GCSE and KS3 Assessment Information Evening. 1. GCSE changes 2. Changes to assessment in Years 7 to 9 (KS3)

Transcription

1 GCSE and KS3 Assessment Information Evening 1. GCSE changes 2. Changes to assessment in Years 7 to 9 (KS3)

2 New GCSE grades Gradual introduction Initially English Language, English Literature and Maths from 2015 (current Year 11 will be examined in 2017) Science and some other subjects from 2018 (current Year 10 will be examined in 2018)

3 English GCSE Assessment Exam = 100% There are 2 x exams for English Language and 2 x exams for English Literature. All students take both English Language and English Literature to gain TWO SEPARATE GCSEs. No tiered exams all do the same paper. English GCSE

4 English GCSE

5 English GCSE

6 Maths GCSE Mathematics GCSE Assessment Year 10 and 11

7 Reporting and Assessment for Year 10 and 11 Maths OLD GRADES NEW GRADES HIGHER TIER DESCRIPTORS FOUNDATION TIER DESCRIPTORS AS/A* 9 A* 8 A 7 B 6 At ease with concepts and methods. Can apply them to multi-step and unconventional problems. Secure in concepts and methods. Can complete standard computational questions. Familiar with some concepts and methods. Some success in standard computational questions. C/B 5 Not yet familiar with concepts and methods. C 4 D 3 E 2 F/G 1 At ease with concepts and methods. Can apply them to multi-step and unconventional problems. Secure in concepts and methods. Can complete standard computational questions. Familiar with some concepts and methods. Some success in standard computational questions. Not yet familiar with concepts and methods. In preparing students for the exams: Topic tests every half term with mock exams as the year progresses and into Year 11. Maths GCSE

8 Science GCSE Science GCSE Assessment for Year 11

9 Science GCSE Assessment for Year 10 Grades 1-9 Exam board GCSE 2 from AQA Biology, Chemistry or Physics Triple Option All of the above Exams 100 % Exams in year 11 Core Practical work Must complete all practical strands (approximately 10-12) per GCSE

10 Science GCSE Science GCSE Assessment for Year 10

11 Key Stage 3 Changes Progress Beyond Levels.

12 Old levels Designed for summative but shaped to be formative. Initially meant for reporting purposes at end of key stages. Focus on pace and moving on without secure foundations. Vague, imprecise to parents. I know that level 4 is better than level 3. How can they improve? Replaced real dialogue teachers, students and parents Assessment of learning? Assessment for learning? Labelled students. I am a level 5.

13 Progress Beyond Levels Sometimes called no levels New National Curriculum Fewer things in greater depth. Developing skills and key concepts. (EDSM Emerging, Developing, Secure, Mastery) Trialled last year in English, Maths and Science Others subjects are now following. More descriptive assessment in lessons beyond the number scores. Yes, but what level am I? is now disappearing Dialogue will replace numbers. Reinforces importance of Target Tackling Time. 24/7 access, live data now available in Go4Schools

14 Mastery Model Deeper Learning Emerging Developing Secure Mastered

15 Emerging The pupil is starting to develop the concepts, methods and skills covered. In English, their responses are simple. In Maths, they attempt standard computational questions. In Science, pupils can use basic terminology to identify some scientific concepts.

16 Developing The pupil is more familiar with concepts, methods and skills covered. In English, their responses show more detail and development. In Maths, they attempt standard computational questions with some success. In Science, pupils can describe a range of scientific concepts accurately.

17 Secure The pupil is secure in the concepts, methods and skills covered. In English, their responses are clear and relevant to the question. In Maths they successfully complete standard computational questions and begin to apply their knowledge. In Science, pupils can describe and explain a range of scientific concepts.

18 Mastered The pupil is at ease with the concepts, methods and skills covered. In English, their responses are perceptive and detailed. In Maths, they successfully apply their knowledge to multistep and unconventional problems. In Science, pupils are able to use complex terminology to describe and explain a wide range of scientific concepts and are able to apply their understanding to unfamiliar situations.

19 MMastered Reading: Thoughtful and developed; convincing and critical; evaluates writers methods and context. EEmerging Reading: Simple comments tell what is happening. D Developing Reading: Structured comments explain ideas, the writer s methods and context. SSecure Reading: Clear independent understanding of the whole text. Extracts and expands on significant ideas, methods and context. ENGLISH

20 E D The writer uses repetition of the word fire to make the reader think of heat and of Hell. He describes a demon whose eyes are sparkling like fire because that makes the reader think of Hell Tells Explains S M therefore Hell suggests evil. The word fire also makes the reader feel the heat of the place. Infers meaning Furthermore, this comparison could be interpreted as personification of the ferocity of the sun s rays in the desert as a fierce and implacable enemy. ENGLISH Evaluates

21 Emerging Questions: How many sides does a hexagon have? Developing Questions: Calculate the exterior angle. [1 marks] 120 o E Secure Questions: Calculate the size of the interior angle of the hexagon. [2 marks] Mastery Questions: [3 marks] I Tom measures the interior angle of a regular polygon. His answer is 135 o. He says the shape must be a octagon. Justify whether or not Tom is correct. [3 marks] MATHS

22 Emerging Gives examples of solids, liquids and gases. The spectators in the stand (sitting in seats) are like the particles in a solid because they are arranged in rows and are all touching each other. Red Developing Blue - Secure The spectators standing in the terraces (around the edge) are like particles in a liquid because the are still very close together but can move around and are not in rows. The players on the pitch are like particles in a gas because they are moving around fast and are spread far apart. SCIENCE Mastering Designing your own model to explain the properties of solids, liquids and gases Accurately.

23 Science EDSM How Science Works Emerging Pupils respond to suggestions and make their own suggestions, with help, about how to collect relevant data and answer questions. They find information by using texts, with help. They follow direct instructions in order to stay safe. They make observations and measurements to compare living things, objects and events, using equipment provided for them. They record findings using prepared tables and communicate observations using scientific vocabulary. They say whether what happened was what they expected and, when prompted, suggest different ways they could have done things. Developing Pupils decide on an appropriate approach, including using a fair test to answer a question, and select suitable equipment and information from that provided. They select and use methods that are adequate for the task. Following instructions, they take action to control obvious risks to themselves. They make a series of observations and measurements and vary one factor while keeping others the same. They record their observations, comparisons and measurements using tables and bar charts and begin to plot points to form simple graphs. They interpret data containing positive and negative numbers. They begin to relate their conclusions to patterns in data, including graphs, and to scientific knowledge and understanding. They communicate their conclusions using appropriate scientific language. They suggest improvements in their work, giving reasons. Secure Pupils identify an appropriate approach in investigatory work, selecting and using sources of information, scientific knowledge and understanding. They select and use methods to collect adequate data for the task, measuring with precision, using instruments with fine scale divisions, and identify the need to repeat measurements and observations. They recognise a range of familiar risks and take action to control them. They record data and features effectively, choosing scales for graphs and diagrams. They analyse findings to draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them and account for any inconsistencies in the evidence. They manipulate numerical data to make valid comparisons and draw valid conclusions. They communicate qualitative and quantitative data effectively, using scientific conventions and terminology. They evaluate evidence, making reasoned suggestions about how their working methods could be improved. Mastery Pupils recognise that different approaches are required to investigate different kinds of scientific questions, and use scientific knowledge and understanding to select appropriate strategies. They readily identify hazards, seek appropriate risk assessment information and advice, select that which is relevant and, in consultation with their teacher, adjust practice as required. They make records of relevant observations and comparisons, clearly identifying points of particular significance. They decide the level of precision needed for measurements and collect data that satisfy these requirements. They analyse findings to interpret trends and patterns and draw conclusions from their evidence. They make effective use of a range of quantitative relationships between variables in calculations or when using data to support evidence. They communicate findings and arguments, showing their awareness of the degree of uncertainty and a range of alternative views. They evaluate evidence critically and give reasoned accounts of how they could collect additional evidence. SCIENCE

24 GEOGRAPHY

25 GEOGRAPHY

26 A- Knowing about and understanding religions and world views Mastered Analyse arguments cogently, justifying perspectives Evaluate diverse beliefs, perspectives, sources of wisdom Secure Appreciate and appraise different understandings of the world and religion Explain the impact of and connections between ideas, practices, viewpoints Developing Understand ideas and practices, linking different viewpoints Describe religions and world views, connecting ideas Emerging Retell stories, suggesting meanings for sources of wisdom, festivals, worship Recall, name and talk about materials in RE KS3 Religious Education- Progress Steps B- Expressing and communicating ideas related to religions and the world Mastered Synthesise their research in RE using different disciplines Explain ideas creatively and coherently, using the main methods of religious study Secure Express insights into questions, giving coherent accounts of beliefs and ideas Explain diverse ideas and viewpoints clearly in various forms Developing Express ideas thoughtfully in RE Give thoughtful responses using different forms of expression in RE Emerging Ask questions and give opinion about religions, beliefs and ideas Observe, notice and recognise materials in RE C- Gaining and developing the skills for studying religions and world views Mastered Use varied disciplines of religious study to research ultimate questions Evaluate questions and arguments personally and critically Secure Enquire into and interpret ideas, sources and arguments Investigate and explain why religions and world views matter Developing Apply ideas about religions and world views thoughtfully Consider and discuss questions, ideas and points of view Emerging Collect, use and respond to ideas in RE Notice and find out about religions and world views RE

27 Reporting to Parents at KS3 3 Snapshots and End of Year reporting Reported on Go4Schools 24/7 and updated after each half term Current, Target and Predicted Progress through dialogue in books, assessments and parent consultations. Dialogue Feedback through Target Tackling Time and Green Pen. Student Parent Teacher

28 Setting Targets At key stage 3, we set aspirational targets based on prior attainment. Guidance about how aspirational targets are set and the high expectations we have of all our students can be found in the grid below. Students will work towards this target during the year. This fits in with our aim to develop a deeper understanding of the key ideas needed for successful performance in KS4. The targets are for each year and the work will get harder as students move from Year 7 to Year 9. Old KS2 New KS2 % WHP KS3 Target New GCSE Target Old GCSE Target 6b/6a Mast 9 A* 6c Above Mast 8 A* 5a 104 Mast 8 A 5c/5b Mast 7 A 4a Secure 6 B 4b Secure 6 B c Secure 5 B 3a Secure 5 C 3b Dev 4 C 3c Below 90 Dev 4 C Below Dev 3 D

29 Progress beyond levels The original principle: Assessment without levels commission announced From: Department for Education and Nick Gibb MP First published:25 February 2015 Part of: School and college qualifications and curriculum e/349266/beyond-levels-alternative-assessment-approaches-developed-byteaching-schools.pdf September e/349269/beyond-levels-national-curriculum-assessment-outcomes-andimpact.pdf September September Association for achievement and improvement through assessment