Director COBIS 2017 Life Without Levels An opportunity to - - PowerPoint PPT Presentation

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 tests and cognitive ability tests to define the starting points, set targets and track progress.

Mapping Progress

Standardised Score at end

• f KS2

5

Pathways

National Expectations New GCSE Grade

120

Mastering

Students on this pathway are performing well above national expectations for their age

9

115

8

110

Extending

Students on this pathway are performing above national expectations for their age

7

105

6

100

Secure

Students on this pathway are performing at national expectations for their age

5

95

Students on this pathway are performing at close to national expectations for their age

4

90

Developing

Students on this pathway are not yet performing at national expectations for their age

3

85

2

84 and below

Nurturing

1

Plan Backwards

Key skills and concepts Emerging Developing Secure Mastering Cause and consequence Historians explain and analyse the causes and consequences of events. You can describe historical events through story or narrative. You make accurate statements but do not develop them with examples. You can identify and describe the long-term and short-term causes of events. You make limited use of

• examples. Your descriptions

lack development. You can identify and explain the long-term and short- term causes of events briefly. You include some basic examples and write in paragraphs. You can explain a range of different causes (for example short and long term) You include some detailed examples and write in clear PEA paragraphs. Change and continuity Historians explain and analyse change and continuity over time. You can identify examples of change between two different periods. You make accurate statements but do not develop them with examples. You can describe examples

• f change between two

periods or over time. You make limited use of

• examples. Your descriptions

lack development. You can make simple explanations of change and continuity. You include some basic examples and write in paragraphs. You can make developed explanations of change and continuity. You include some detailed examples and write in clear PEA paragraphs. 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!

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