Purpose of this evening To describe and explain the new Key Stage 3 assessment model To describe the findings and recommendations of the homework review

Purpose of this evening To describe and explain the new Key Stage 3 assessment model

Good practice with assessment Three main forms of assessment: In-school formative assessment In-school summative assessment Nationally standardised summative assessment.

1. In-school formative assessment: The Ilfracombe Academy Marking Policy Marking at The Ilfracombe Academy should be a formative dialogue and should: Be in red pen Be frequent, positive and challenging Provide the student with opportunities to respond Address subject-specific misconceptions Require high standards of presentation Promote accuracy, SPAG (symbols) and high quality presentation. In Depth Marking should identify: S - “Strength”: subject specific positive comment T - “Target”: one area where the criteria was not met or a suggestion to promote further progress. Students should be given time to review their strengths and targets and respond to the feedback they have been given.

Good practice with assessment Three main forms of assessment: In-school formative assessment In-school summative assessment/the reports you receive for your child Nationally standardised summative assessment.

National changes National Curriculum levels from September 2014 The Department for Education (DfE) is removing the assessment system of National Curriculum levels from September 2014 and is not replacing it. It says that once this change is complete: Beyond the tests at Key Stage (KS) 2 and GCSEs at KS4, it will be for schools to decide how they assess pupils' progress.

Ofsted national report Key Stage 3: The wasted years? September 2015: perceived lack of challenge and engagement, especially for more able students. Secondary school leaders should: Ensure that teaching is of high quality and prepares pupils for more challenging subsequent study at Key Stages 4 and 5.

National changes: the new GCSEs

Implications of the new grading It will be harder to achieve a ‘good’ grade We need to ensure that Key Stage 3 prepares students for the new GCSEs

National changes: more challenging GCSEs End of course exams No coursework in the majority of subjects Subject content changes: Science: more challenging maths History: more historical periods PE: more theory.

Purpose of the new Key Stage 3 assessment model To promote outstanding outcomes To provide clear information for parents at a time when things are changing To prepare students for more challenging GCSEs To ensure that we are ‘one step ahead’ To ensure greater challenge and support for students.

Level descriptions Level Descriptions Level 1: the student has demonstrated the skills required to achieve a grade 1 at GCSE Level 2: the student has demonstrated the skills required to achieve a grade 2 at GCSE Level 3: the student has demonstrated the skills required to achieve a grade 3 at GCSE Level 4: the student has demonstrated the skills required to achieve a grade 4 at GCSE Level 5: the student has demonstrated the skills required to achieve a grade 5 at GCSE Level 6: the student has demonstrated the skills required to achieve a grade 6 at GCSE Level 7: the student has demonstrated the skills required to achieve a grade 7 at GCSE Level 8: the student has demonstrated the skills required to achieve a grade 8 at GCSE Level 9: the student has demonstrated the skills required to achieve a grade 9 at GCSE

Expected levels and levels Expected levels are based on Key Stage 2 test scores Expected Levels reflect what we expect students to do in each subject at a particular age There are two sub-levels: S: Secure D: Developing Progress Point: it tells you your child’s current level

… demonstrated the skills required … Subject knowledge and understanding Study skills/revision INTERNAL EXAMS Year Date 7 (dept exams) w/b 04.07.16 8 (dept exams) w/b 13.06.16 9 (core exams SH) w/b 20.06.16 10 (dept exams) w/b 22.02.16 11 (PPEs SH) w/b 25.01.16 12 and 13 (PPEs) w/b 11.01.16

The interim report End of Key Stage 3 expected level End of year expected level A current level A shade: Making exceptional progress Making expected progress Slightly below expected progress Not making expected progress

Attitude to Learning Homework 1 2 3 4 5 6 Subject End of Y9 EL Progress Point Attitude to Learning Homework 1 2 3 4 5 6 Art 5S   5D Design Tech Drama 6D English 6S French Geography 4D History 4S Maths 3S Music PE PCRE Science 2S

Any questions?

Purpose of this evening To describe and explain the new KS3 assessment model To describe the findings and recommendations of the homework review Homework review November 2015 1. The evidence 2. The findings 3. Recommendations

1. National research Sutton Trust Teaching and Learning toolkit Ofsted framework for outstanding: Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.

Ofsted national report Key Stage 3: The wasted years? September 2015: Inspectors found that, too often, homework did not consolidate or extend pupils’ learning. Secondary school leaders should: Evaluate the quality and effectiveness of homework in Key Stage 3 to ensure that it helps pupils to make good progress

1. Our own evidence 47 parent questionnaires 81 responses from students in all year groups Feedback from staff and the parents’ forum

2. Findings Access and use of Show My Homework Types of homework How long students spend on homework Support and monitoring from home and school How homework can be improved These findings have been or are being shared with students, teachers, parents, school leadership team and governors.

3. What we need to do to improve Homework should be regular, short, relevant, challenging and manageable. Teachers need to explain the task in class, provide time for students to do the task well and ensure that the completed task is checked/marked. Teachers need to provide opportunities for students to respond to feedback. Homework to be reported in reports alongside Attitude to Learning. Show My Homework should be retained and enhanced by: Re-explaining the benefits Make staff aware of students who do not have internet access Ensure all students have usernames and passwords Provide online tutorials for parents Ensure staff share good practice Encourage stakeholders to download the SMHW APP – recent updates

Attitude to Learning Homework 1 2 3 4 5 6 Subject End of Y9 EL Progress Point Attitude to Learning Homework 1 2 3 4 5 6 Art 5S   5D Design Tech Drama 6D English 6S French Geography 4D History 4S Maths 3S Music PE PCRE Science 2S

Homework grades on reports   5. Outstanding: consistently exceeds expectations. 4. Consistently good: meets deadlines and completes homework to a consistently good standard. 3. Inconsistent: there are occasional lapses with missed deadlines, homework is not always completed to a good standard. 2. Consistently poor: the student regularly misses deadlines, homework completed is of a consistently poor standard. 1. Totally inadequate: no homework is completed, all deadlines are missed.

Why are we using Show My Homework? Key Benefits for students: Can see all their homework/assignments with due dates. Can keep organised and plan better. No more excuses for not handing in homework. Regular email reminders. Links to mobile devices. Key Benefits for parents or carers: Can see exactly what the homework is, and take part in their child’s learning.

Review of Homework policy Purpose Teachers Students Students are expected to: Take responsibility for their learning Ask the teacher if they do not understand the task Complete all homework by the set deadlines Complete all homework to a high standard Use and respond to the feedback provided by teachers to improve the quality of their work. When no formal homework is set for a particular day, students are encouraged to allocate a slot of time to read a book and/or to practise specific subject skills, in particular maths.

Homework policy: parents/carers We recognise the importance of home-school relationships in supporting student achievement. We therefore encourage parents and carers to: Provide a suitable place in which students can do their homework Explain the value of homework Take an interest in the student’s homework, providing encouragement and praise Regularly check Show My Homework and the student planner for homework Contact us if there are concerns.

Any questions?

Purpose of this evening To describe and explain the new Key Stage 3 assessment model To describe the findings and recommendations of the homework review If you would like to discuss anything regarding assessment and homework, please contact Paul Roberts, Deputy Head Teacher proberts@ilfracombeacademy.org.uk (01271 855031) If you have any technical problems with Show My Homework, please contact Claire Shobbrook, Student Outcomes Administrator cshobbrook@ilfracombeacademy.org.uk