garrard Mr Mc. Dowell Mr Finlay

School Development Plan: Literacy & Numeracy Grit & Self-Management Consistency

Consistent: • Start & end to lessons • Tutor and DEAR time • Out of class behaviour • Sanctions

Consistent Sanctions Detention - class Teacher Detention - HCA Detention - SLT (2 lates to period 1/ missing 2 previous detentions) Isolation – smoking on site Exclusion

Successful learners - Successful outcomes Good attendance and punctuality Good time management and planning Good attitude to work and staff – an appetite for learning High effort levels EXTRA Time –per subject per week Nothing less than you best

Why we believe homework is important • Improved Personal Organisation – students have to plan their time and the resources they need for themselves. • Improved Time Management – having a range of different homework deadlines means students need to prioritise and meet deadlines.

Homework continued…. • We would also like to motivate and inspire our students so they want to learn more! • All of this makes confident, capable and happier learners. • Research suggests that children who work out of lessons do find it easier to concentrate and do perform better in Public Examinations.

An appetite?

Individual Expectations: • Aim high, is your work the best you can do? • Do you respond to feedback positively? • Are you organised / equipped? MN 17

KS 4 Balancing

Balancing Being prepared to learn Always completing homework Keep work organised, basic class expectations – ‘nothing but your best’ Meeting deadlines Catching up any work missed Still playing sport, music, drama etc. Having fun Relaxing

2015 Results Number of sessions missed (161 days) 5 A* - C (inc. Eng/Ma) 3+ Levels in English 3+ Levels in Maths Attendance below 80% between 80 between 95 -95% -100% More than 64 Less than 16 sessions 32 sessions or 8 days 2% 2% 25% 16% 79% 75% 42% 64% 83% 14% 37% 79%

Parent/Carer role • • Support Ask questions Read through work Provide a work space Communicate with us Minimise absence Parent Gateway

Progress Checks and exams 4 Times in the year: November, February, April, and July Year 9 mock exams – w/b 13 th June Year 10 mock exams – w/b 20 th June

Developing Character – our work with Skills Lab

In the UK, we’re obsessed with exam performance… … but there’s a limit to how far schools can improve teaching Improve pupil motivation Improve work ethic Improved results! Cognitive success is driven by non cognitive skills

Research… • Recent new ideas from psychology tell us that children do best at school if they have certain skills • Resilience or Grit • Self management

Idea… What if we taught and enabled skills? pupil We could drive improved exam results from pupils and life chances too!

What Skills? • There are lots of skills but the ones for school and work and life are: – The ability to stick at things (Grit) – The ability to manage yourself well – The ability to get along and work with people Ability to work with others Grit Self management

What kind of a person are you? The Big Five: Neuroticism Openness to experience Agreeableness Conscientiousness Extroversion

We can play an important role in helping children to gain skills 1. Grit 2. Self management 3. Ability to work with others

Developing Skills • We get skills from habits • So at home we want you to help your child develop habits • Habits are best understood as routines • Most of us run our lives on routines e. g. getting up, washing, dressing etc.

Habits to form skills • So we want you to pay attention to habit building, such as: – keeping their rooms clean and tidy – doing the washing up – shopping for specific items – doing their homework within a routine

How to Reinforce Positive Habits… • We want you to identify and reward positive habits • And ignore (as much as possible) bad ones • Use a ratio of three positive comments to one negative to try to praise positive habits like sticking with something and managing themselves well 3: 1

How to Reinforce Positive Habits… • Try not to praise innate ability but rather focus on how hard they have tried • And when things don’t go well they have to learn to keep trying

The new English GCSEs Year 9

Students will prepare for 2 separate GCSEs • English Language and • English Literature

English Language Paper 1 : 1 hour 45 minutes Explorations in Creative reading and writing What's assessed? Section A: Reading • One literature fiction text Section B: Writing • Descriptive or narrative writing

English Language Paper 2: 1 hour 45 minutes Writers’ viewpoints and perspectives • What’s assessed? Section A: Reading • One non-fiction text and one literary non-fiction text Section B: Writing • Writing to present a viewpoint

English Literature • Paper 1 – 1 hour 45 minutes • Shakespeare and the 19 th Century novel

Shakespeare and the C 19 th novel • Section A Shakespeare: – students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole. • Section B The 19 th-century novel: – students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

What we’ll cover in year 9 • Romeo and Juliet in year 9 • Extracts from C 19 th texts

English Literature Paper 2: 2 hours and 15 minutes • Modern texts • Poetry • Unseen poetry

• Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text. • Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. • Section C Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

In Year 9: • Students will study a contemporary novel and will answer an exam style question on this. • Poetry – 2 clusters. We are going to cover the Love and Relationships cluster in Year 9 – and the other cluster in years 10 and 11. Students will answer an exam style question. • They will practise responding to unseen

Structure of lessons: • English Language exam skills – one lesson per week • Poetry anthology – one lesson per fortnight • Rest of time, range of topics and texts Monday 1 Tuesday 1 Wednesday 1 Thursday 1 Friday 1 Monday 2 Tuesday 2 Wednesday 2 Thursday 2 Friday 2

The format of the GCSEs won’t change: • We are starting at GCSE level right from the beginning of Year 9 • Dependence leading to independence • We need to build stamina, confidence and resilience.

The importance of reading: • Challenging texts • Need as much help as possible • Correlation between reading age and attainment at the end of year 11

• Closed book exams – revision • Homework – crucial to success • English/2015/Year 9/Homework tasks –Autumn term 1 - War

Patcham High School – Year 9 English. Autumn Term 1: War Read the homework tasks below and choose which ones you would like to complete. You need to complete enough tasks to earn you: 20 points for a Pass. 30 points for Higher. 40+ points for Star NB: if anything is copied and pasted from the internet you will receive no points and be asked to do it again. NOVEL: 2 points 4 points 6 points 8 points Write down 4 key words from one of the poems we have discussed and zoom in on them. What layers of meaning can you find? Show your ideas in a mind map. Find a war poem and learn it off by heart. You will perform it to the class. (Everyone needs to do this activity!) Make an information leaflet about a war or conflict that is happening in the world now. Show that you have researched this thoroughly. Do not copy and paste. (1 side of A 4) Research a key war poet and write a biography on them. You must include details about their life, their poetry, their views and their achievements. (2 sides of A 4) Find and read 3 different war poems online. Write down the names of them and the poet. Choose which one you like the best. Write down why you like it and why you chose it. Make a poster of a war poem. Write out the whole text or a single stanza if it is long. Highlight key language and discuss the effects, talk about meaning and significance. Draw or add images. Make a Power. Point presentation about life in the trenches. Include images and information that you have found out through research. Do not copy and paste (6 slides) Choose a key poem or another war text and analyse it. Why has the writer used the words and sentences he has? What effect do they have on a reader? What layers of meaning are there? (2 sides of A 4) Write 3 really powerful descriptive sentences about a war. Make sure you use language techniques. E. g. the golden sentences. Find 5 books that are about children and war. Write down the titles and authors. Look up reviews about the books. Pick one of them to read over the course of the unit. Justify why you have chosen to read it. There is a statue of an unknown soldier in London. He is reading a letter. Write a letter to the unknown soldier. To help you with this there a lot of resources online. Do a Google search on ‘letter to an unknown soldier. (1 side of A 4) Research the WW 1 Christmas day truce. Write a newspaper feature article detailing what happened. You must include interviews from a variety of people and you must show that you are using historically accurate facts. (2 sides of A 4) Learn 5 new powerful, descriptive words. Use a thesaurus to help you do this. Then write sentences with the new words in them to show that you understand how to use them. Write a short book review of the book from the above activity. Who would you recommend this book to? Research a key person who didn’t fight in a war, but did work to help people involved. E. g. a nurse or health worker, someone who worked to help those in need ( e. g. Sir Nicholas Winton or Oskar Schindler) or a key public figure and create a presentation or information leaflet about them. Do not copy and paste. (6 slides or 1 side Pick a character from a war poem or text that you have studied. Write a creative text inspired by them. This could be diary entry, a letter to them, a poem, a story about them or anything else you think might be good. (2 sides of A 4)

Maths

Current year 10 s are the first cohort to sit new (1 -9) Mathematics GCSE

y c n e u Fl Rea son ing Problem solving

Exams • 3 exams • Each exam 1 hour 30 minutes • 1 non-calculator paper • 2 calculator papers • Foundation and higher tiers

Exams About 50% of exam based on number and calculations About 35% of exam based on number and calculations

Maths study support websites: Mymaths Library has links to online lessons and activities

www. methodmaths. com

Apps for phones or tablets

How you can help… • Encouraging focus during lessons • Numeracy skills; household budgets, shopping, percentages, exchange rates, speed/distance/time • Speak positively about maths • Encourage problem solving; games and puzzles • Homework – mymaths weekly • Equipment – squid geometry sets and calculators

Y 9 Science

Year 9 – two courses • Most will do combined science (equivalent to 2 GCSEs) • Two groups will do triple science (3 GCSEs) • Emails were sent to parents earlier in the week to let you know what course your son/daughter is on at the moment. • We will continue to monitor students to ensure that are in the best group possible.

Combined science (double award) – trilogy There are six papers: two biology, two chemistry and two physics. Each exam paper is 1 hr 15 min long, out of 70 marks and worth 16. 6% of the GCSE. Questions: Multiple choice, short answer and long answer questions.

Practical Assessments § 16 experiments § Evidence

Grading • The qualification will be graded on a 17 -point scale: 1– 1 to 9– 9 – where 9– 9 is the best grade. A student taking Foundation Tier assessments will be awarded a grade within the range of 1– 1 to 5– 5.

To succeed in science…. • Equipment –pen, pencil, ruler, scientific calculator. • Arrive on time. Consistently complete classwork and homework. Ask for help if needed. • Regular attendance and finding out what has been missed if a lesson has been missed. • Regular revision. • Exam practise.

Making the most out of your revision guide.

If you have any questions… Please contact your son/daughter’s science teacher via email. (All email addresses can be found on the school’s website). Or contact me on jhall@patchamhigh. org. uk