• Change at every level
• ks2, ks3, ks4 and ks5
Aims for tonight…
• KS3 framework
• New GCSE specs and grading
• Headline measures
• Parent library
• HL quick survey
Background for change - the
national picture
• Levels were introduced with the new
national curriculum in 1988
• An assessment system which
measured students’ progress against
a national framework
• International comparisons
Why abolish levels
In summary:
• Never meant to be a label
• Undue pace –Levels mean different things
• Successful nations don’t use them
AWOL
• Assessment WithOut Levels
What do we want to achieve?
A system that:
• Is based on developing the key knowledge and skills required for success in KS4
• Is based on our high expected standards of students
• Is based heavily on formative feedback and allows all students to succeed – and so develops a growth mindset
• Incorporates periodic summative assessment to support this ongoing formative feedback
• Is simple and easy to understand – for staff, parents and students
• Has consistent principles, to be used across subjects, but the flexibility to be suitable for all subjects
How is it different from Levels?
• Students are not assigned an end of
KS3 target level – they are all expected
to aspire to excellence – Growth
Mindset, we are focusing on their
starting point and building from there.
• Assessment is based on progress
made – so celebrates effort of all
students, with different starting points.
How is it different from Levels?
• Students are not given feedback
such as ‘you’re a 4a’ – but focused
on formative feedback that makes
students think about how to develop
their understanding.
So, how does it work….?
• Use the KS2 levels on entry to
project a “flight path” (target grade
range) to the new GCSE grades
• The flight paths are a target for the
students but a planning tool for
teachers
• Subjects will need to over haul their
assessments and their assessment
process
• No need to assess everything- just at
key points in the year and key skills
Tracking progress and reporting
to parents
– Working below their “flight path”– Making less than expected progress- Insufficient
– Working towards their “flight path” – Making expected progress- Good
– Working towards the top end of their “flight path” – Making excellent progress- Excellent
– Working above their “flight path” or beyond their “flight path” – Making exceptional progress- Outstanding
• We will report progress
• Insufficient (red)
• Good (green)
• Excellent (blue)
• Outstanding (gold)
Year 9
• Target grade ranges are narrowed
down to one number
• This is shared with students and
parents on the Year 9 Spring 1 data
drop
• This may help inform options
Year 9
• Students not on at least a 5 can be
targeted for intervention in Year 9
rather than Year 10/11
• Talent subjects can tweak above
grade range
Summary
• KS2 baseline projects to a GCSE target range from year 7
• Depts assess selectively over the Key Stage
• Teachers report progress relative from their starting point to their GCSE target
• Progress is reported as a word and not a number/letter
Time line for change
• 2013- levels were abolished
• 2015- September- new GCSE specifications for maths and English launch
• 2016- September- new GCSE specifications for the other subjects launch
• 2017- First GCSE exam with the new
specifications in maths and English.
The grade is a number 1-9
• 2018- First exam for the rest of the
GCSEs- the grade is a number
GCSE results
• Current Year 9- maths and English a
number 1-9, the rest a letter A*-G
• Current Year 8 and 7- all GCSEs will
be a number 1-9
Attainment 8
What: • Average attainment grade across 8
qualifying subjects (per student) • Average attainment grade across cohort Why: • Shows attainment outcome for
pupil/school • No relation to starting points/expected
outcomes Who: • Parents, Students, Governors, School
What: • Average progress made across 8
qualifying subjects (per student) • Average progress grade for school Why: • Related to starting points (KS2) • ‘Fairer’ comparison measure Who: • School, OfSTED, Governors, Teachers
Progress 8
What:
• Achievement of a defined set of ‘academic’ qualifications at A*-C
Why:
• An indication of % of pupils gaining this set of subjects
Who:
• Parents, Students, Governors, School, OfSTED
English Baccalaureate (EBacc)
What: • the percentage of pupils achieving a C grade
or better in both GCSE or IGCSE English and maths
Why: • An indication of % of pupils gaining this set
of perhaps most important subjects in the context of accessing further/higher education and employment
Who: • Parents, Students, Governors, School
English and maths
Questionnaire to parents re home learning
• As far as you are aware, does your daughter hand her home learning in on time?
• Yes No Don’t know
• If no, have you ever been contacted by the school about it?
• Yes always Sometimes No never
• Would you want to know every time, if your
daughter did not hand in her HL? • Yes No
Questionnaire to parents re home learning
• Do you think it appropriate for all students to be
given an after school detention straight away for not doing home learning?
• Yes No • As a parent, would you support a detention set for
that evening if your daughter had not done her home learning?
• Yes No • Please explain why/not