New Key Stage 3 Assessment

KS3 Baseline Zone (based on KS2 data or baseline testing)   Year 11 Old GCSE Grade New GCSE Grade Year 10 A*-A 9 8 7 Year 9 B-C 6 5 Year 8 C-D 4 3 Year 7 E, F, G 2 1 KS3 Baseline Zone (based on KS2 data or baseline testing) Higher Intermediate Foundation Early Development Baseline Information 1 Figure 1

Background The government have abolished levels in both primary and secondary schools Schools need a strong rationale for remaining with levels – likely to get criticised for doing so Schools are free to assess how they wish – there is no set way of doing so nationally

How are schools measured? Schools are accountable for the attainment of pupils (what pupils achieve) and how much progress they make (how far pupils have moved forward from their earlier starting point) In Y6 pupils undertake SATs and the primary schools try to get as many as possible to reach the expected standard. They are also accountable for the progress pupils make from KS1 to KS2 Trafford is one of the highest performing LA’s in the country at both secondary and primary level

In a similar fashion to primary schools, secondary schools are accountable for grades and in particular how much progress is made from KS2 to KS4 (from the SATs to GCSEs) Since the removal of levels, the SATs measure pupils using something known as ‘scaled scores’ These scores are used for testing in three areas: area 1 - Maths, area 2 – Reading, area 3 - Spelling, Punctuation and Grammar Writing is assessed internally by the school and the marking of this is checked every three years by someone from the local authority

Pupils sit multiple papers in the SATs e.g. 3 exam papers in Maths The three Maths papers add up to 110 and pupils receive a raw score Each year the papers may vary in terms of the level of difficulty and so a decision is taken as to what standard pupils are expected to achieve Once this is decided the raw scores are then converted to ‘scaled scores’. This allows people to see consistency each year in terms of the national standard as 100 is always the expected ‘scaled score’ for pupils to reach 100 is the expected, 120 is the highest and 80 is the lowest

In some respects the raw scores can be more informative than the scaled scores. For example, in 2016 a pupil could gain less than 10 marks out of 110 on the 3 Maths papers and gain a scaled score of 80 Pupils receive a scaled score in each of the 3 areas of Maths, Reading and SPAG

What does this mean for us? We receive both raw and scaled scores, and from this we can determine the level of ability of each pupil We shall be held to account for moving pupils on from the scores they achieved in Y6 (comparisons are made with children with the same ability nationally at the end of Y11)

Years 7 and 8 Our new system relies on pupils maintaining or improving upon their position within the year group Pupils are allocated a zone in each subject in terms of their starting points Some subjects will determine their own starting points e.g. Art

Subjects using KS2 English scaled scores: English, French, RE, History Subjects using KS2 Maths scaled scores: Maths Subjects using a combination of English and Maths: Geography, Science Subjects using their own baselining: PE, Tech, Art, Music, Computer Science Zone 4: 110-120 Zone 4 – Higher Learner Zone 3: 100-109 Zone 3 – Intermediate Learner Zone 2: 90-99 Zone 2 – Foundation Learner Zone 1: 80-89 Zone 1 - Early Learner

KS3 Baseline Zone (based on KS2 data or baseline testing)   Year 11 Old GCSE Grade New GCSE Grade Year 10 A*-A 9 8 7 Year 9 B-C 6 5 Year 8 C-D 4 3 Year 7 E, F, G 2 1 KS3 Baseline Zone (based on KS2 data or baseline testing) Higher Intermediate Foundation Early Development Baseline Information 1 Figure 1

The majority of pupils fall into zones 3 and 2, with zone 3 having the most pupils Assessments across the school must contain elements and structures which may be found at GCSE level Pupils who are placed in the highest zone face the more challenging work etc Zones are age related which means more is expected of a zone 3 Y8 pupil compared to a zone 3 Y7 pupil We may further subdivide zones in the future

Years 9 - 11 New 9 – 1 GCSE grades

Growth Mindset – What is it? In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work – brains and talent are just the starting point. This view creates a love of learning that is essential for great accomplishment. In a fixed mindset, people believe their basic qualities, such as intelligence, are simply fixed traits.

The Language of Growth Mindset Useful Phrases Words/Phrases to Avoid ‘Shows resilience when faced with problems’ ‘Finds tasks easy’ ‘Overcomes or takes on challenges’ ‘Talented’ ‘Learns from mistakes’ ‘…learned that so quickly! You’re so smart’ 'Focuses on the problems to be tackled’ ‘Achieves levels quickly’ ‘Accepts/acts upon constructive criticism’ ‘Natural talent’ ‘Finds solutions to solving problems’ ‘Gifted’ ‘Understands that effort is the key to success’ ‘Natural ability’ ‘Shows persistence’ ‘Intelligent’ ‘Admits and corrects mistakes’ ‘Things come naturally’ ‘Is capable of structuring long tasks’ ‘Smart’ ‘Demonstrates a desire to learn and embrace new challenges’ ‘Clever’ ‘Keeps going when things get difficult’ ‘Innate talent’ ‘Tries all kinds of different strategies to solve problems’ ‘Is a very clever pupil’ ‘Is keen to respond to tasks’ ‘Shows real flair’ ‘Readily engages with the challenges of …’ ‘A brilliant student’ ‘Acts upon feedback readily…’ In short, linking comments explicitly to intelligence may be counter-productive in the long term. ‘Shows a willingness to take risks with…’ ‘Makes an effective contribution to…’ ‘Is highly committed to improving own learning’ Give praise for taking initiative, seeing a difficult task through, for struggling and learning something new, for being undaunted by a setback, or for being open to and acting on criticism.