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Year 11 Exam Information Evening
14th September 2017
GC
SE
EX
AM
CO
UN
TD
OW
N
144
Programme
Top Tips to Success
Monitoring our students
Subject Specific Information
Parental Survey
What we have planned?
Assemblies
Revision training
External visitors
Careers meeting
Interventions
Revision sessions
Lesson Monitor
Code Description
0 Lack of Engagement
1 Disruptive Behaviour
2 Lack of Homework
3 Good
4 Excellent
5 Lack of Equipment / Incorrect Uniform
Measure Award
Highest number of 4s in
each year and each subjectOutstanding
Awarded only 3s Good
Lesson Monitor
Class
Teacher
Sticker in planner
Recorded on SIMSUp to 30 mins
HoDSticker in planner
Recorded on SIMS
Monday
45 mins
Hall
SLTSticker in planner
Recorded on SIMS
Friday
1 hour
Hall
Lesson Monitor
Show my homework
• All homework is now set on ‘Show My Homework’
• Students are required to download the application
• Embedding software
• Available to parents/carers soon.
Top Tips to Success
What’s it all for? GCSE’s matter
Future pathways
Employability
Planning your revision Topic/To Do list
Revision timetable
Right conditions for study
How to revise
Looking after yourself
Past papers
External tutors
Top Tips to Success- Topic List
Tick of each section of revision
Highlight areas of strength
Highlight areas requiring extra input
Manageable chunks
Top Tips to Success- Revision Timetable
Invest the time in making a revision timetable
Helps bring focus and structure – nothing is missed
Reduces stress
Include the time given to each revision session
Start now and build up the intensity as we near exams
Boosts motivation and improves self confidence
Include school based sessions
Plan breaks and social time
Ensure other commitments are highlighted and worked around
Not an excuse to miss a revision session
Top Tips to Success- The Perfect Environment
Top Tips to Success- How to Revise
Start now
Tried and tested methods
Take notes, bullet points, index cards, spider diagrams
Revise online
Plan breaks
Short spells of revision plus short break (45 minutes/10 minutes)
Plan a longer break after 3 sessions (45 mins-1 hour)
Top Tips to Success- Looking after yourself
Attend school
Eat properly
Stay hydrated
Sleep well
Keep up your social activities
Exercise
Two way support with parents
Recipe for optimum success
Be confident
Communication
If we are all working together we achieve the very best outcomes
Students
Parents
Academy
Top Tips to Success- Pre Public Exams
W/C 20th November & 12th March
Start the revision process now
Be confident
Allows teachers to create and direct effective intervention
Intervention Timetable
Day
(3-4pm)Subject
Monday English / PE
Tuesday Science / D&T
Wednesday Maths
ThursdayFrench / Spanish /
Geography / History
Revision Timetable
Timetable
EVENT LOCATION
18:00 Welcome and Introduction Hall
18:10
18:45
19:00
English
Maths
Science
IT/Finance
Geography
Geography
Hall
Sessions will be 10mins to allow you time to navigate to each session before the next one begins.
18:45 French/
Spanish – Studio
Media – C17 H & Social – C20 History – C21
19:00 History – C21 L & Tourism –
C18
French/
Spanish – Studio
Media – C17
19:15 DT - Hall Art – C19 PE – C21 French/
Spanish – Studio
GCSE English Language Overview
GCSE English Literature Overview
How to best prepare to achieve my full potential?
How do I support my learning in the classroom? • Study Guides York Notes, CGP• Online Spark Notes, BBC Bite size, YouTube (Mr Bruff)• Read a range of texts independently at home.
How do I best prepare myself from today? • Be organised diary• Be prepared in lessons texts, highlighters• Ensure you re-visit work covered in lessons to test understanding. • Make sure homework is completed to a high standard.• Attend intervention opportunities (Monday night- English Revision) • Regular revision at home • Catch up on work missed• Talk to your teacher take responsibility for your own learning =
Team Work
Thank you
GCSE Maths 2018
May/June 2018 is the second year of the new GCSE
assessment.
www.aqa.org.uk has all the subject content details and
resources should you require any further information.
MA
TH
S 78%
Grade 4-9
Support
•All Year 11• Wednesday 3-4pm Maths Workshop
•Target Groups• Breakfast club 8am for target groups • Easter Crammer sessions for target
groups
•Let’s not forget…..• 4 hours per week lesson time
Suggestions?
• Ask your teacher for a personalised learning checklist and begin to understand what you can and cannot do.
• You will not learn all the skills required if you start revising in April, so don’t leave it too late.
What should I be doing at home?
• CGP Online
• Homework
• Faculty online support?
Thank you
SCIENCEExam Information
Evening
SCIENCE
Triple Science – 3 qualifications
B1
C1
P1
B2
C2
P2
Biology
Chemistry
Physics
Each paper is:
- worth 50% of
the final grade
- 1 hour 45 mins
- 100 marks
Each subject is worth an individual 1-9 grade.
SCIENCE
P1
P2C2
C1
B2
B1
Combined Science: Trilogy
Each paper is:
- worth 16.7% of the final grade
- 1 hour 15 mins
- 75 marks
- Double grade awarded 1-1 to 9-9
- FT or HT
SCIENCE
Triple Science Combined Science: Trilogy
Higher or
foundation
£5.50£8.25
(for all 3)
Thank you
Year 112017-2018 ICT
Level 2 Cert for IT User Skills in Open Systems & Enterprise
Coursework
• Unit 1 – Improving Productivity
• Unit 4 - IT Security for Users
• Unit 5 - Spreadsheet Software
• Unit 7 - Word processing
• Unit 10 - Presentation software
Mandatory Units
Optional Units
Weighting
All elements must be completed & passed
Coursework
30%
Exam
70%
20/70 = Grade C
30/70 = Grade B
40/70 = Grade A
50/70 = Grade A*
Examination
• Multiple choice questions
Examination
• Description based
Examination
• Multi-step Questions
Expectations
• Commitment to learning
• Meet deadlines
• Utilise time effectively
• Attend support sessions
Monday Tuesday Wednesday Thursday Friday
Lunch
After School
Contact
Email:
Tholland@HumberstonAcademy.co.uk
Call:
01472 319990
Thank you
Humberston Academy
Y11 GCSE Geography
Exam Information Evening
AQA - Specification AUnit 1 & 2 – Course Content
Geography is a challenging GCSE subject. The course contains both physical
and human geography topics which are centred around engaging and topical
content.
Unit 1 – Living with the physical environment
• The challenge of natural hazards
• The living World
• Physical landscapes in the UK
• Geographical skills
Unit 2 – Challenges of the human environment
• Urban issues and challenges
• The changing economic World
• The challenge of resource management
• Geographical skills
Unit 3 –
Issue evaluation
Fieldwork
Geographical skills
All examined in one paper
Students will be required to attend a residential fieldtrip to
complete the examination.
AQA Specification AUnit 3 – Controlled Assessment
• Geography is a one tiered exam so
all pupils sit the same papers.
• The grades that can be awarded
are from 1-9.
How are the Units examined?
Examination skills.Pupils will also be assessed on:
Cartographic skills.
Ability to use, interpret and draw maps at a variety of scales.
Ability to use, interpret and sketch photographs.
Ability to label and annotate maps, photographs, diagrams etc.
Graphical skills
Ability to construct and interpret of a variety of graphs (line, bar, pie, divided
bar and scatter graphs).
Numerical skills
demonstrate an understanding of number, area and scales, and the quantitative
relationships between units •
understand and correctly use proportion and ratio, magnitude and frequency
NOTE:
In any of the units candidates are expected to describe, analyse and interpret
evidence, make decisions, reach and justify conclusions and carry out a
process of evaluation.
Skills Continued
Statistical skills
use appropriate measures of central tendency, spread and cumulative frequency
(median, mean, range, quartiles and inter-quartile range, mode and modal class)
calculate percentage increase or decrease and understand the use of percentiles
describe relationships in bivariate data: sketch trend lines through scatter plots, draw
estimated lines of best fit, make predictions, interpolate and extrapolate trends
be able to identify weaknesses in selective statistical presentation of data
• Use of qualitative and quantitative data
• Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information.
• Literacy skills
• Ability to extract information from a range of sources (newspaper articles, GIS, websites, tables and quotes).
• Most communication is through the written word, raising the importance of good literacy skills. Students should be able to communicate information in ways suitable for a range of target audiences.
AQA useful materials
Downloading information from the AQA website yourself for free:
• AQA Geography Specification A – New From 2016
• AQA Geography past exam papers and mark schemes
http://www.aqa.org.uk/subjects/geography/gcse/geography-a-9030
Revision and preparation
There are also a number of websites that students can use to help them revise.
Two useful examples are:
http://www.bbc.co.uk/schools/gcsebitesize/geography/
http://www.s-cool.co.uk/gcse/geography
We recommend that these websites are used to COMPLIMENT wider revision
as they are general revision sites that do not fully correspond with the AQA
GCSE Geography Specification A.
Revision and preparation
We strongly recommend that
you buy a copy of this
revision guide.
It contains a concise set of
notes on each topic.
It is very accessible and
designed to help condense
knowledge down.
£6.00 See Mr Goodwin or
Mrs Smith to purchase
Thank you
Exams Evening 2016
Resistant Materials
Course Details
• Exam Board: Edexcel Resistant Materials GCSE
• Requirements:
- Controlled Assessment (60%)
- Exam (40%)
• Multi choice (Knowledge of tools and equipment)
• Design drawing (Responding to design criteria)
• Longer answer (Knowledge of materials properties, finishes and manufacturing processes)
Controlled Assessment
Current class time focus. Controlled assessment tasks are currently being reviewed in order to improve the standard of work to the highest possible level. Students have been issued ‘feedback on current progress’. It is their responsibility to react to this feedback.
- Intervention (Mandatory) is in place on Tuesday (3-4pm) parents have/will receive notification when students are required.
- Intervention (Optional) is in place on Monday, Wednesday and Thursday (3-4pm) Students need to use this time to ensure controlled assessment is complete up to the standard required.
- URGENCY: Please help us to enforce the fact that time will run out sooner than the students think. The time is now.
- Final Deadline Easter Holiday
Exam preparation
• Homework
- As previously mentioned Students have been issued ‘as it stands’ scores. It is their responsibility to improve these scores. This is the main focus in Y11 and we expect you to put in after school time as a means of ‘homework’.
- Those who are up to date will be expected to independently revise using the notes they have acquired throughout the course contained in your books/folders/online.
- Set aside 30 minutes per week.
- Additional homework tasks/revision guidance will be issued as and when required.
• Revision Period
- After the Easter Holidays the revision period will begin in class time.
Thank you
HumberstonAcademy
Y11 Exam Information Evening
- MFL
GCSE AQA French & Spanish:
We are teaching this completely
new specification to our current
year 10 & 11 students and the first exams will be in the summer 2018.
What is different from the previous specification?
• No more controlled assessments
• The four skill areas have equal weighting:25% for each (listening, reading, writing, speaking)
ALL EXAMS ARE FINAL EXAMS(taken towards the end of Year 11
- speaking exams end March)
What is different from the previous specification?
•Literary texts will be used as part of the stimulus materials in the Reading assessment:
Essentials:Thinking skills / exam techniques need practice;Regular vocabulary learning;Extra Reading Comprehension practice
What is different from the previous specification?
• Translation – students have to translate into French / Spanish as part of Writing exam
Translation into English from the target language is now part of the Reading exam
•There will be some questions in the target language in the Listening and Reading assessments:
•students need to understand rubrics/instructions.
GCSE AQA French & Spanish:-
Subject content Themes
The specification covers three distinct themes. These themes apply to all four question
papers.
Students have been given an overview of the course content and also of exam components (blue vocab / grammar book)
GCSE AQA French & Spanish:-
Subject content Themes
The specification covers three distinct themes. These themes apply to all four question
papers.
Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/communities where the TL language is spoken.
Theme 1 : Identity and culture
Me, my family and friends• Relationships with family and friends• Marriage/partnership
Technology in everyday life• Social media • Mobile technology
Free-time activities• Music • Cinema and TV• Food and eating out • Sport
Customs and festivals in the TL speaking countries/communities
Theme 2 : Local, national, international and global areas of interest
Home, town, neighbourhood and region
Social issues
• Charity/voluntary work
• Healthy/unhealthy living
Global issues
• The environment
• Poverty/homelessness
Travel and tourism
Theme 3 :Current and future study and employment
My studies
Life at school/college
Education post-16
Jobs, career choices and ambitions
How will students be assessed?
GCSE has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9).
Students must take all four question papers at the same tier. All question papers must be taken in the same series.
No more ‘mix and match’
GCSE Assessment objectives
Paper 1: Listening
What's assessed
Understanding and responding to different types of spoken language
How it's assessed
Written exam: 35 minutes (Foundation Tier),45 minutes (Higher)
40 marks (Foundation Tier), 50 marks (Higher Tier)
25% of GCSE
(Each exam includes 5 minutes’ reading time of the question paper before the listening stimulus is played.)
Questions: Foundation Tier and Higher Tier
Section A – questions in English, to be answered in English or non- verbally
Section B – questions in TL, to be answered in TL or non-verbally
Paper 2: Speaking
What's assessed
Communicating and interacting effectively in speech for a variety of purposes
How it's assessed
Non-exam assessment
7–9 minutes (Foundation Tier) + preparation time
10–12 minutes (Higher Tier) + preparation time
60 marks (for each of Foundation Tier and Higher Tier)
25% of GCSE
Questions: Foundation Tier and Higher Tier
The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for
the Role-play. The timings are different too:
Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes for Higher)
Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes for Higher)
Conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher )
Paper 3: Reading
What's assessed
Understanding and responding to different types of written language
How it's assessed
Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)
60 marks (for each of Foundation Tier and Higher Tier)
25% of GCSE
Questions Foundation Tier and Higher Tier
Section A – questions in English, to be answered in English or non-verbally
Section B – questions in TL, to be answered in TL or non-v
Section C – translation from TL into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier)
Paper 4: Writing
Foundation Tier
• Question 1 – student produces four short sentences in response to a stimulus photo (8 marks)
• Question 2 – student produces a short text of approx. 40 words in response to four compulsory short bullet points (16 marks)
• Question 3 – Translation from English (sentences) into target language (35-40 words) – (10 marks)
• Question 4 – Structured writing task (student responds to four compulsory bullet points, producing approx. 90 words in total) – there will be a choice from two questions – (16 marks)
Higher Tier
• Question 1 – Structured writing task (student responds to four compulsory bullet points, producing approx. 90 words in total) – there will be a choice from two questions – (16 marks)
• Question 2 – Open-ended writing task (student responds to two open-ended compulsory bullet points, producing approx. 150 words in total) – there will be a choice from two questions – (32 marks)
• Question 3 – Translation from English (short passage) into target language (50-55 words) – (12 marks)
Short and longer tasks, plus translation - all in 1hr / 1¼ hr – NO dictionaries / help
Paper 4: Writing
What's assessed : Communicating effectively in writing for a variety of purposes
How it's assessed - Written exam: 1 hour (Foundation Tier),
1 hour 15 minutes (Higher Tier)
50 marks at Foundation Tier
60 marks at Higher Tier
25% of GCSE
Help for Speaking
• Students have a speaking exam booklet containing a number of questions for each theme.
• It is essential to prepare the best possible answers and hand in on time for marking. Then, follow up on teacher feedback and redraft.
• Take every opportunity to practise speaking French/ Spanish in class and at home, and learn key vocabulary and phrases. Test yourself.
• Organisation: Write down everything in lessons and don’t fall behind with your work!
• Mock exams – early November and end January
Help for reading and listening
• ONLINE RESOURCES: Activelearn/Kerboodle
• It is really important that students use their user name and password to access ActiveLearn to learn new vocabulary and practise reading and listening exercises along with vocabulary tests.
• Kerboodle: an AQA-approved resource purchased
for this year – ALL students have login and password – See teacher
• Independent learning: apart from tasks set by teacher, students need to use the online textbook to consolidate and extend learning
Thank you
Communicating and working with individuals in health, social and early years settings
What do you need to produce? (RO22) How can we evidence this?
• Effective Communication
• Personal Qualities for Effective Care
• Communication within health, social care
or early years settings
• Electronic files/evidence
• Written explanations
• Booklets
• Training Material
• Video
• PowerPoint
• Poster
• Logbook
• Witness statement
• Report
• Podcast
Understanding life stages
What do you need to produce? (RO25) How can we evidence this?
• Stages of development from young
people to adulthood
• Stages of development from adulthood to
older adulthood
• Specific medical conditions and their
effects
• Support plans for specific individual
needs
• Electronic files/evidence
• Written/typed reports
• Annotated diagrams
• Information booklets
• PowerPoint presentations
• Plan and write the questions
• Case study
• Feedback judging form
• Written/Verbal analysis
• Witness statement
Understanding the nutrients needed for good health
What do you need to produce? (RO25) How can we evidence this?
• Nutritional Requirements
• Dietary Plans
• Nutritional Meals
• Written report or oral presentation
• PowerPoint presentation
• Leaflet
• Booklet
• Table format
• Case study
• Recipes
• Nutritional analysis
Thank you
GCSE Music
Component 1: Performing (*Paper code: 1MU0/01)
Non-examined assessment: internally marked and externally moderated 30% of the qualification 60 marks
● Solo performing
● Ensemble performing
● Approaches to performing Assessment overview
● Students perform for at least four minutes’ combined duration
● Solo performance: this must be of at least one minute in duration, and may comprise one or more pieces
● Ensemble performance: this must be of at least one minute in duration, and may comprise one or more pieces
● Students perform for at least four minutes’ combined duration
● Each performance will be out of 30 marks.
● Internally marked and externally moderated
Component 2: Composing (*Paper code: 1MU0/02)
Non-examined assessment: internally marked and externally moderated 30% of the qualification 60 marks
Content overview
● Developing musical ideas
● Compositional techniques and strategies
● Ensuring technical control and coherence
● Methods of notating composition scores
Assessment overview
● Students compose two compositions, of at least three minutes’ combined duration
● One composition to a brief set by Pearson, of at least one minute in duration. ● One free composition set by the student, of
at least one minute in duration.
● Each composition will be out of 30 marks.
● Internally marked and externally moderated.
Component 3: Appraising (*Paper code: 1MU0/03) Written examination: 1 hour and 45 minutes 40% of the qualification 80 marks
Content overview
● Musical elements, musical contexts and musical language
● Areas of study:
● Instrumental Music 1700–1820
● Vocal Music
● Music for Stage and Screen
● Fusions.
Assessment overview
The paper is made up of two sections and is out of a total of 80 marks.
Section A – Areas of study, dictation, and unfamiliar pieces (68 marks)
● Six questions related to six of the eight set works.
● One short melody/rhythm completion exercise.
● One question on an unfamiliar piece (skeleton score provided) with questions on its musical elements, musical contexts and musical
language.
Section B – Extended response comparison between a set work and one unfamiliar piece (12 marks)
● One question that asks students to compare and/or evaluate the musical elements, musical contexts and musical language of one set work
with one unfamiliar piece of music.
Deadlines
• 1st Dec your solo and ensemble recordings.
• Composition 2 ideas by 30th Oct
• Completion deadline 18th Dec.
EDEXCEL GCSE MUSIC 2017-18 COMPOSITION BRIEFS
Component 2: Composing
Composition Briefs
Brief 1 – Instrumental Music 1700-1820
Extend and develop a melodic theme of your own choice to create a piece in rondo form for a solo instrument and accompaniment to be performed at an awards ceremony.
Brief 2 – Vocal Music
Compose a song in verse/chorus form to be performed by a solo voice and accompaniment at a school concert.
Brief 3 – Music for Stage and Screen
Compose a piece of music for the stage to underscore a fight scene between two opposing gangs.
Brief 4 – Fusions
Combine the stylistic features of waltz and jazz to create music to accompany a dance.
Thank you
Exams Evening 2016
Resistant Materials
Course Details
• Exam Board: Edexcel Resistant Materials GCSE
• Requirements:
- Controlled Assessment (60%)
- Exam (40%)
• Multi choice (Knowledge of tools and equipment)
• Design drawing (Responding to design criteria)
• Longer answer (Knowledge of materials properties, finishes and manufacturing processes)
Controlled Assessment
Current class time focus. Controlled assessment tasks are currently being reviewed in order to improve the standard of work to the highest possible level. Students have been issued ‘feedback on current progress’. It is their responsibility to react to this feedback.
- Intervention (Mandatory) is in place on Tuesday (3-4pm) parents have/will receive notification when students are required.
- Intervention (Optional) is in place on Monday, Wednesday and Thursday (3-4pm) Students need to use this time to ensure controlled assessment is complete up to the standard required.
- URGENCY: Please help us to enforce the fact that time will run out sooner than the students think. The time is now.
- Final Deadline Easter Holiday
Exam preparation
• Homework
- As previously mentioned Students have been issued ‘as it stands’ scores. It is their responsibility to improve these scores. This is the main focus in Y11 and we expect you to put in after school time as a means of ‘homework’.
- Those who are up to date will be expected to independently revise using the notes they have acquired throughout the course contained in your books/folders/online.
- Set aside 30 minutes per week.
- Additional homework tasks/revision guidance will be issued as and when required.
• Revision Period
- After the Easter Holidays the revision period will begin in class time.
Thank you
Y10 Exam Information EveningJustin Wakefield
Academy Improvement Leader
GCSE PE
Skills students will;
• Compete in a range of practical activities. Currently completed:-
- Badminton
- Basketball
- Hockey
- Tennis
- Table Tennis
• Discover and apply a range of theoretical components. Currently completed:-
- Skeletal system
- Muscular system
- Respiratory system
- Training and components of fitness
- Factors affecting participation
Learn and practice how to apply their theoretical knowledge to exam style questions.
- Exam technique (PEA)
- Revision of content
- Practice papers
- Controlled assessment (coursework)
GCSE PE
How is the GCSE comprised?
• 60% Theory (two exams)
• 40% Practical (3 practical activities & 1 piece of coursework)
• These two scores are added together to give an overall score which is your son’s/daughter’s final GCSE grade
• Paper 1 1x 1hr 45min (36%)
Topic 1: Applied anatomy and Physiology
Topic 2: Movement analysis
Topic 3: Physical training
Topic 4: Use of data
• Paper 2 1x 1hr 15min (24%)
Topic 1: Health-Fitness and well being
Topic 2: Sports Psychology
Topic 3: Socio-cultural influences
Topic 4: Use of data
What is in each exam paper?
What practical activities can I be assessed in?
What practical activities can I be assessed in?
• Every week!
• This is set as homework every week.
• Students are required to complete a minimum of 2 hours per week. At least one hour should be revision of topics.
When is revision?
• In the PE theory exam it used to follow this routine;
• Pages 1-4 – Multiple Choice (1 Mark answers)
• Pages 5 – 12 – Identifying (1 Mark)/ Explanations (2-4 Marks)
• Pages 13/14 – Two questions requiring DETAIL and JUSTIFICATION, worth (6-8 marks) each (15% of the final exam mark)
• SPAG - Spelling, punctuation and grammar marks will be awarded within the GCSE theory paper.
What is the structure of the exam paper?
Based on ‘legacy
specifications’ not new
specifications
• Ensure homework is completed and students are regularly revising.
• Encourage participation at clubs/afterschool practical activities.
• Practice quizzing your son/daughter on elements of the course (theory).
• Make sure students are completed PEA answers if you check their work.
• Most importantly, ‘de-stress’ your child when things may get on top of them! Encourage a balance of social time and academic studies.
As a Parent/Guardian, what can I do to help?
TECHNIQUE: Developed statements
•We have been training the students to write PEA statements. This stands for;
•POINT (RED)
•EXPLAIN (AMBER)
•APPLY (TO SPORT) (GREEN)
PEA
• Identify/list – indicate who or what
• Describe – give an account of, in detail
• Explain – clear argument with reasons or justification
• Evaluate – make a judgment, comparing both sides of the argument
UNDERLINE KEY WORDS
• As well as this we have asked students to perform RADAR when completing any exam. Trying to make the most of the full time awarded (1hr 30mins) and not wasting valuable time.
• R READ the question
• A read it AGAIN
• D DECIDE what the question wants (what do you want to know?)
• A ANSWER carefully
• R READ through your answer – will it get you full marks?
RADAR
• (One word answers, short sentences or statements, or an analysis of data or a graph.)
Top tips:
• Read the Q (RADAR)
• Check how many marks are available
• Command word?
• Highlight key terminology
• Look for the obvious answers
• Make as many points as marks available.
When answering short answer questions (3-4 marks)
• Q: Mr Watling wants to get involved in sport. Referencing the principles of training, describe how Mr Watling should plan his training programme.
Long answer questions (6-8 marks)Plan your answer before you write it
Things to include Structure of answer;
• Introduction
• Developed statements
(PEA)
• Conclusion
6 Marks = 4 developed statements
• You have just opened your exam paper and read a 6-8 mark Q that wants you to discuss methods of training.
• What do you do?
• Do something similar to this…
Example Scenario
Type of
training
Description Positives Negatives
We
igh
tIn
terv
al
Co
ntin
uo
u s
Cro
ss
Fa
rtle
kC
ircu
it
Create and complete the grid below
Type of
training
Description Positives NegativesW
eig
ht
Progressive resistance against a
muscle group.
Exercise involving weights. Reps/Sets
are changed to effect outcomes.
•Trains anaerobic system
•Develops muscular
strength/muscular endurance/
power
• Good for explosive
sports/activities
Requires a lot of equipment and
supervising (sometimes if a spotter
is needed).
Inte
rva
l
A period of work followed by a
period of rest.
I.E, row 1 min, rest 10 secs, repeat
x 5 and rest 1 min. Repeat and
complete 3 sets.
•Can be adapted to suit all
fitness levels
• Can work aerobic and
anaerobic (if designed
properly)
•Dev CV fitness/
•Good for games performers
•Needs to be planned carefully
to get the outcomes you require.
Co
ntin
uo
us
Steady but continuous activity that
does not have a rest period.
20 mins + = Works body aerobically
• Develops aerobic capacity •Doesn’t improve speed or
agility. Not ideal for games
players
•Can be boring
Cro
ss Use a combination of different
training methods. I.E, cyclist swims
& rows to dev muscular endurance
• Ensures training isn’t boring Not ideal for elite performers as
they are training outside their
discipline/sport.
Fa
rtle
k Speed play – changing speed,
distances and times of the same
session. I.E sprint the 20m, jog
20m.
•Can dev aerobic and
anaerobic systems
•Stops boredom
•Suits all fitness levels
•Good for games performers
• Hard for coaches to monitor if
the performer is giving 100%
Cir
cu
it A series of exercises performed at
stations, one after another. normally
with rest periods.
• Can be applied to all sports
• Can dev physical and skill
abilities
• Can take time to set up
• Q: Justin and Steve both perform regularly in sport. Justin plays football for his district team and Steve is a long distance runner for his local athletics club.
List and discuss two suitable training methods for each person, explaining the reasons as to why you have chosen them.
Underlined key vocab in the Q.
Before we start applying your plan to the Q, what should we do?
• List and discuss two suitable training methods for each person, explaining the reasons as to why you have chosen them.
Now can we complete the Q?
Identify/list – indicate who or what
Describe – give an account of, in detail
Explain – clear argument with reasons or justification
HINT: remember a 4-6 mark Q needs a solid GREEN answer. Write 4 developed statements, ensuring you PEA.
• Q: Justin and Steve both perform regularly in sport. Justin plays football for his district team and Steve is a long distance runner for his local athletics club.
PEA plan
• List and discuss two suitable training methods for each person, explaining the reasons as to why you have chosen them.
PEA plan for the Q?
Thank you
Miss Tessa Holland
Curriculum Leader of Media & ICT
• BTEC Media is a vocational qualification designed to give students the skills they need to either move on to further education or go straight into employment.
• The advantage of the BTEC over the traditional GCSE Media is that it gives teachers the freedom to create a programme that they want to teach, based on the students that are in front of us.
BTEC Media is a very popular subject at Humberston Academy and has seen phenomenal results, in particular, this last year with 96% A* - C of which 43% was A*/A.
Which obviously means… No Pressure!
The new BTEC Media has a combination ofpractical & theory, the breakdown is 25%externally assessed examination & threepieces of internally assessed courseworkwhich is worth 75%.Topics of Study:
• Unit1: Digital Media Sectors and Audiences.
• Unit 2: Planning & Pitching Digital Media.
• Unit 4: Audio Production.
• Unit 5: Digital Publication.
• Unit 3: Film & TV Production.
Externally Assessed
25% - Examination (Unit 1) Digital Media Sectors and
Audiences. 1Hr examination (50 marks) sat May 2018.
Internally Assessed
75% =
- Two coursework portfolios based upon a practical
production.
- One coursework based upon preproduction, planning and
pitching of a product.
Students have completed so far:
Introduction to media studies.
Students will now move onto:
• Practical portfolios in both the Audio Production & Digital Publications.
• Pitch a digital production in the form of a controlled assessment (PPT pitch).
• Study of Unit 3 – TV & Film Production
• Study of Unit 1 – Exam unit
• Exam technique
• Mock Examinations (Nov & March)
• Practice papers
Delivery of this aspect of the course:
• Students will follow a prescribed syllabus & SoL for unit 1 of work. The theory will relate to the industry, audience and practical elements they have produced.
Teachers delivering the course;
- JWN – Mr Williamson
- THD – Miss Holland
The exam paper is made up of a variety of marked questions ranging from 1,2,4 & 8 mark questions.
Which tests both the students ability of memory recall & their application of theory to a given scenario.
“Discuss how
narrative can be
used to
communicate
meaning and engage
the audience in a
radio drama.”
SPAG - Spelling, punctuation
and grammar marks will be
awarded within the exam
paper.
Grade Boundaries
Dist
(A)
Merit
(B)
Pass
(C)
L1 – Pass
(D)
Raw
mark
(/50)
50-40 39-32 31-26 25-18
%100% -
76%
74%-
62%
60% -
48%
46% -
34%
BTEC learners receive a grade for each individual unit (Distinction, Merit, Pass, or Unclassified).
BTEC Media works on a principle of an holistic grade. This means that their individual coursework MARKS are added together along with their exam mark to give a final grade this is known as an aggregated result.
BTEC Media – First Award
Pass (C) 12
Merit (B) 18
Distinction (A) 24
The grades for coursework are converted to generate a point score, they are as follows;
BTEC Media – First
Award
Level 1
Qualification24
Pass (C) 48
Merit (B) 66
Distinction (A) 84
Distinction* (A*) 90
Once all grade include the examination result are added together they can produce a final point score, which will determine the candidates GCSE result;
For Example: Joe Bloggs
Unit 2
(Presentation) -
Pass =
12 marks
Unit 5 (Digital Publication):
- Dist =
24 marks
Unit 3 (TV & Film ):
- Dist =
24 marks
Unit 1
(Exam) -
Merit =
18 marks
Total = 78 marks which equates a Merit
(B)
For Example: Jane Doe
Unit 2
(Presentation) -
Dist =
24 marks
Unit 5 (Digital Publication):
- Dist =
24 marks
Unit 3 (TV & Film ):
- Merit =
18 marks
Unit 1
(Exam) -
Dist =
24 marks
Total = 90 marks which equates a
Distinction* (A*)
For Example: John Smith
Unit 2
(Presentation) -
Dist =
24 marks
Unit 5 (Digital Publication):
- Dist =
24 marks
Unit 4 (Radio):
- Dist =
24 marks
Unit 1
(Exam) -
Pass =
12 marks
Total = 90 marks which equates a
Distinction* (A*)
Unit 5 (Digital Publication):
- Dist =
24 marks
Unit 3 (TV & Film ):
- Dist =
24 marks
Unit 2
(Presentation) -
Pass =
12 marks
Unit 1
(Exam)
Joe Bloggs achieved 78 marks = Merit (B)
• He was 6 points off an A grade – Students need to take the pressure off themselves and make sure their CWK marks are as high as possible!
3 of the 4 units are internally assessed meaning students should take
advantage of being able to achieve the highest results.
tholland@humberstonacademy.co.uk
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