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

2. 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

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

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

5. 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

6. 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?

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

8. 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

9. EXCELLENT ACHIEVEMENT
Curriculum
What teachers teach and pupils learn
EXCELLENT ACHIEVEMENT

10. EXCELLENT CURRICULUM?

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

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

13. 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.

14. 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.

15. EXCELLENT CURRICULUM

16. EXCELLENT CURRICULUM

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

19. EXCELLENT ACHIEVEMENT
Curriculum
How curriculum learning is checked
Assessment
EXCELLENT ACHIEVEMENT

20. EXCELLENT ASSESSMENT?

21. EXCELLENT ASSESSMENT?

22. 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?

23. 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.

24. EXCELLENT ASSESSMENT

25. EXCELLENT ASSESSMENT

26. EXCELLENT ASSESSMENT

27. Can you mark this work?

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

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

30. 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%

31. 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.

32. 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.

33. Normal curve

34. 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

35. 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.

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

37. 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.

38. EXCELLENT PROGRESS

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

40. 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

41. 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

42. UNDERSTANDABLE REPORTING

43. FOCUSSED ON OWN TARGETS

44. FOCUSSED ON OWN TARGETS

45. SHOWS OTHER SKILLS

46. SHOWS OTHER SKILLS

47. RELATIVE TO PEERS NOT CLASS

48. Discuss Blodwyn’s Pupil Progress & Attitude Tracker

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

50. 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?

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

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

53. EXCELLENT TRACKING

54. 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

55. EXCELLENT TRACKING

57. .
Making Predictions
End of year predicted outcome (New GCSE grade system)
Year Group

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

59. 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

60. 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?

61. How do you assess my daughter at Leicester High School?

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

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

64. Your questions