1. Year 7 & 8 Information Evening – tracking progress and raising achievement

2. Government changes A new system of tracking progress in response to government changes: Abolition of KS3 Levels (5, 6, 7 etc.) Each school to devise their own system of tracking Progress made by students no longer comparable across the country Change from KS2 levels to Standardised Scores at KS2 (Year 6)

3. Positive Changes KS3 levels were never brilliant indicators of GCSE success Developing our own systems of tracking means that we can assess the components and skills that we recognise as being essential to GCSE success More successful student preparation at Yrs 7 & 8

4. GCSE Targets From The Start Baseline Minimum expected attainment Based on national average performance In line with progress nationally Aspirational Set at half a grade above the Baseline Something that students aspire to Challenging, but not impossible Aim High! The long journey… the bigger picture!

6. WARNING – ASSUMPTIONS…. Students have the same competency in every subject Every student will make linear progress from Key Stage 2 The government have no idea how standardised scores will relate to GCSE attainment

7. Grades to Levels GCSE grades have moved from grades to levels. New learning for us all!! Settled by 2019 & 2020

8. GCSE Flight paths Three Pathways in Yr7 and Yr8 Emerging – GCSE 1-3 Secure – GCSE 4 – 6 Advanced – GCSE 7-9

9. GCSE Flight paths Three Pathways in Yr7 and Yr8 Reality! Aspirational! Flexibility!

11. Achievement Milestones for Year 8 Pupils: Year 8 ScienceSuccess Criteria Biology: GCSE Levels Gaseous Exchange Does not meetMeetsExceeds To Progress to the Next LevelTeacher CommentMaths Skills Identify the ranges of readings in data Emerging1 to 3Can understand why humans need air. Explain why data with a small range is of good quality Identifies the difference between breathing and respiration. Calculate means and explain their use Calculate their own pulse rate. identify anaomolous results in data Understands why the body needs to keep the lungs clean. Recall the difference between aerobic and anaerobic respiration. Literacy Skills Secure4 to 6 Identify the relationship between surface area : volume ratio, and why this is important for gaseous exchange Information can be presented in different ways to communicate scientific ideas clearly. Understands the difference between aerobic and anaerobic respiration. This includes understanding how sentences can be constructed to show cause and effect Can calculate tidal volume and pulse rate of a human body and calculate a mean.Cross-disciplinary Opportunities Identify the relationship between surface area : volume ratio of the alveoli, and why this is important for gaseous exchange Chemistry - Combustion, Physics - Pressure in Fluids, Biology - Surface Area Able to describe the process of how the lungs are kept clean. Describe the effects of anaerobic respiration during and after exercise. Cross Curricular Opportunities PE - Effects of exercise on Pulse rates Advanced7 to 9Evaluate how gas exchange using the process of diffusion History - Use of chemical weapons Knowledge of word and symbol equations for the reactants and products required for human gas exchange. Evaluate different types of methods to calculate gas exchange in the body. Can explain the process of how the lungs keep themselves clean, name the cells involved and how they are adapted for this process. Evaluate the body's need for oxygen and the effect of EPOC and how the body efficiently removes lactic acid. Prepared by Christyne Donders KS3 Learning Coordinator for Science

12. TOn track – the student is currently working at a level which, if it continues, indicates that the student is on track to achieve their GCSE targets at the end of Yr11. T+Above expectation – the student is currently working at a level which, if it continues, indicates that the student is on track to exceed their GCSE targets at the end of Yr11. T-Not on track– the student is currently working at a level which, if it continues, indicates that the student is not on track to exceed their GCSE targets at the end of Yr11.

13. Tracking Progress Half-termly data drops Termly effort checks Head of Year intervention Go4Schools

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