ACADEMIC TRACKING Egglescliffe School. Why Track Pupils At All?

ACADEMIC TRACKINGEgglescliffe School

Why Track Pupils At All?


• The National Curriculum has charged schools with producing “successful learners who enjoy learning, make progress and achieve.”



• The Egglescliffe Commitment states that the school aims to “give everyone the opportunity to achieve his or her full potential.”



• The Egglescliffe Commitment states that the school aims to “give everyone the opportunity to achieve his or her full potential.”

• Progress made in lessons links directly with GCSE grades obtained in exams.

Why Involve Parents?


“Engaging parents is beneficial to pupils’ attitudes to learning and

their achievement levels. In some respects, it is the SIMPLE FACT THAT PARENTS ARE SEEN TO BE

INTERESTED that acts as the prime motivator.”

Desforges & Abouchaar, 2003


“Although the degree and power of this influence wanes gradually

during a pupil’s progress through the education system, that influence remains a factor

throughout.”

Desforges & Abouchaar, 2003


What Data Is Used To Track

Pupils?

What Data Is Used To Track Pupils?

• At Key Stage 3 (years 7, 8 and 9) National Curriculum levels are used (as in primary school).

What Data Is Used To Track Pupils?

• At Key Stage 3 (years 7, 8 and 9) National Curriculum levels are used (as in primary school).

• At Key Stage 4 (years 10 and 11) GCSE grades are used.

How Do National

Curriculum Levels Work?

How Do National Curriculum Levels Work?

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National average for year 2


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4

6

5


5c

4

6


5c5b

4

6


5c5b

5a

4

6


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5b5a

4

6


5cWeak

5bSecure

5a

4

6


5cWeak

5bSecure

5aStrong

4

6


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What Does A Particular Level

Mean In A Subject?

Mathematics

What Does A Particular Level Mean?

Mathematics• Mathematical processes & applications


Mathematics• Mathematical processes & applications• Number & algebra


Mathematics• Mathematical processes & applications• Number & algebra• Geometry & measures


Mathematics• Mathematical processes & applications• Number & algebra• Geometry & measures• Handling data


Mathematics – Number & Algebra


Mathematics – Number & AlgebraLevel 4

• Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. When solving number problems, they use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division facts. They use efficient written methods of addition and subtraction and of short multiplication and division. They recognise approximate proportions of a whole and use simple fractions and percentages to describe these. They begin to use simple formulae expressed in words.


Mathematics – Number & AlgebraLevel 4

• Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. When solving number problems, they use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division facts. They use efficient written methods of addition and subtraction and of short multiplication and division. They recognise approximate proportions of a whole and use simple fractions and percentages to describe these. They begin to use simple formulae expressed in words.

Level 5

• Pupils use their understanding of place value to multiply and divide whole numbers and decimals. They order, add and subtract negative numbers in context. They use all four operations with decimals to two places. They solve simple problems involving ratio and direct proportion. They calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate. They construct, express in symbolic form and use simple formulae involving one or two operations. They use brackets appropriately. They use and interpret coordinates in all four quadrants.






www.education.gov.uk/schools/teachingandlearning/curriculum/secondary

How Do GCSEGrades Work?

How Do GCSE Grades Work?

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Higher grades


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Higher grades

Pass grades


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Higher grades

Pass grades

Fail

How Are The Two Key

Stages Linked?

How Are The Two Key Stages Linked?

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Year 9

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Year 11

How Are The Two Key Stages Linked?

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Year 9

A*ABCDEFGU

Year 11

How Do We Track At Key

Stage 3?

How Do We Track At Key Stage 3?

Each pupil starts at a base level in each subject

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4c



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4c

A new level is given at the end of autumn term

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4b



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4c


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4b

The progress made from the base level is measured and shared with parents

1 sublevel



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4c


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4b

A new level is given at the end of spring term

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4b



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4c


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4b


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4b

The progress made from the base level is measured and shared with parents again

1 sublevel



Maths

4c


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4b


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4b

A final level is given at the end of summer term

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5c



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4c


Maths

4b


Maths

4b

The progress made from the base level is measured and shared with parents one final time

3 sublevels

A final level is given at the end of summer term

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5c


The summer term level becomes the base line for the next year and the

process begins again

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5c


An pupil is expected to make on average 2 levels of progress between the

beginning of year 7 and the end of year 9




ICT

4cYear 7

baseline




ICT

4cYear 7

baseline

ICT

6cEnd of year 9


ICT

4cYear 7

baseline

This means, on average, a pupil should make 2 sublevels of progress each year.



ICT

4cYear 7

baseline

ICT

4aEnd of year 7

4b



ICT

4cYear 7

baseline

ICT

4aEnd of year 7

ICT

5bEnd of year 8

4b 5c



ICT

4cYear 7

baseline

ICT

6cEnd of year 9

ICT

4aEnd of year 7

ICT

5bEnd of year 8

4b 5c 5a


Once a term each subject teacher has a dialogue with each pupil about the

progress that they are making in their subject.

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Once a term the form tutor discusses the overall progress being made by

each pupil in their tutor group.

Advantages Of This System

• Allows for a positive dialogue with all pupils as soon as they make any progress.



• No “glass ceiling” for more able pupils.



• No “glass ceiling” for more able pupils.• No unreachable targets for less able pupils.



• No “glass ceiling” for more able pupils.• No unreachable targets for less able pupils.• Links in with the school’s focus on ensuring

that ALL pupils make progress in EVERY lesson.

How Do We Track At Key

Stage 4?

How Do We Track At Key Stage Four?

At the end of each half term a current grade and an aspirational

target are given.

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C A


At the end of each half term a current grade and an aspirational

target are given.

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The current grade is where the pupil is

NOW.

C A


At the end of each half term a current grade

and a target are given.

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s

The target is an estimate of the best grade that that pupil could

gain at the END OF Y11.


NOW.

C A


At the end of each half term a current grade

and a target are given.

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s

C A2

The target is an estimate of the best grade that that pupil could

gain at the END OF Y11.


NOW.

A measure is taken each half term to see

how far a pupil is from their target.


If a pupil reaches their target then this may be increased to stretch the pupil to

progress even further.

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Y11 ½ term 1

A




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C A

Y11 ½ term 1

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sB A

Y11 end of term 1




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C A

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sB A

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A A

Y11 ½ term 2




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C A

Y11 ½ term 1

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sB A

Y11 end of term 1

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A A

Y11 ½ term 2

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A A*

Y11 end of term 2




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C A

Y11 ½ term 1

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sB A

Y11 end of term 1

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s

A A

Y11 ½ term 2

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s

A A*

Y11 end of term 2


If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still

motivational and achievable.

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s

C A

Y11 ½ term 1




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s

C A

Y11 ½ term 1

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sC A

Y11 end of term 1




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C A

Y11 ½ term 1

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sC A

Y11 end of term 1

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C A

Y11 ½ term 2




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C A

Y11 ½ term 1

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sC A

Y11 end of term 1

Math

s

C A

Y11 ½ term 2

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C B

Y11 end of term 2




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s

C A

Y11 ½ term 1

Math

sC A

Y11 end of term 1

Math

s

C A

Y11 ½ term 2

Math

s

C B

Y11 end of term 2


Once every half term each subject

teacher has a dialogue with

each pupil about the progress that they are making in their subject.

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Math

s


Once a term the form tutor

discusses the overall progress being made by

each pupil in their tutor group.

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• Gives the school, parents and pupils an accurate picture of where pupils currently are in each subject.



• Also provides parents and pupils with an indication of what pupils could achieve at the end of Y11 if they reach their potential.



• Also provides parents and pupils with an indication of what pupils could achieve at the end of Y11 if they reach their potential.

• Allows the school to track expected GCSE performance for the year group.

Attitude To Learning


1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on track.



2. The pupil usually makes good progress but needs occasional prompting to remain on track.


1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on task.

2. The pupil usually makes good progress but needs occasional prompting to remain on task.

3. The pupil can make good progress but does not consistently do so.



2. The pupil usually makes good progress but needs occasional prompting to remain on track.

3. The pupil can make good progress but does not consistently do so.

4. A lack of focus usually prevents the pupil from making the necessary progress.


1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on task.

2. The pupil usually makes good progress but needs occasional prompting to remain on task.

3. The pupil can make good progress in lessons but does not consistently do so.

4. A lack of focus usually prevents the pupil from making the necessary progress.

5. The pupil rarely makes the progress expected and also has a negative effect on the learning and progress of others.

Frequently Asked

Questions!

Frequently Asked Questions!

“Academic tracking is not

an exact science, it is an art form.”

“How can my daughter be a level 6 in some subjects but only a level 3 in

others?”

“Why is my son’s level in this subject

lower than it was last term?”





“Why is my daughter’s current grade a long way

below her target for this subject?”


“I am concerned about ONE of my son’s subjects, what should I

do?”




“I am worried about my

daughter’s assessment as a whole, who can I talk to about it?”

Reporting To Pupils & Parents



Summary

Summary



Summary

“It is not about seeing which pupil won the

race, but about ensuring that all pupils have run as far as they

were capable of running.”

Summary

“The most important part of the whole tracking system is the dialogue between teacher/form tutor/parent and pupil about maximising their

progress or achieving their full potential.”

Diary Dates!

Diary Dates!

Next Y7/Y8/Y9 assessments – Tuesday 16th April

Diary Dates!

Next Y7/Y8/Y9 assessments – Tuesday 16th AprilNext Y10/Y11 assessments – Tuesday 26th Feb

Diary Dates!


Y9 reports – Tuesday 26th Feb

Diary Dates!


Y9 reports – Tuesday 26th FebY9 Options Evening – Thursday 28th Feb

Any questions?

Documents

ACADEMIC TRACKING Egglescliffe School. Why Track Pupils At All?