Karen Jones Academic Director COBIS 2017
Life Without Levels An opportunity to re-examine and improve the principles of assessment. A chance for each school to define their own standards and create a bespoke assessment model that best suits their students within their context. Schools need: effective diagnostic assessment robust system to monitor student progress
The Mastery Curriculum Very simply, each student’s target is to ‘master’ the knowledge, concepts and skills delivered in each year of the programme of study. It demonstrates how skilfully a student can apply their learning.
Challenges • The data which underpins section 5 inspections does not exist in the independent and international sector • IGCSE A*-G v 9 - 1 • Developing a seamless system that will flow across Key Stages from primary to secondary
Where to Start • What are the ‘big ideas’ in each subject? • What do students need to master, in terms of knowledge and skills, in order to be successful in KS4? • What does excellence look like in each subject? • Use the thresholds to focus assessment and feedback on what counts. • How to track progress?
Prior Attainment Baseline assessment – reading te s ts and cognitive ability tests to define the starting points, set targets and track progress.
Mapping Progress Standardised New 5 National Score at end GCSE Expectations Pathways Grade of KS2 Students on this pathway 120 9 are performing well above Mastering national expectations for 115 8 their age 110 Students on this pathway 7 are performing above Extending national expectations for 105 6 their age Students on this pathway 100 5 are performing at national expectations for their age Secure Students on this pathway are 95 4 performing at close to national expectations for their age 90 Students on this pathway 3 are not yet performing at Developing national expectations for 85 their age 2 84 and Nurturing 1 below
Plan Backwards
Year 7 History Tracker: Key concepts and skills To succeed in History there are a range of key concepts and key skills that you must master as you progress through Key Stage 3. Refer to this sheet often and use it to help you with your home learning and assessments: it is your guide to becoming a master historian! Key skills and Emerging Developing Secure Mastering concepts You can identify and You can identify and explain You can explain a range of Cause and consequence You can describe historical describe the long-term and the long-term and short- different causes (for events through story or short-term causes of term causes of events example short and long Historians explain and narrative. events. briefly. term) analyse the causes and You make accurate You make limited use of You include some basic You include some consequences of events. statements but do not examples. Your descriptions examples and write in detailed examples and develop them with lack development. paragraphs. write in clear PEA examples. paragraphs. You can identify You can describe examples Change and continuity examples of change of change between two You can make simple You can make developed between two different periods or over time. explanations of change explanations of change and Historians explain and periods. and continuity. continuity. You make limited use of analyse change and You make accurate examples. Your descriptions You include some basic You include some continuity over time. statements but do not lack development. examples and write in detailed examples and develop them with paragraphs. write in clear PEA examples. paragraphs.
Validating Progress • The Progress Tests are used annually by each year group at the end of the academic year. • Those that need to catch up are tested again in the following autumn term so that we can evaluate how the gaps are closing. • Every November, we use PASS, an attitudinal survey that looks at factors specifically linked to attainment, engagement and wellbeing to sit alongside academic progress.
International Schools • Reports can focus on progress and value added. • Time to wait to see best practice being developed as UK schools develop and refine their systems. • Can use own internal systems for assessing how well students progress and our own expertise in understanding individual students, the subject being taught and the level of progress expected. • Flexibility to amend the curriculum – GCSE’s into Y9.
Not Waving Data informed, not data led.
Thank You
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