Parents Forum-Assessment without levels @ Bulmershe school

Our model for AWL 2016/17 Onwards

Background info

Educational reform means that the current system of ‘levels’ used to report children’s attainment and progress was removed from September 2014 and will not be replaced. By removing levels the DFE believed that it will allow teachers “greater flexibility in the way that they plan and assess pupils’ learning.”

Why where they removed? Assessment Principles DfE April 2014

The governments consultation group concluded that levels were:

Never meant to be a label

Encouraged undue pace

Levels mean different things to different people, especially parents

Successful nations don’t use them

DFE states-Schools will be expected to demonstrate (with evidence) their assessment of pupils’ progress, to keep parents informed, to enable governors to make judgements about the school’s effectiveness, and to inform Ofsted inspections.

Our work so far…

• HoDs introduced at beginning of year to various models employed by “successful” schools

• Working party set up (STN,MGL,HLS,WFN,TMA,PSE)

• Outstanding schools visited

• Primary schools contacted

What we found

• Current system is excellent

• Maximum impact for student learning

• Best practice in communication with parents essential

• No undue complexity required

• GCSE grades and our cohort

Our plan: Flight path

Flight path

• Using KS2 Attainment data identify a starting point for a student on the Flight Path

• Flight Path will give an indication of what they should achieve at GCSE, using the new grading system

• We will use information from primary schools,baseline tests, CAT tests etc. to assign a starting flight path.

Current target setting is… Target

KS2

Le

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Old

GC

SE G

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CSE

Gra

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KS2

Su

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l

Y11 Y10 Y9 Y8 Y7

6 A* 9 6a 9H 8H 7H 7L 6M

6b 9M 8M 7M 6H 6L

6c 9L 8L 7L 6M 5H

5 A/A* 7/8

5a 8H 7H 6H 6L 5M

8M 7M 6M 5H 5L

5b 8L 7L 6L 5M 4H

7H 6H 5H 5L 4M

5c 7M 6M 5M 4H 4L

7L 6L 5L 4M 3H

4 B 5/6

4a 6H 5H 4H 4L 3M

6M 5M 4M 3H 3L

4b 6L 5L 4L 3M 2H

5H 4H 3H 3L 2M

4c 5M 4M 3M 2H 2L

5L 4L 3L 2M 1H

3 C 4 3a 4H 3H 2H 2L 1M

3b 4M 3M 2M 1H 1L

3c 4L 3L 2L 1M W

2 D 3 2 3H 2H 1H 1L W

2015 2016 2017 2018 2019

Y7

Y8

Y9

Y10

Y11

Knowledge & Skills Plan

backwards

Once we know where we want students to go in our subjects, in terms of achieving excellence by the end of Year 11, we can plan backwards with the curriculum for 11-7

Example report year 7 and 8

Subject Teacher

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Cu

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nt

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o t

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t

Go

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Pro

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of

Ye

ar 1

1

The comment below outlines:

1) the name of the assessment Any’s current attainment is based on

2) a target to help Any make good progress

History 2 Developing 6

English 1 Exceeding 6

Geography Mr T Lord 1 Meeting 6 Year 7 - Baseline Assessment

Mathematics Mrs T MalikMrs T

Malik 1 Meeting 6

1) Non Calculator exam paper mixed questions

2) To be able to develop strategies for solving problems

Science Dr W Prowse 2 Meeting 6

1) Baseline assessment test

2) Select information from sources given to them.

Example report year 9,10 and 11

Subject

Teach

er

Att

itu

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earn

ing

*

Cu

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ttain

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Fin

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Y 1

1

The comment below outlines:

1) the name of the assessment …….s current attainment is based on

2) a target to help ……… make suitable progress

Biology 2 5 1 6

1) Cell Topic Test

2) Describe the steps in growing microbes

Business Studies 4 4 2 6

1) Spotting a business opportunity

2) discuss with your teacher effective strategies for learning key words

English Literature 4 6 2 7

1) The 19th-century novel, ' A Christmas Carol'

2) Make some comment on the relationship between text and context.

English 4 7 2 7

1) Transactional Writing

2) Use some full stops and capital letters and correctly spell simple common words

Geography 3 4 2 6

1) River Processes Assessment

2) focus on learning key vocabulary and ideas

Graphics 3 5 2 6

1) 2016 Rio Olympics Project

2) to develop a design proposal taking into account the main aspects relating to a variety of

social, moral, environmental and sustainable issues

Mathematics 1 5 1 6

1) EDEXCEL New GCSE non calculator paper

2) Be able to multiply decimal numbers without a calculator

Physics 3 4 1 6

1) Year 9 Topic Test Physics

2) Always approach lessons with commitment and enthusiasm and a desire to do your best

Spanish 1 5 2 5

1) Listening assessment Module 1

2) refer to present, past and future events using accurate verb forms

Formative assessment

• Flight paths will be used to give students ongoing formative feedback, based on their day to day work, about how to improve and move through the flight paths.

• The feedback will be aimed at moving students through the flight paths, towards excellence, so developing resilience. So expectations are consistently high.

• Departments will continue to have regular conversations about student work and moderate what makes a Tier 3 or 2 student successful etc. in each unit of work.

• Talking about and sharing thoughts and opinions about what makes excellence will be a key aspect of our work, in terms of developing teaching and learning.

Summative assessment

• Summative assessments e.g. termly or half termly tests will continue to be used to support this formative assessment, towards the end of a unit/s of work.

• Students will continue to sit tests, where their performance can relate to a particular flight path – which can then be compared to their baseline flight path.

Timeline

• Development of new reporting system to parents this summer term following this Forum

• Launch Parents – by end of this academic year

• Start new Assessment Model September 2016.