1. The Progress Myth

2. Pascal
No pressure then

3. Newton
The force is strong in this one

4. Watt
I got the power

5. Joule
Do some work!

6. What do all these scientists have in common?

7. This, on the other hand, is a progress measure
Band
% Objectives
Step
Y1 Emerging
1-33% 1
Y1 Developing
34-66% 2
Y1 Secure
67-100% 3
Y2 Emerging 4
Y2 Developing 5
Y2 Secure 6

8. Or if you ‘measure’ progress every half term
Band
% Objectives
Step
Y4 Emerging
1-9% 1
Y4 Emerging+
10-29% 2
Y4 Developing
30-49% 3
Y4 Developing+
50-69% 4
Y4 Secure
70-89% 5
Y4 Secure+
90% 6

9. And if we had 8 terms per year…..
Band
% Objectives
Step
Y4 Emerging-
1-12% 1
Y4 Emerging
13-25% 2
Y4 Emerging+
26-37% 3
Y4 Developing
38-50% 4
Y4 Developing+
51-63% 5
Y4 Secure
64-76% 6
Y4 Secure+
77-89% 7
Y4 Secure++
90%+ 8

10. But wait, we forgot the depth

11. No problem. Just shoehorn in some more nonsense
Band
% Objectives
Step/Point
Y1 Emerging
0-25% 1
Y1 Developing
26-50% 2
Y1 Secure
51-90% 3
Y2 Mastery
90-110% 4
Y2 Emerging

12. Levels were removed because……
They were best-fit so pupils could have serious gaps but still be placed within a level
They led to a focus on getting pupils across the next threshold so progress became synonymous with moving on to the next level, rather than developing deeper or wider understanding
They told us nothing about what a pupil could and couldn’t do
Pupils at opposite sides of level boundary could have more in common that pupils within a level.

13. Band
% Objectives
Step
Y2 Emerging
1-33% 4
Y2 Developing
34-66% 5
Y2 Secure
67-100% 6
They told us nothing about what a pupil could and couldn’t do
They were best-fit so pupils could have serious gaps but still be placed within a level
Pupils at opposite sides of a level boundary can have more in common than those within a level
Progress became synonymous with moving onto the next level rather than developing deeper understanding

15. Progress is not……
Neat
Linear
One-size-fits-all
All about coverage

16. Progress is……… Catching up Filling gaps Deepening understanding
Overcoming barriers
Complicated!
Can all this really be expressed by a simple point scale?

17. In which case, can we really measure progress
In which case, can we really measure progress? Or are we just fooling ourselves? And are we just making stuff up to keep ‘the others’ happy?

18. The pinnacle of data madness
From a data request form sent to a headteacher to complete:
% making emerging progress
% making expected progress
% making exceeding progress
Seriously?

19. Before producing any data, ask yourself….
Am I recreating levels?
Could this have an adverse impact on learning?
Is this really for the benefit of external agencies?
Is it all just meaningless nonsense?
And if the answer is yes……………………………

20. STOP IT!