Curriculum and assessment 2015 and beyond Where are we now and where are we going to? Mr P McMenamin, Deputy Headteacher

The changing landscape Removal of national curriculum levels from September 2014 Increasing focus on progress across Y7-11: Our message to staff and students is that GCSE begins in Y7 Changes to GCSE grading system 9-1 to replace A*-U (current Y9 in English and Maths and current Y8 for all other subjects ) The new grade 5 is pitched at low B/high C from the current GCSE New GCSE specifications are more challenging Removal of some GCSE and Applied A level subjects

Our core principles We expect all of our students to work to achieve their full academic and personal potential Assessments should provide teachers with the evidence to assess whether a student is on track to achieve their potential Assessments should be conducted in formal conditions (where possible and certainly for end of year assessments) End of year assessments should assess all content delivered in an academic year to better prepare students for linear GCSE and A level examinations Meaningful feedback should be evident in exercise books/folders We need to ensure students respond to this feedback

How have we responded to the changing landscape? Maths and English: current Y9 have been prepared for the change to new GCSE Maintained our basic assessment and reporting structure: 3 times per year for Y7-9, attitude to learning and barriers to learning We will continue to report this information to you 3 times per year Adoption of an assessment model using ‘Liverpool’ levels to aid GCSE trackback Assessment working party has met to consider a longer-term approach Looking at work of other schools Focus on CPD and sharing of good practice Quality assurance procedures to help identify and share good practice

StatementDescriptor Exceeding The student is producing a level of work that leads you to assess (assuming this rate of progress is maintained) that the student has a strong chance of exceeding their target grade at the end of Y11 provided there are no significant issues relating to attendance and/or attitude to learning. Secure The student is producing a level of work that leads you to assess (assuming this rate of progress is maintained) that the student has a strong chance of achieving their target grade at the end of Y11 provided there are no significant issues relating to attendance and/or attitude to learning. Insecure The student is producing a level of work that leads you to assess (assuming this rate of progress is maintained) that the student is close to achieving their target grade at the end of Y11 and will move towards a secure position with adjustments to their attitude to learning and/or understanding of the subject ConcernThe student is producing a level of work that leads you to assess (assuming this rate of progress is maintained) that the student is underperforming to a significant degree and is unlikely to achieve their target grade without major change to their attitude to learning and/or understanding of the subject

GradeDescriptor Outstanding (1)Enthusiastic about their learning Motivated to achieve the best grade possible Persistent and resilient at all times Reflects critically on their learning Sets their own targets for improving Outstanding attendance and punctuality record Good (2)Keen to improve their learning Takes advice well and acts on most of it Record of resilience and persistence Knows what they need to do to improve Happy to get involved in group tasks Beginning to reflect on their learning Requires improvement(3) Works well under clear instructions Will complete task but not to full potential Can lack resilience and persistence Knows they need to improve but vague on their personal targets Passive in group tasks Cause for Concern (4) Not interested in their own learning Not willing to take risks Unwilling to work independently Disrupts the learning of others and rarely acts on advice

The big picture in September 2015 How oftenWhat will we ask for?ATL BTL Annual written report Parents evening Year 73 times a yearInitial attitude to learning assessment Progress to GCSE Exceeding, Secure, Insecure, Concern YESMAROCT MAR Year 83 times a yearProgress to GCSE Exceeding, Secure, Insecure, Concern YESMAR Year 93 times a yearProgress to GCSE Exceeding, Secure, Insecure, Concern YESFEB Year 103 times a yearProgress to GCSE 9-1 and A*-U YESJUNENOV MAR Year 113 times a yearProgress to GCSE A*-U YESJAN Year 125 times a yearProgress to A level A-U YESNOV Year 135 times a yearProgress to A level A-U YESNOV

The big picture: September 2015 Types of assessment expected in each year group Year 7 Assessments with expectation of detailed formative feedback at least once a half-term. Summer exam to assess all Y7 work Year 8 Assessments with expectation of detailed formative feedback at least once a half-term. Summer exam to assess all Y8 work Year 9 Assessments with expectation of detailed formative feedback at least once a half-term. Summer exam to assess all Y9 work Year 10 GCSE standard tests on a regular basis (half-termly). Summer exam in June 2016 to test all work from Y10 Year 11 GCSE standard tests on a regular basis (half-termly). Winter exams (mock) late in December 2015 Year 12 A level equivalent tests on a regular basis (half-termly). Summer examination in May/June 2016 Year 13 A2/equivalent tests on a regular basis (half-termly). Mock examination testing all A2 work in January 2016

Next steps Our senior leadership team will work with departments to ensure their assessments continue to be fit for purpose We will continue to report progress to you in a timely fashion We welcome any comments or suggestions you might have