The new Key Stage 3

Assessment Framework- AWOL

• Change at every level

• ks2, ks3, ks4 and ks5

Aims for tonight…

• KS3 framework

• New GCSE specs and grading

• Headline measures

• Parent library

• HL quick survey

Background for change - the

national picture

• Levels were introduced with the new

national curriculum in 1988

• An assessment system which

measured students’ progress against

a national framework

• International comparisons

Background for change

• What these other nations and

effective schools do…

Why abolish levels

In summary:

• Never meant to be a label

• Undue pace –Levels mean different things

• Successful nations don’t use them

AWOL

• Assessment WithOut Levels

What do we want to achieve?

A system that:

• Is based on developing the key knowledge and skills required for success in KS4

• Is based on our high expected standards of students

• Is based heavily on formative feedback and allows all students to succeed – and so develops a growth mindset

• Incorporates periodic summative assessment to support this ongoing formative feedback

• Is simple and easy to understand – for staff, parents and students

• Has consistent principles, to be used across subjects, but the flexibility to be suitable for all subjects

How is it different from Levels?

• Students are not assigned an end of

KS3 target level – they are all expected

to aspire to excellence – Growth

Mindset, we are focusing on their

starting point and building from there.

• Assessment is based on progress

made – so celebrates effort of all

students, with different starting points.

How is it different from Levels?

• Students are not given feedback

such as ‘you’re a 4a’ – but focused

on formative feedback that makes

students think about how to develop

their understanding.

So, how does it work….?

• Use the KS2 levels on entry to

project a “flight path” (target grade

range) to the new GCSE grades

• The flight paths are a target for the

students but a planning tool for

teachers

• Subjects will need to over haul their

assessments and their assessment

process

• No need to assess everything- just at

key points in the year and key skills

Tracking progress and reporting

to parents

– Working below their “flight path”– Making less than expected progress- Insufficient

– Working towards their “flight path” – Making expected progress- Good

– Working towards the top end of their “flight path” – Making excellent progress- Excellent

– Working above their “flight path” or beyond their “flight path” – Making exceptional progress- Outstanding

• We will report progress

• Insufficient (red)

• Good (green)

• Excellent (blue)

• Outstanding (gold)

The new GCSE grades

explained Old New

A* 9

8

A 7

B 6

5

C 4

D 3

E 2

F/G U

Year 9

• Target grade ranges are narrowed

down to one number

• This is shared with students and

parents on the Year 9 Spring 1 data

drop

• This may help inform options

• Show year 9 review

Year 9

• Students not on at least a 5 can be

targeted for intervention in Year 9

rather than Year 10/11

• Talent subjects can tweak above

grade range

Summary

• KS2 baseline projects to a GCSE target range from year 7

• Depts assess selectively over the Key Stage

• Teachers report progress relative from their starting point to their GCSE target

• Progress is reported as a word and not a number/letter

Time line for change

• 2013- levels were abolished

• 2015- September- new GCSE specifications for maths and English launch

• 2016- September- new GCSE specifications for the other subjects launch

• 2017- First GCSE exam with the new

specifications in maths and English.

The grade is a number 1-9

• 2018- First exam for the rest of the

GCSEs- the grade is a number

GCSE results

• Current Year 9- maths and English a

number 1-9, the rest a letter A*-G

• Current Year 8 and 7- all GCSEs will

be a number 1-9

Attainment 8 Progress 8

English Baccalaureate

English & maths (A*-C)

Attainment 8

What: • Average attainment grade across 8

qualifying subjects (per student) • Average attainment grade across cohort Why: • Shows attainment outcome for

pupil/school • No relation to starting points/expected

outcomes Who: • Parents, Students, Governors, School

What: • Average progress made across 8

qualifying subjects (per student) • Average progress grade for school Why: • Related to starting points (KS2) • ‘Fairer’ comparison measure Who: • School, OfSTED, Governors, Teachers

Progress 8

What:

• Achievement of a defined set of ‘academic’ qualifications at A*-C

Why:

• An indication of % of pupils gaining this set of subjects

Who:

• Parents, Students, Governors, School, OfSTED

English Baccalaureate (EBacc)

What: • the percentage of pupils achieving a C grade

or better in both GCSE or IGCSE English and maths

Why: • An indication of % of pupils gaining this set

of perhaps most important subjects in the context of accessing further/higher education and employment

Who: • Parents, Students, Governors, School

English and maths

Any questions?

Parent Library

Handing in home learning

Questionnaire to parents re home learning

• As far as you are aware, does your daughter hand her home learning in on time?

• Yes No Don’t know

• If no, have you ever been contacted by the school about it?

• Yes always Sometimes No never

• Would you want to know every time, if your

daughter did not hand in her HL? • Yes No

Questionnaire to parents re home learning

• Do you think it appropriate for all students to be

given an after school detention straight away for not doing home learning?

• Yes No • As a parent, would you support a detention set for

that evening if your daughter had not done her home learning?

• Yes No • Please explain why/not