Introducing Pearson s Support for Maths Progression from 11-16

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1 Introducing Pearson s Support for Maths Progression from Version 2.0 Contents 1. Introduction to the support for progression from Pearson 2. The progression scale 3. The progression map 4. Progression tests 5. Markbooks and reports 6. How to use this progression support to track progress 7. FAQs and other updates Visit

2 1. Introduction to the support for progression from Pearson We know that it s important for you to understand and monitor the progress of your students, so you can make sure they are on track to achieve their potential. With the removal of national curriculum levels, a new grading structure at GCSE (9-1 replacing A*-G) and the emphasis on measuring progress from through Progress 8, this has become even more critical. In order to help, Pearson s new progression services will provide the following tools: Progression scales to track progress through each subject, divided into steps of increasing demand. For ages we have created 12 Steps. Progression maps which represent our view of how learning progresses in a subject, and how skills build upon each other. These give you richer insight into student performance in a way that is easy to understand and is reliable. Assessment resources mapped to the scale and reporting in steps. You can use these, along with your own judgements about each student s performance, to identify what step a student is working at. An online markbook to help you track each student s progress against their target.

3 2. The progression scale For ages 11-16, from KS3 to GCSE, we have created 12 Steps representing low to high challenge. There are descriptors to describe a student s achievement in each of the Mathematics specification strands at each step. The 1 st Step is roughly indicative of old NC Level 3. The 12 th Step represents the highest level of skill and work a student might achieve at GCSE. The progression map is broken into six strands: Number; Algebra; Geometry and measures; Ratio, proportion and rates of change; Probability; and Statistics. These reflect the areas provided in the new (9-1) specification. The strands and topics are listed in the table below. Strands Number Algebra Sub-strands Accuracy and bounds Calculations Combinations Compound measures Decimals Factors and Multiples Fractions Fractions and decimals Fractions, decimals and percentages Indices, powers and roots Place value Ratio Rounding Standard form Surds Equations Expanding brackets Expressions, formulae and identities Factorising Formulae Functions Graphs Inequalities Proof Sequences Simplifying Simultaneous Equations

4 Ratio, proportion and rates of change Geometry and measures Probability Statistics Calculations Compound measures Conversions Direct and indirect proportion Fraction notation Graphs Growth and decay Identifying Multiplicative Reasoning Multiplication Relationships Percentages Scale diagrams Similarity Simplifying ratio Accurate drawing Angle properties Area and volume Circle theorems Congruence Constructions Measurement Parallel lines Right-angled triangles Shape properties and proof Transformations Trigonometry Vectors Calculations Conditional probability Diagrams/listing Experimental probability Probability scale and language Sample space Tables Tree diagrams Application and justification Construct statistical charts Histograms and cumulative frequency Mean, median, mode and range Sampling Scatter graphs

5 In the majority of strands and topics, students achievement can be reviewed for both summative and formative assessments. The step allocated to each skill indicates the level of challenge associated with the skill (Progress Descriptor). The context in which the skill is used within a question may increase the challenge. The map has been developed by teachers and consultants and is reviewed to reflect any changes in the specification and to incorporate any changes as a result of feedback. Steps are described as n th Steps, e.g. a student is working at or on the 6 th Step, primarily to differentiate Steps from old NC Levels, Attainment Points and Grades. Expected progress Students are expected to make one Step of progress per year. That typically means three Steps at KS3 (Years 7, 8, 9) and two Steps at GCSE (Years 10, 11). We anticipate that the average student will enter Year 7 working at the 3 rd or 4 th Step. For extra clarification, in terms of Summer 2015 Year 6 reporting (i.e. the Y7 cohort starting in September 2015), the 3 rd Step represents a secure old NC Level 4 while the 4 th Step pushes into old NC Level 5. For the following Y7 cohort (i.e. starting in September 2016), the 4 th Step represents students who are meeting the Age Related Expectations (A.R.E.) set out by the new primary National Curriculum. Expected progress from Years 7 to 11 Aspirational progress Schools may want to set aspirational targets with students progressing an additional Step or two. Aspirational progress from Years 7 to 11

6 Flightpaths Students making expected progress are On track. Making more than one step of progress per year indicates that the student is working Above expectations. Making less than one step of progress per year indicates that the student is working Below expectations. Making little or no progress per year means the student is working Well below expectations. Working at / on a Step Through evaluation of students work, and through formative and summative assessments, students can be reported on as working at or on the n th Step, e.g. Stephen is working on the 4 th Step. Shahid is working at the 8 th Step. He is strong in Number, but struggles with Algebra. Red, Amber, Green and Gold status In some situations, schools may also want to report on a student s position on a step with more detail, as: Red, Amber, Green, Gold. To support you with this, Markbooks provided to accompany assessments will show RAGG bands for students based on their test score (see Section 5 for more about these). However, teacher judgement will always play the most important role in determining this.

7 3. The progression map The progression maps represents our view of how learning progresses in Mathematics at KS3 and KS4. It aims to give you richer insight into student performance in a way that is easy to understand and reliable. There are four different views within the progression maps. The Progression map uses the strands and topics set out on page 3 plus the following: Pre-requisites describe other skills which support the progress descriptor Boosters suggest ideas for where to go next once a skill has been mastered GCSE Maths (9-1) specification references. The Progression scale is a simplified version of the full map displaying only the progress descriptor with its parent strand and topic, and the step. The Summary progression map provides the same information as the progression map but for a smaller number of progress descriptors, analysed and identified as key skills which underpin the development of sound mathematical ability. The Progression steps contains only progress descriptors, which are arranged into columns based upon the step they have been assigned. The progression map undergoes regular review and is updated based upon feedback from teachers and consultants to ensure it continues to be a useful resource. The progression map can be downloaded and used freely by schools, as long as Pearson is credited as the source. We would welcome your feedback on what further details or features you would like to see in our progression map.

8 How will the progression map/scale be used? By schools and learners Schools can use the progression maps/scales as a framework around which to build their student progress tracking systems in a consistent way across multiple subjects. The progression map gives a view of the breadth of achievement that could be expected at each differentiated Step. The teacher can evaluate whether a student is consistently performing at that Step, and where there are opportunities for improvement. Teachers can use the progression map as a formative assessment tool, e.g. to identify or clarify specific areas for improvement, for guidance on how to support students struggling with particular skills or how to help move them on. By Pearson Resources such as textbooks, ActiveLearn Digital Service, teacher planning resources and assessments from Pearson are underpinned by the progression map/scale (click here for examples). Markbooks for use alongside assessments, provide automatic calculation of attainment based upon the steps and help to identify progress against that expected. There are ongoing developments for reporting which are possible due to linking the markbooks to the ActiveLearn Digital Service. These will provide individual and class based progress reporting. By third parties With Pearson permission and acknowledgement, third parties may build other free and paid-for resources and services around the Progression Maps.

9 4. Progression tests Pearson provides exam-style assessments with mark schemes that are mapped to the progression scale for both KS3 and the new Edexcel GCSE (9-1) Mathematics paid-for courses. All mark schemes contain details of the step boundaries and skills being assessed. For the GCSE assessments, the question papers also display the challenge level by the use of the progression wheel icon next to each question. Baseline tests are also provided for the start of Year 7 (pre-ks3) and for the end of KS3 (pre- GCSE) to assist in determining the correct pathway for each student. The baseline tests are also accompanied by mark schemes which use the Pearson Progression Scale. These are available free on the GCSE Maths Qualification Teaching Support site. 5. Markbooks and reports Schools can record progress data in the normal way on their own systems. Pearson will also provide Excel markbooks for assessments, so that Steps can be easily calculated and tracked across multiple assessments through a year or course. Where possible, steps are broken down into Red, Amber, Green and Gold to show a position on a step. Each colour represents a quarter of a step. This will allow progress to be more easily identified throughout the year. Developments are in progress to link the markbooks to the ActiveLearn Digital Service to provide enhanced reporting for teachers and students. 6. How to use this progression support to track progress Pearson s progression tools are designed to give you data you can use to help inform your target setting for students, and to monitor progress against those targets. 1 Set expected and aspirational targets, using the Progression Scale and other data. You may wish to use one or more of the stepped assessment resources described in Section

10 4 above to support this target-setting process (i.e. to establish where students are currently). 2 Using teacher evaluation and the stepped progression tests as appropriate, monitor student progress compared to planned progress. 3 Use the progression scale/map and the Excel markbook reports to identify if a student is weaker in some skills than others. 4 Support, intervene or extend as required, using the pre-requisites and boosters for guidance. It is important to note that Steps are not GCSE exam grades and have no equivalence. There are 12 Steps in the Progression Scale, and there are 9 grades in the new GCSE Awards. These services are designed as tools to help track student progression. They are not in themselves an instructional model. Schools are free to choose the instructional and pedagogical models they believe in. 7. FAQs and further updates a) What is the difference between the principle of Steps and Levels? Like Levels, Steps are criteria-based, but unlike Levels each Step is mapped to a series of barriers and boosters meaning we can focus on what the students can do, give much richer feedback, and suggest the highest impact next steps for students learning. b) How can I get an overview summary of what each sub-strand and Step covers? The progression map, progression scale and the summary progression map each have filters which allow different views to be created and allows users the ability to analyse and customise the map to suit their individual needs. c) What should happen if a student is on different Steps for different Strands or topics? This is quite likely so for the purpose of reporting an overall Step it would be a case of taking a best fit approach. The assessment tools mentioned in (ii), (iv) and (v) can also support with this. However, it s worth stressing that one of the great values of the

11 progression map is how it can be used for formative assessment with pre-requisites and boosters to help move students on in specific areas. d) Should a school report on Steps to parents? It is the school s choice whether to use Steps explicitly with parents, or whether to describe the student s performance as On track, Below expectations, etc. Schools will usually want to qualify the report with reflection on the student s strengths and opportunities for improvement, which the progression maps are designed to assist with. e) Where can we find more information? In the short term, we direct you to We are embedding the free services more thoroughly within the Pearson Qualifications support pages, and both free and paid-for services within Pearson s ActiveLearn Digital Services. f) How can we contribute feedback? Pearson s Progression Services will evolve and improve in response to your feedback. Please progressionscale@pearson.com with your comments.