1. 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

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

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

4. 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.

5. 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.

6. 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.

7. 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.

8. National changes: the new GCSEs

9. 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

10. 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.

11. 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.

12. 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

13. 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

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

15. 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

16. 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

17. Any questions?

18. 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 The evidence 2. The findings 3. Recommendations

19. 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.

20. 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

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

22. 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.

23. 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

24. 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

25. 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.

26. 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 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.

27. 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.

28. 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.

29. Any questions?

30. 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
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If you have any technical problems with Show My Homework, please contact Claire Shobbrook, Student Outcomes Administrator