1. Tracking progress in the BGE ….. a developing model
Linlithgow Academy
Tracking progress in the BGE
….. a developing model

2. Currently at LA Strong tracking tool based on E/Os
Supports learner conversations
Encourages professional dialogue
Blank template for departments
Lacks consistency
variety of interpretations and groupings,
some skills based, some task based
For some pupils a record of failure
no level 2 included

4. Developing model Increase consistency by
Use of curriculum organisers
Use of Benchmarks
Introduction of BGE checkpoints / updates
Remove clutter using curricular areas
Develop a method to measure and record progress over time taking account of breadth and depth of benchmarks within courses
Increase confidence for staff in achievement of a level
Moving onto next level

5. Looking for a Trend Existing traffic lighting system: 1, 2, 3
New Filemaker versions include Graphing
How could we adapt to plot a trend line
Progress over time
Traffic light each organiser & capture coverage
Equal status not realistic
Breadth and depth varied for each organiser
Need for weighting

6. The numbers behind the lights!
Technologies
# Benchmarks 11 2 3 6 4 1 26 10 21 5 8
Total = 62
Digital Literacy
Applications & System skills
Information processing
Cyber resilience
Business
Developments
Impact & Contribution
Design & Technology
Design & construction
Materials
Graphics
Engineering
Computing Science
Computational thinking
Technology
Software development
2/33 = 6% 33
1x2= 2
0x3= 0
0x6= 0 12
0x1= 0
2x3= 6 78
3x6= 18
0x10=0
0x4= 0 63
1x5= 5
2x8= 16
0x8= 0
6/12 = 50%
18/78 = 23%
21/63 = 33%
Technologies Overall = 47/186 = 25%

7. The numbers behind the lights!
Technologies
# Benchmarks 11 2 3 6 4 1 26 10 21 5 8
Total = 62
Digital Literacy
Applications & System skills
Information processing
Cyber resilience
Business
Developments
Impact & Contribution
Design & Technology
Design & construction
Materials
Graphics
Engineering
Computing Science
Computational thinking
Technology
Software development
26/33 = 79% 33
1x2= 2
2x3= 6
3x6= 18 12
1x1= 1 78
1x6= 6
2x10=20
1x4= 4 63
1x5= 5
2x8= 16
1x8= 8
7/12 = 58%
48/78 = 61%
29/63 = 46%
Technologies Overall = 110/186 = 62%

8. The Trend Numbers create too many questions! Capture Overall %
3 x per year
S1, S2 and S3
Raw data:
16, 23, 46,
48, 68, 77,
84, 84, 95
Plot line graph
100% would be mastery
Steeper the incline the greater the progress
Numbers create too many questions!

9. History
Business
Science

11. The Big Picture

12. Considerations during planning
Which assessments are we basing our decisions on?
How the weighting is decided (progress bars)
Allowing professional judgement to supersede summative assessments
Will we have effective differentiated materials for those who need it?
How will we interpret the graphs?
What literacy and numeracy will be tracked this year?
When have pupils achieved a level?

14. Classroom
Using CAT and CEM scores and access barriers to learning when pupils join the class
Consider literacy and numeracy levels of pupils in class in planning
Complete benchmark profile throughout the year (including Lit & Num), workload is manageable.
Use profile to identify next steps for pupils, this should inform report writing

16. How will this look over time?

18. October

19. January

20. June

21. Middle leader
Moderation tool, faculties can look at assessments used for judgements at ‘BGE update’ on calendar
Look at CAT/ CEM vs pupils progress. Potential to identify best practise and share
Are all pupils achieving? Creates a record that can be used when analysing SQA results i.e. Do we need to change anything in the BGE to improve attainment
Pupil support use during course choice

23. Whole school Follow targeted groups
Care Experienced
PEF
ESOL
Audit curriculum against organisers
Clear picture of level of challenge in curricular areas
Enhances collegiality

24. Benefits of developing model
Can now measure progress across all levels
Supports identification of the need for differentiation ( support and challenge )
Visual to support learner conversations
Allows capture of application of literacy / numeracy across learning
Adds clarity to professional dialogue / moderation across school
Supports work / dialogue already taking place

25. Next steps / possibilities
Development of a management report 
Measuring the gap, is it reducing?
Potential to raise progress concerns in BGE
Use of data to improve accessibility of reports to parents – a visual ?
Use of data to support course choice
primary data / collaboration