Changes to how English and Maths GCSEs will be graded and impact on current year 9 students
Changes to how GCSEs are going to be graded have been brought in by the coalition government. It is a phased change and we wanted to make you aware of the difference it will make to your son if he is currently in year 9.
The following information is taken from the DfE website:
‘New GCSEs in English language, English literature and maths will be taught in schools in England from September 2015, with students getting their results in August 2017. The new GCSEs will be graded 1 to 9, with 9 being the top grade.’
‘Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above.
Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above.
For each examination, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the very highest performers. The bottom of grade 1 will be aligned with the bottom of grade G.’
‘The new maths GCSE will still be tiered, with grades 4 and 5 available through both tiers.’
Other GCSE examinations that your son will take will be graded in the usual manner (A*-U). The new system will affect all other GCSEs the year after. As the new system is introduced, English and Maths teachers will explain and guide students through the new approach to ensure they have a clear understanding of the process.
We will therefore be operating for the next two years within a mixed economy of targets, current grades and predicted grades with the familiar GCSE A*-U for most GCSEs and the new numerical approach for Maths and English. We recognise that this is far from ideal but unfortunately beyond our control. However, we are confident that we can ensure clarity and understanding of the changes to all concerned to ensure our students are not disadvantaged in any way.
If you have further questions please do not hesitate to contact me
Dr J Cosgrove. Feb 2015
KS4 R.E Curriculum
KS4 Religious Education Programme of Study
The current KS4 R.E. curriculum has been revised for 2014 -2015. Students who do not opt for GCSE R.E. complete their program of study for R.E. during the comprehensive KS4 PSHCE lessons delivered during tutor periods and enrichment days. Below is an outline of the areas of R.E. covered during Y10.
Aspects of R.E. are taught via Year 10 PSHCE units of work on:
- Drugs, smoking, alcohol and nature of addiction – consider moral and religious ideas about the physical and mental effects of drug abuse. Evaluate how a person’s life may be affected by using different types of drugs, including legal, social and illegal drugs.
- Crime and punishment – moral debate over punishment, types of time, causes of crime and the range and purpose of different punishments.
- Rich and poor – consider why both rich and poor exist in Britain, as well as ways in which poverty can be overcome and who is responsible for helping the poor.
- The elderly in the UK –consider different moral and social views on the role and position of elderly people in the UK. Consider different religious viewpoints on how people regarded as elderly should be treated in society.
R.E. aspects of PSHCE encourage students to:
- Express their personal responses and informed insights on fundamental questions about identity, belonging, meaning, purpose, truth, values and commitments.
- Give students the opportunity to think about and discuss a range of moral and religious questions
- Think about own opinions and express them verbally and in writing.
- Reflect on arguments put forward by other people in order to evaluate their own reasoned opinions.
|Y10 PSHCE & R.E. POS|
|Smoking and e-cigarettes||10/9 –24/9||Learning Objectives: What are the risks associated with cigarettes and e-cigarettes?Learning Outcomes: Explain the effects of tobacco and e-cigarettes and problems associated with addiction at school and in future life.R.E – Should Cannabis be legalised? What does it mean to be addicted to drugs. Students consider moral and religious ideas about the physical and mental effects of drug abuse.|
|Study skills||15/10-12/11||Learning Objectives: What learning skills do I need to develop forGCSEs?Learning Outcomes: Practice techniques that enhance independent learning skills. Creation of independent project.|
|Health, diet and life chances of the rich and poor||19/11-17/12||Learning Objectives: What are the benefits of exercise and a healthy diet?Learning Outcomes: Examine the problems related to energy drinks in the school day and beyond.R.E Rich and poor – consider why both rich and poor exist in Britain, as well as ways in which poverty can be overcome and who is responsible for helping the poor. Consideration of the different life chances for rich and poor.|
|Literacy||7/1 –28/1||Learning Objectives: What communication skills are required for GCSE and beyond?Learning Outcomes: Practise effective communication and presentational styles via individual presentations.|
|Citizenship – Crime and the Law||4/2 –11/3||Learning Objectives: What areas of the law should I be aware of? What are the basics of the UK criminal justice system?Learning Outcomes: Identify main areas of the law that young people should be aware of. Explain policing and sentencing for crimes. Consider conditions in prison and other aspects of punishment.R.E – What are the moral and social, debates about punishments? What types of punishments exist? What are the different religious views on punishment?|
|Citizenship – General Election and policies of government||18/4-6/5||Learning Objectives: What are the main issues of the General Election 2015?Learning Outcomes: Formulation of arguments surrounding the main political parties and campaign promises of the election. Predictions of who will win and immediate consequences.R.E –Social Policy in the UK: The elderly in the UK–consider different moral and social views, as well as government policy on the role and position of elderly people in the UK. Consider different religious viewpoints on how people regarded as elderly should be treated in society.|
|E-Safety||13/5 –3/6||Learning Objectives: What are the dangers associated with social media and mobile phones? What are the positives of modern technology and study skills?Learning Outcomes: Identify threats relating to online grooming and will have strategies to stay safe online. Develop ways of using the internet as a research tool.|
|Careers and CV Planning||18/5 –22/6||Learning Objectives: What is a CV and what does and effective CV look like?Learning Outcomes: Analyse effective CVs. Produce a CV.|
PE, Music and Drama will be reporting student attainment in terms of: Outstanding; Good; Expected or Limited, compared to their baseline tests and or previous performance levels, during the four review periods in the academic year. This represents the first move away from the established Key Stage 3 level system recently deregulated by the Government.
Other subjects will continue to report progress and attainment in terms of the current Levelling system as the school explores other assessment models for implementation in the near future.
Please note that in light of the National changes to assessment guidance the school Assessment and Marking Policy is being reviewed. However this policy still provides the framework for Assessment and Marking within the school and should be referred to by stakeholders for clarification of any related issues.