1. ACADEMIC TRACKING Egglescliffe School

2. Why Track Pupils At All?

3. The National Curriculum has charged schools with producing successful learners who enjoy learning, make progress and achieve.

4. Why Track Pupils At All? The National Curriculum has charged schools with producing successful learners who enjoy learning, make progress and achieve. The Egglescliffe Commitment states that the school aims to give everyone the opportunity to achieve his or her full potential.

5. Why Track Pupils At All? The National Curriculum has charged schools with producing successful learners who enjoy learning, make progress and achieve. The Egglescliffe Commitment states that the school aims to give everyone the opportunity to achieve his or her full potential. Progress made in lessons links directly with GCSE grades obtained in exams.

6. Why Involve Parents?

7. Engaging parents is beneficial to pupils attitudes to learning and their achievement levels. In some respects, it is the SIMPLE FACT THAT PARENTS ARE SEEN TO BE INTERESTED that acts as the prime motivator. Desforges & Abouchaar, 2003

8. Why Involve Parents? Although the degree and power of this influence wanes gradually during a pupils progress through the education system, that influence remains a factor throughout. Desforges & Abouchaar, 2003

9. Why Involve Parents?

10. What Data Is Used To Track Pupils?

11. At Key Stage 3 (years 7, 8 and 9) National Curriculum levels are used (as in primary school).

12. What Data Is Used To Track Pupils? At Key Stage 3 (years 7, 8 and 9) National Curriculum levels are used (as in primary school). At Key Stage 4 (years 10 and 11) GCSE grades are used.

13. How Do National Curriculum Levels Work?

15. National average for year 2

16. How Do National Curriculum Levels Work? National average for year 2 National average for year 6

17. How Do National Curriculum Levels Work? National average for year 2 National average for year 9 National average for year 6

18. How Do National Curriculum Levels Work?

26. What Does A Particular Level Mean In A Subject?

27. Mathematics What Does A Particular Level Mean?

28. Mathematics Mathematical processes & applications What Does A Particular Level Mean?

29. Mathematics Mathematical processes & applications Number & algebra What Does A Particular Level Mean?

30. Mathematics Mathematical processes & applications Number & algebra Geometry & measures What Does A Particular Level Mean?

31. Mathematics Mathematical processes & applications Number & algebra Geometry & measures Handling data What Does A Particular Level Mean?

32. Mathematics – Number & Algebra What Does A Particular Level Mean?

33. Mathematics – Number & Algebra Level 4 Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. When solving number problems, they use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division facts. They use efficient written methods of addition and subtraction and of short multiplication and division. They recognise approximate proportions of a whole and use simple fractions and percentages to describe these. They begin to use simple formulae expressed in words. What Does A Particular Level Mean?

34. Mathematics – Number & Algebra Level 4 Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. When solving number problems, they use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division facts. They use efficient written methods of addition and subtraction and of short multiplication and division. They recognise approximate proportions of a whole and use simple fractions and percentages to describe these. They begin to use simple formulae expressed in words. Level 5 Pupils use their understanding of place value to multiply and divide whole numbers and decimals. They order, add and subtract negative numbers in context. They use all four operations with decimals to two places. They solve simple problems involving ratio and direct proportion. They calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate. They construct, express in symbolic form and use simple formulae involving one or two operations. They use brackets appropriately. They use and interpret coordinates in all four quadrants. What Does A Particular Level Mean?

38. www.education.gov.uk/schools/teachingandlearning/curriculum/secondary

39. How Do GCSE Grades Work?

40. How Do GCSE Grades Work?

41. Higher grades

42. How Do GCSE Grades Work? Higher grades Pass grades

43. How Do GCSE Grades Work? Higher grades Pass grades Fail

44. How Are The Two Key Stages Linked?

45. Year 9 Year 11

46. How Are The Two Key Stages Linked? Year 9 Year 11

47. How Do We Track At Key Stage 3?

48. Each pupil starts at a base level in each subject Maths 4c

49. How Do We Track At Key Stage 3? Each pupil starts at a base level in each subject Maths 4c A new level is given at the end of autumn term Maths 4b

50. How Do We Track At Key Stage 3? Each pupil starts at a base level in each subject Maths 4c A new level is given at the end of autumn term Maths 4b The progress made from the base level is measured and shared with parents 1 sublevel

51. How Do We Track At Key Stage 3? Each pupil starts at a base level in each subject Maths 4c A new level is given at the end of autumn term Maths 4b A new level is given at the end of spring term Maths 4b

52. How Do We Track At Key Stage 3? Each pupil starts at a base level in each subject Maths 4c A new level is given at the end of autumn term Maths 4b A new level is given at the end of spring term Maths 4b The progress made from the base level is measured and shared with parents again 1 sublevel

53. How Do We Track At Key Stage 3? Each pupil starts at a base level in each subject Maths 4c A new level is given at the end of autumn term Maths 4b A new level is given at the end of spring term Maths 4b A final level is given at the end of summer term Maths 5c

54. How Do We Track At Key Stage 3? Each pupil starts at a base level in each subject Maths 4c A new level is given at the end of autumn term Maths 4b A new level is given at the end of spring term Maths 4b The progress made from the base level is measured and shared with parents one final time 3 sublevels A final level is given at the end of summer term Maths 5c

55. How Do We Track At Key Stage 3? The summer term level becomes the base line for the next year and the process begins again Maths 5c

56. How Do We Track At Key Stage 3? An pupil is expected to make on average 2 levels of progress between the beginning of year 7 and the end of year 9

57. How Do We Track At Key Stage 3? An pupil is expected to make on average 2 levels of progress between the beginning of year 7 and the end of year 9 ICT 4c Year 7 baseline

58. How Do We Track At Key Stage 3? An pupil is expected to make on average 2 levels of progress between the beginning of year 7 and the end of year 9 ICT 4c Year 7 baseline ICT 6c End of year 9

59. How Do We Track At Key Stage 3? ICT 4c Year 7 baseline This means, on average, a pupil should make 2 sublevels of progress each year.

60. How Do We Track At Key Stage 3? This means, on average, a pupil should make 2 sublevels of progress each year. ICT 4c Year 7 baseline ICT 4a End of year 7 4b

61. How Do We Track At Key Stage 3? This means, on average, a pupil should make 2 sublevels of progress each year. ICT 4c Year 7 baseline ICT 4a End of year 7 ICT 5b End of year 8 4b5c

62. How Do We Track At Key Stage 3? This means, on average, a pupil should make 2 sublevels of progress each year. ICT 4c Year 7 baseline ICT 6c End of year 9 ICT 4a End of year 7 ICT 5b End of year 8 4b5c5a

63. How Do We Track At Key Stage 3? Once a term each subject teacher has a dialogue with each pupil about the progress that they are making in their subject. Maths

64. How Do We Track At Key Stage 3? Once a term the form tutor discusses the overall progress being made by each pupil in their tutor group.

65. Advantages Of This System Allows for a positive dialogue with all pupils as soon as they make any progress.

66. Advantages Of This System Allows for a positive dialogue with all pupils as soon as they make any progress. No glass ceiling for more able pupils.

67. Advantages Of This System Allows for a positive dialogue with all pupils as soon as they make any progress. No glass ceiling for more able pupils. No unreachable targets for less able pupils.

68. Advantages Of This System Allows for a positive dialogue with all pupils as soon as they make any progress. No glass ceiling for more able pupils. No unreachable targets for less able pupils. Links in with the schools focus on ensuring that ALL pupils make progress in EVERY lesson.

69. How Do We Track At Key Stage 4?

70. How Do We Track At Key Stage Four? At the end of each half term a current grade and an aspirational target are given. Maths CA

71. How Do We Track At Key Stage Four? At the end of each half term a current grade and an aspirational target are given. Maths The current grade is where the pupil is NOW. CA

72. How Do We Track At Key Stage Four? At the end of each half term a current grade and a target are given. Maths The target is an estimate of the best grade that that pupil could gain at the END OF Y11. The current grade is where the pupil is NOW. CA

73. How Do We Track At Key Stage Four? At the end of each half term a current grade and a target are given. Maths CA 2 The target is an estimate of the best grade that that pupil could gain at the END OF Y11. The current grade is where the pupil is NOW. A measure is taken each half term to see how far a pupil is from their target.

74. How Do We Track At Key Stage Four? If a pupil reaches their target then this may be increased to stretch the pupil to progress even further. Maths C Y11 ½ term 1 A

75. How Do We Track At Key Stage Four? If a pupil reaches their target then this may be increased to stretch the pupil to progress even further. Maths CA Y11 ½ term 1 Maths BA Y11 end of term 1

76. How Do We Track At Key Stage Four? If a pupil reaches their target then this may be increased to stretch the pupil to progress even further. Maths CA Y11 ½ term 1 Maths BA Y11 end of term 1 Maths AA Y11 ½ term 2

77. How Do We Track At Key Stage Four? If a pupil reaches their target then this may be increased to stretch the pupil to progress even further. Maths CA Y11 ½ term 1 Maths BA Y11 end of term 1 Maths AA Y11 ½ term 2 Maths AA* Y11 end of term 2

78. How Do We Track At Key Stage Four? If a pupil reaches their target then this may be increased to stretch the pupil to progress even further. Maths CA Y11 ½ term 1 Maths BA Y11 end of term 1 Maths AA Y11 ½ term 2 Maths AA* Y11 end of term 2

79. How Do We Track At Key Stage Four? If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still motivational and achievable. Maths CA Y11 ½ term 1

80. How Do We Track At Key Stage Four? If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still motivational and achievable. Maths CA Y11 ½ term 1 Maths CA Y11 end of term 1

81. How Do We Track At Key Stage Four? If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still motivational and achievable. Maths CA Y11 ½ term 1 Maths CA Y11 end of term 1 Maths CA Y11 ½ term 2

82. How Do We Track At Key Stage Four? If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still motivational and achievable. Maths CA Y11 ½ term 1 Maths CA Y11 end of term 1 Maths CA Y11 ½ term 2 Maths CB Y11 end of term 2

83. How Do We Track At Key Stage Four? If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still motivational and achievable. Maths CA Y11 ½ term 1 Maths CA Y11 end of term 1 Maths CA Y11 ½ term 2 Maths CB Y11 end of term 2

84. How Do We Track At Key Stage 4? Once every half term each subject teacher has a dialogue with each pupil about the progress that they are making in their subject. Maths

85. How Do We Track At Key Stage 4? Once a term the form tutor discusses the overall progress being made by each pupil in their tutor group. Maths

86. Advantages Of This System Gives the school, parents and pupils an accurate picture of where pupils currently are in each subject.

87. Advantages Of This System Gives the school, parents and pupils an accurate picture of where pupils currently are in each subject. Also provides parents and pupils with an indication of what pupils could achieve at the end of Y11 if they reach their potential.

88. Advantages Of This System Gives the school, parents and pupils an accurate picture of where pupils currently are in each subject. Also provides parents and pupils with an indication of what pupils could achieve at the end of Y11 if they reach their potential. Allows the school to track expected GCSE performance for the year group.

89. Attitude To Learning

90. 1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on track.

91. Attitude To Learning 1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on track. 2. The pupil usually makes good progress but needs occasional prompting to remain on track. 1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on track. 2. The pupil usually makes good progress but needs occasional prompting to remain on track.

92. Attitude To Learning 1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on task. 2. The pupil usually makes good progress but needs occasional prompting to remain on task. 3. The pupil can make good progress but does not consistently do so. 1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on task. 2. The pupil usually makes good progress but needs occasional prompting to remain on task. 3. The pupil can make good progress but does not consistently do so.

93. Attitude To Learning 1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on track. 2. The pupil usually makes good progress but needs occasional prompting to remain on track. 3. The pupil can make good progress but does not consistently do so. 4. A lack of focus usually prevents the pupil from making the necessary progress. 1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on track. 2. The pupil usually makes good progress but needs occasional prompting to remain on track. 3. The pupil can make good progress but does not consistently do so. 4. A lack of focus usually prevents the pupil from making the necessary progress.

94. Attitude To Learning 1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on task. 2. The pupil usually makes good progress but needs occasional prompting to remain on task. 3. The pupil can make good progress in lessons but does not consistently do so. 4. A lack of focus usually prevents the pupil from making the necessary progress. 5. The pupil rarely makes the progress expected and also has a negative effect on the learning and progress of others. 1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on task. 2. The pupil usually makes good progress but needs occasional prompting to remain on task. 3. The pupil can make good progress in lessons but does not consistently do so. 4. A lack of focus usually prevents the pupil from making the necessary progress. 5. The pupil rarely makes the progress expected and also has a negative effect on the learning and progress of others.

95. Frequently Asked Questions!

96. Academic tracking is not an exact science, it is an art form. How can my daughter be a level 6 in some subjects but only a level 3 in others?

97. Why is my sons level in this subject lower than it was last term? Frequently Asked Questions!

98. Academic tracking is not an exact science, it is an art form. Why is my daughters current grade a long way below her target for this subject?

99. Frequently Asked Questions! I am concerned about ONE of my sons subjects, what should I do?

100. Frequently Asked Questions! Academic tracking is not an exact science, it is an art form. I am worried about my daughters assessment as a whole, who can I talk to about it?

101. Reporting To Pupils & Parents

104. Summary

105. Academic tracking is not an exact science, it is an art form.

106. Summary It is not about seeing which pupil won the race, but about ensuring that all pupils have run as far as they were capable of running.

107. Summary The most important part of the whole tracking system is the dialogue between teacher/form tutor/parent and pupil about maximising their progress or achieving their full potential.

108. Diary Dates!

109. Next Y7/Y8/Y9 assessments – Tuesday 16 th April

110. Diary Dates! Next Y7/Y8/Y9 assessments – Tuesday 16 th April Next Y10/Y11 assessments – Tuesday 26 th Feb

111. Diary Dates! Next Y7/Y8/Y9 assessments – Tuesday 16 th April Next Y10/Y11 assessments – Tuesday 26 th Feb Y9 reports – Tuesday 26 th Feb

112. Diary Dates! Next Y7/Y8/Y9 assessments – Tuesday 16 th April Next Y10/Y11 assessments – Tuesday 26 th Feb Y9 reports – Tuesday 26 th Feb Y9 Options Evening – Thursday 28 th Feb

113. Any questions?