Curriculum, Assessment, Data, Progress, Reporting and Tracking. Before we start . . . can you define these terms?

Curriculum what the pupils learn Assessment checking the learning has happened Data the way the learning is measured and recorded Progress measure of how much had been learnt since the last assessment Reporting sharing measures of learning Tracking checking that learning is secured at the expected rate

Tonight’s Learning Objective To understand curriculum, assessment, data, progress, reporting and tracking in preparation for the ‘Pupil Progress and Attainment Tracker’

Why? Recent national changes: Early Years Foundation Stage New National Curriculum ‘Life without Levels’ New GCSE grading system

Change . . . an opportunity? Opportunities to improve: A curriculum and assessment system that develops knowledge and skills from EYFS through KS1, KS2, KS3 into KS4. Regular summative assessment reports and on-going formative feedback. An assessment system that is easy to understand for pupils, parents and staff. Consistent principles that can be used across all subjects and ages

How do you assess my daughter at Leicester High School? How do I know how well she is achieving compared to her peers? How do you ensure that she is making progress from 3 years up to 18 years?

The small print! Your daughters are: unique sometimes unpredictable perfectly human

EXCELLENT ACHIEVEMENT What teachers teach and pupils learn Curriculum Assessment How curriculum learning is checked How assessment information becomes data Data Progress How does data measure expected progress Reporting How we communicate progress to others Tracking How we check appropriate progress EXCELLENT ACHIEVEMENT

EXCELLENT ACHIEVEMENT Curriculum What teachers teach and pupils learn EXCELLENT ACHIEVEMENT

EXCELLENT CURRICULUM?

Take a look . . . . what do you think?

EXCELLENT CURRICULUM academic rigour and detailed coverage development of problem-solving and communication skills opportunities for assessment measures of attainment

EXCELLENT CURRICULUM We believe children learn better when, once they have secured the academic principles, they are encouraged to use their imagination and apply their learning to engaging contexts. Our new curriculum will provide lots of learning challenges throughout the academic year that will require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.

EXCELLENT CURRICULUM The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. It’s delivered through Imaginative Learning Projects (ILPs) will provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning.

EXCELLENT CURRICULUM

EXCELLENT CURRICULUM

Can you see the National Curriculum content in the Cornerstones curriculum?

EXCELLENT ACHIEVEMENT Curriculum How curriculum learning is checked Assessment EXCELLENT ACHIEVEMENT

EXCELLENT ASSESSMENT?

EXCELLENT ASSESSMENT?

What types of work could we assess? EXCELLENT ASSESSMENT End of year examinations Marking work Practical work Weekly tests Online tests Observations Homework Presentations End of topic tests Performances What types of work could we assess?

How does this link to Cornerstones? Cornerstones also provides a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age-related, so that staff can track children’s progress and identify their individual learning needs.

EXCELLENT ASSESSMENT

EXCELLENT ASSESSMENT

EXCELLENT ASSESSMENT

Can you mark this work?

When do you formally assess? Autumn Term INCAS assessments Half term judgements End of term judgements Spring Term Summer Term End of Year Examinations

EXCELLENT ACHIEVEMENT Curriculum Assessment How assessment information becomes data Data EXCELLENT ACHIEVEMENT

Different data used EYFS – ‘emerging/expected/exceeding’ age-related expectations Fractions - ⅝, ⅞, ⅜ National Curriculum Levels – 2a / 4c / 1b / 3a Words – Excellent / Very Good / Good / Expected /Below Expected Percentages - 78%, 34%, 92%

EXCELLENT DATA The Cornerstones assessment guidance give us the ability to relate a pupil’s learning to an age-related expectation in every subject. The INCAS assessments give us data both in a current working age and a standardised score but only for reading, general maths, mental maths and developed ability.

EXCELLENT DATA The INCAS assessments provide very reliable independent and impartial data that tell us the pupils’ performance relative to other children of the same age. http://www.evidencebased.education/training-cem-durham-videos/

Normal curve

EXCELLENT DATA How will we use the data? To monitor pupil progress To inform teaching and learning To monitor subject and class progress To help identify more able students as well as those who need help, and support them. To make predictions about future performance

EXCELLENT DATA Data can be a starting point for future conversations between teacher, pupil and parent. They are used alongside teacher assessment. They are not always accurate; pupil attitude and teacher input are equally, if not more, important. They are an INDICATION of potential.

EXCELLENT ACHIEVEMENT Curriculum Assessment Data Progress How does data measure expected progress EXCELLENT ACHIEVEMENT

EXCELLENT PROGRESS Expected progress is one year’s development every year – this is good. However, by Christmas it is highly unlikely that a pupil will have made a year’s progress, so please do not expect this! By Easter, she might be there. By summer, she should have made the expected progress: good progress.

EXCELLENT PROGRESS

EXCELLENT ACHIEVEMENT Curriculum Assessment Data Progress Reporting How we communicate progress to others EXCELLENT ACHIEVEMENT

EXCELLENT REPORTING Reporting should be: Regular Understandable Focussed on own targets Shows other skills Relative to peers but not class Comparative between subjects Comparative across years

REGULAR REPORTING Autumn Term INCAS assessments End of year targets Half term judgements Parents’ Evenings End of term judgements End of term PPAT Spring Term Summer Term End of Year Examinations End of year report Half term judgements End of year report End of term judgements End of year report

UNDERSTANDABLE REPORTING

FOCUSSED ON OWN TARGETS

FOCUSSED ON OWN TARGETS

SHOWS OTHER SKILLS

SHOWS OTHER SKILLS

RELATIVE TO PEERS NOT CLASS

Discuss Blodwyn’s Pupil Progress & Attitude Tracker

EXCELLENT ACHIEVEMENT Curriculum Assessment Data Progress Reporting How we check appropriate progress Tracking EXCELLENT ACHIEVEMENT

EXCELLENT TRACKING The teaching and learning are great, the assessments show me what a pupil knows, I’ve got data to back it up and measure progress and I’ve shared this with parents . . . But am I ensuring appropriate progress throughout the pupil’s learning journey? How do I know?

EXCELLENT TRACKING Early Years Foundation Stage: YF & YR From birth to 5 years old Observations Age-related expectations Emerging / Expected / Exceeding Characteristics of Learning

EXCELLENT TRACKING Junior Department: Y1 – Y5 Key Stage One and Key Stage Two INCAS Online standardised assessments Triangulation of different assessments Age-related expectations

EXCELLENT TRACKING

EXCELLENT TRACKING Senior School: Y6 – Y11 INCAS (Y6) Developed Ability score MIDYIS (Y7) score & GCSE predictions YELLIS (Y10) GCSE predictions ALLIS (Y12) A-Level predictions

EXCELLENT TRACKING

. Making Predictions End of year predicted outcome (New GCSE grade system) Year Group

EXCELLENT TRACKING Sixth Form: Y12 – Y13 ALLIS (Y12) A-Level predictions

EXCELLENT TRACKING If a pupil is ‘on track’ . . . . . . good, but could more be achieved? If a pupil is above target . . . . . . great, but are we providing enough opportunities for extension? If a pupil is below target . . . . . . arrange intervention to catch up and have regular progress meetings to review

How do you assess my daughter at Leicester High School? How do I know how well she is achieving compared to her peers? How do you ensure that she is making progress from 3 years up to 18 years?

How do you assess my daughter at Leicester High School?

How do I know how well she is achieving compared to her peers?

How can you ensure that she is making progress from 3 years up to 18 years?

Your questions