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

2. The rationale for the removal of levels?
Attainment levels were introduced with the national curriculum in 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.

3. 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.

4. New National Curriculum – 2017
Attainment levels
New National Curriculum – 2017

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

7. 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

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

9. Student Voice and Parent Partnership Group

10. 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.

11. 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.

12. 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

13. Reporting

14. Raising the bar: from grade C to grade 5

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

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

17. 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…

18. 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…

19. Success stickers
Silver stickers