Year 7 Parents’ Information Evening Life after Levels at Settle College

The rationale for the removal of levels? Attainment levels were introduced with the national curriculum in 1988 and were intended for use in statutory national assessments only. This distorted the purpose of in school assessment, particular day to day formative assessment. The Government and the Commission on ‘Assessment without levels’ believes this has had a profound negative impact on teaching.

The DfE We believe this system is complicated and difficult to understand, especially for parents. It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do.

New National Curriculum – 2017 Attainment levels - 1988 New National Curriculum – 2017

New Key Stage 3 National Curriculum Difficulty level Old Key Stage 3 National Curriculum New primary National Curriculum Old primary National Curriculum

What has been happening around the country? There have been a lot of schools setting up different strategies / processes. GCSE levels: From Year 7, students are given a new GCSE level as a form of assessment. Linear approach. Achieve mastery of the curriculum: Achievement of curriculum content is related to the mastery of students understanding. Mastering, Securing, Developing and Emerging. Students master the topic before they move on. External providers : Doodle, tracking system Linear

What has happened at Settle College? GCSE Levels Mastery levels English Maths Geography Science MFL History

Student Voice and Parent Partnership Group

Mastery of the curriculum to raise attainment Departments now have the autonomy to create a challenging, engaging and purposeful curriculum (to our own requirements) and use formative assessment more specifically to each student.

Example 1 - Geography AO1 I can show my knowledge to identify an area studied. AO2 I can identify OS symbols. A03 I can describe the location of features on a map using four figure grid references. A04 I can describe the location of features on a map using six figure grid references. AO5 I can use spot heights, contour lines and colour shading to interpret topography on a map. A06 I can recognise physical features and describe how physical processes can change the features of places. A07 I can select and evaluate geographical sources to establish evidence for geographical writing. A08 I can describe physical characteristics of places and how physical processes can lead to similarities and differences of places. A09 I can describe human characteristics of places and how human processes can lead to similarities and differences of places. A10 I can describe and begin to analyse human characteristics of places and explain how human processes can produce distinctive characteristics of places.

Reporting on individual AO Emerging Developing Securing Mastering Emerging – curriculum knowledge, skills and application are being recalled to a basic standard. Developing – curriculum knowledge, skills and application are being developed below expectation Students have been assessed and they have not demonstrated enough understanding to be SECURE in that AO Securing - curriculum knowledge, skills and application is learnt to expected standard Mastery –curriculum knowledge, skills and application is learnt to the highest standard. Recall Knowledge Understanding Analysing Bloom’s Taxonomy

Reporting

Raising the bar: from grade C to grade 5

The weight of an elephant Taught in Y7/8: e.g. Standard Form Question Write 15000 in S.F. Answer 1.5 x 104 pounds The weight of an elephant

Taught in Y7/8: e.g Trigonometry adj opp

Old versus new Old GCSE: How does the writer show their views on Fair Trade products? The writer begins by stating that ‘it has made the biggest impact’ suggesting that their view is positive. They go onto to include statistics ‘5% higher profits’ and quotes from farmers ‘we have a sense of hope’ to give weight to their points…

New GCSE Evaluate how successfully the writer presents their views on Fair Trade farming. Refer to language and structure to support your evaluation. ‘The writer opens with a superlative ‘biggest impact’ to firmly establish that this movement has been of utmost importance in improving the famer’s lives. They successfully support this with the inclusion of statistics ‘5% higher profits’ and the use of a quote ‘a sense of hope’ this emotive vocabulary effectively creates an impact in the reader as we see the impact of this movement not just financially but psychologically for the farmers. Throughout the text, the writer confidently builds on this first impression by repeated referrals to the ‘hope’ given by the Fair Trade movement. The inclusion of three different perspectives in the form of anecdotes from farmers…

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