Life After Levels Parent Guide

Transcription

1 Life After Levels Parent Guide

2 Life After Levels --- Why are we changing our assessment and grading system? Old KS3 National Curriculum levels have already been withdrawn by DfE. We are phasing out their use for reporting to parents during 2015/16 school year. Schools should have the freedom to decide how to teach their curriculum and how to track the progress that pupils make. We are using New GCSE Grading structure (9-1), for our assessment procedures in Years This will apply initially with English and Maths from Monday January 4 th All other subjects will use the 9-1 grading system with Years 7-11 from Monday 11 th April Newcastle academy started the 9-1 system in September 2015 with all subjects, initially as a conversion activity, before the schools embarked on the joint LAL project.

3 Life After Levels --- The Background GCSEs are becoming harder. Letters are changing to numbers. Schools will no longer be judged on 5A*-C with English and Maths but on the progress made from KS2 to 4 measured by the outcomes in 8 GCSEs. However, there is talk of a floor target of 60% A*-C. All Year 7s will have to do the e baccalaureate at GCSE. Pupils will not come to Clayton Hall Academy from Primary Schools with levels any more.

4 New GCSE to be taught from: First results will be issued in: Subjects September 2015 Summer 2017 September 2016 Summer 2018 September 2017 Summer 2019 English language English literature mathematics ancient languages (classical Greek, Latin) art and design biology chemistry citizenship studies computer science dance double science drama food preparation and nutrition geography history modern foreign languages (French, German, Spanish) music physics physical education religious studies ancient history astronomy business classical civilisation design and technology economics electronics engineering film studies geology information and communications technology media studies psychology sociology statistics

5 Life After Levels --- Our Approach As appropriate we will track pupils across five years using uniform approach of GCSE numbered grades across all five years. Use rigorous assessments standardised across each subject, matched to GCSE criteria across all five years. Provide timely (early) intervention where required.

6 Life After Levels --- When will each subject be affected by the new GCSEs? Phase 1 Maths and English (current Y10 - GCSE to be taken 2017). Phase 2 Sciences, History, Geography, Languages, Art and Design, Music, Drama, Dance, Citizenship, Computer Science, Physical Education and Religious Studies (current Y9 - GCSE 2018). Phase 3 Other subjects inc: Design & Technology, Urdu, Statistics, Business Studies, Polish, Engineering (Current Y8 GCSE 2019)

7 Life After Levels --- Target Setting Pupils will follow a 5-year Flight Path Model from Year 7-9. Pupils will know their End of Y11 target and End of current year target to achieve this. Targets will be based on new GCSE Grades numbered 9-1. The target setting system and processes involved will be the subject to continuous review and change as we look to hone the system to enable the pupils to achieve their potential.

8 Target Setting From September 2016 Student Targets will be set based on the national database provided by Fischer Family Trust (used and understood by the DfE and Ofsted) All Students will receive an end of Year 11 target from which we can map back their progress to Y7 and determine whether they are on track or off track at any point during their journey. The targets will be personalised to different subjects with each subjects past performance and their percentile rank in FFT being used to determine the FFT option choice.

9 Life After Levels --- The Background FFT EXPLAINED What s an FFT estimate? An FFT estimate is simply a starting point for estimating what level or grade a pupil might attain in the future. The FFT estimates provided to schools show both estimated levels and grades for specific subjects as well as the chance or likelihood of achieving a range of results. Estimates are used by SNT as a starting point to support realistic, aspirational target setting. Where does FFT get their information from? FFT processes national data for the Government, including school census, national assessment, test and exam information. FFT use this information to produce data for schools to support high quality target-setting and self-evaluation.

10 Life After Levels --- The Background What does an FFT estimate look like? There are many different types of estimates available for different purposes. The most common are estimates of future performance in GCSE subjects. Pupil estimates are generally shown in two forms: the chance of attaining a range of individual grades or national curriculum levels (e.g. 40% chance of attaining a GCSE grade B or a 20% chance of attaining an A grade) the most likely grade based on the level or grade achieved by more than 50% of pupils. What do you mean by 'chance'? By chance, we mean the percentage of similar pupils nationally who attained a particular national curriculum level or grade in the previous year. For example, a pupil may have a 40% chance of achieving a GCSE grade B or higher. This means that 4 out of 10 similar pupils nationally attained a B or higher in the previous year. The chances of attaining each grade or level should always be considered when target setting. For example, if the most likely grade a pupil will attain is a D, obviously that doesn t mean they will get a D. They may also have a reasonable chance of attaining a higher grade a C or B for example. The chances of attaining higher grades should be considered as part of the target-setting process.

11 Life After Levels --- The Background We will use FFT 50 / 20 / 5. Classroom teachers will take our FFT starting point to be what a student might achieve in a particular subject if they match the top 50 / 20 / 5 % of similar students from a school with similar socio-economic context. Classroom teachers will set the pupil target in line with or above the lowest FFT option they are given using your knowledge of the student and professional judgment to make this aspirational challenging, but reachable. Teachers will engage in regular dialogue with students about how to progress towards this target and it will be reviewed on a rely basis as more information becomes available.

12 Life After Levels --- The Background Explanation The left hand side of the graph shows the entry point for the student, in this case a level 3c. The orange dotted line shows the expected linear flight path for this student over their 5 year school life if they are to achieve their FFT 20 estimate. An FFT 5 and 50 line may be added depending on the needs of each subject and cohort as required. The blue line shows their recorded progress on a term by term basis. The far right hand side shows the percentage of students with this starting point that go on to achieve each particular grade. For example approximately 17% of students that achieve a KS2 result of 19 /2a / 3c in this subject achieve a grade E at GCSE. This student would be expected to achieve a high grade E if they followed their flight path, however, they can see that their performance isn't limited and with an accelerated rate of learning the highest grades are still possible.

13 Life After Levels --- Assessment within Grades 9-1 With each grade there will be three fine grades that will be used to assess pupils: + Mastered (securely working at the top of the grade, very few areas of weakness within that grade) indicated by +. =Securing (working well within the grade with a few weaknesses in the grade criteria) indicated by =. - Developing (starting to work at the grade indicated but with a range of weaknesses or gaps in knowledge that the pupil needs to fill before progressing to the next grade) indicated by -.

14 Life After Levels --- How will we assess pupils in Y7-9? Interim informal Assessment End of unit tests, ½-termly written test/practical/skills test. To review/consolidate most recent learning, diagnose gaps. To relate to GCSE style testing e.g. include adapted or actual GCSE questions. Formal Assessment To review and consolidate a wide range of learning to date, diagnose gaps. Written assessment with a percentage score. Practical task/skills test in addition e.g. P.E., Technology. Where possible this will mirror GCSE style testing e.g. adapted/actual GCSE questions, length, variety.

15 2016 Assessment Grid: Department. Grade AO 1 Reading (Lang and Lit) AO2 Reading (Lang and Lit) AO3 Reading (Lit and Lang) AO4 Reading (Lang ) AO5 Writing (Lang) AO6 Writing (Lang and AO4 Li Critical, deduction, inference, synthesis and textual reference. Lang 10% Lit 37.5% Language, form, structure and terminology. Lang 17.5% Lit 42.5% Comparisons, ideas, perspectives and contexts. Lang 10% Lit 15% Evaluate texts critically and support this with appropriate textual references Lang 12.5% Form, language, ambitious vocabulary, audience and purpose. Coherence and cohesion of communication. Lang 17.5% Use a range of vocab and sentence struct for clarity, purpose effect, with accura spelling and punctua Lang 17.5% Lit 5% 9 + I can be critical, explore and conceptualise my = responses. - I can use perceptive quotations I can be insightful when analysing language, form and structure I can use perceptive and sophisticated subject terminology I can explore one or more ideas, perspectives, interpretations and contextual factors. I can be perceptive when understanding language I can use sophisticated subject terminology accurately. I can use a range of perceptive quotations I can produce content which is convincing and consciously crafted. I can communicate with my audience in a convincing and compelling manner. I can create work which is subtle I can use an extensive and ambitious rang vocabulary wit sustained craft of linguistic devices. I can write usin highly structur content with a range of integr and complex id I can write flue with linked

16 Life After Levels --- Reporting to pupils Pupil to receive summary feedback as per the school Marking and Assessment policy. Pupil may have to undertake independent review/improvement activity following the assessment. Please refer to pupil teacher dialogue in books and folders to identify on-going tasks as a result of teacher feedback to pupils.

17 Life After Levels --- Reporting to Parents Newcastle will continue to report to parents in the same way as they currently do. Clayton Hall Academy Reporting procedures are currently under review and development. At Clayton Hall Academy a Task and Finish Group has been set up to review a variety of Information Systems with the remit of making a recommendation regarding effectiveness for use within CHA.

18 Life After Levels --- Any Questions?