A period of calm and stability Bill Watkin 2016
Nick Gibb’s priorities •
“The dismissal of subject content as the basis of a school curriculum has pushed teachers away from teaching a codified body of knowledge, so typically embodied in a textbook.
•
What is often called ‘personalisation’ – the belief that teaching should be tailored to the interests and capacities of each individual child – runs against the alleged uniformity of whole-class teaching from a textbook.” (Nick Gibb, UK schools minister)
•
The US is urging teachers to “move away from traditional textbooks” and switch to freely accessible shared resources online. The use of online resources is “transforming learning” because material can be “constantly updated and adjusted to meet students’ needs” (Arne Duncan, US education secretary)
•
Single departmental plan: 2015 to 2020 Caution should be applied to interpreting attainment data at key stage 4 between 2015 and 2018 for 3 reasons:
1.
Changes to qualifications means that we will be comparing legacy and reformed GCSEs.
2.
The introduction of reformed GCSEs with a 9-point grading scale from 2017 to 2019 means that as each subject is reformed it moves from an 8-point to a 9-point scale. This means that pupils scoring the same mark across 8 subjects will get a different point score in each of the years.
3.
Changes in the combination of subjects taken. As schools adjust to Progress 8 and, subsequently to EBacc, schools may change their offer of subjects which may result in changes in attainment. This will be particularly true if schools value breadth over a narrower range of subjects a pupil may excel in.
DfE will therefore publish comparative information based on the Attainment 8 measure, in order to help the public make meaningful comparisons of the performance of the secondary school system until 2019
DfE commits to… •
opening 500 free schools and a University Technical College (UTC) within reach of every city
•
extending free childcare to 30 hours per week for working parents of 3- and 4-year-olds and continuing to fund 15 hours per week of early education for the most disadvantaged 2-year-olds
•
reforming school, high needs and disadvantage funding, by introducing fair national funding formulae and continuing to provide the pupil premium and universal infant free school meals
•
increasing the pace of academisation, allowing all good schools to expand whether they are maintained schools, academies, free schools or grammar schools
•
growing the Northern Powerhouse by investing £10 million in 2015/16 to help the best academy sponsors turn around underperforming schools across the region
•
forcing coasting schools to accept new leadership; any school that falls within our 3-year coasting definition will be taken over by the best headteachers (by expanding the National Leaders of Education programme), backed by expert sponsors or high-performing neighbouring schools, unless it can demonstrate that it has a plan to improve rapidly
•
encouraging schools to focus on the progress and attainment of all pupils, particularly in literacy and numeracy, and introducing tough new standards for these in primary schools
•
creating more opportunities to stretch the most able
•
increasing the take up of the English Baccalaureate (EBacc)
DfE will ensure… • every 11-year-old 1.
knows their times tables off by heart
2.
Can perform long division and complex multiplication,
3.
can read a book and write a short story with accurate punctuation, spelling and grammar
If they do not reach the required standard, they will resit their exams in Y7 • every new teacher is trained in how to tackle serious behaviour issues and low-level disruption that stops children from learning properly • the number of teachers able to teach Mandarin in schools in England increases
George Osborne’s priorities 1.
Free childcare from 15 hours to 30 hours a week for working families of 3- & 4-yos
2.
Protect the schools budget in real terms, enabling a per pupil protection for DSG and the PPG
3.
Phase out the education services grant ( ESG)
4.
Open 500 free schools, provide over 600,000 additional school places, rebuild and refurbish ove 500 schools and address essential maintenance needs
5.
Universal infant free school meals will be maintained
6.
Create additional places in nurseries and increase the average hourly rate paid to childcare providers.
7.
800 more NLEs and increase funding for ITT and recruitment to deliver the Ebacc and STEM
8.
Protect current national base rate per P16 student
9.
Protect central children’s services budget to address social care workforce standards
10. National funding formula for schools, high needs and early years; consultation in 2016, implementation from 2017 to 2018 11. Reduce the local authority role in running schools and remove a number of statutory duties
12. Sixth-form colleges in England will be given the opportunity to become academies 13. New National Living Wage of £7.20 an hour from April 2016
Summer school • “Summer schools provide an excellent opportunity for secondary schools to help disadvantaged new pupils understand what and how they will be studying in Key Stage Three” (DfE) • “It is also an opportunity for schools to help disadvantaged pupils who are behind in key areas such as literacy and numeracy to catch up with their peers.” (DfE) • “Summer school funding will not continue in 2016.” (DfE) • The DfE is encouraging schools to keep the summer schools going - and suggests using the pupil premium to fund them.
Flat cash per pupil • Employer pension contributions increase • National Insurance increase (changes to state pensions in 2016) • So, a shortfall of c.10% • Plus, no income rise in line with inflation 2014/15
2015/16
2016/17
2017/18
2018/19
2019/20
£’000s
£’000s
£’000s
£’000s
£’000s
£’000s
DFE Income
6,000
6,000
6,000
6,000
6,000
6,000
Teachers
3,900
4,081
4,272
4,325
4,373
4,419
Other Staff
1,100
1,111
1,157
1,169
1,181
1,192
Other Costs
1,000
1,020
1,040
1,061
1,082
1,104
Total Costs
6,000
6,212
6,470
6,555
6,636
6,716
At least £35,000 pa
• From 1st April 2016, workers from non-EU countries must earn at least £35k pa to settle in the UK for more than 6 years.
• Maths, Physics and Chemistry teachers are exempt.
Budget, 16 March 2016 • all schools to become academies by 2020 (or at least an order for 2022). • detail on Thursday 17/03 • DfE to set aside £1.5bn, which schools will be able to use to provide an extra five hours’ teaching or activities each week, to lengthen the school day. Schools will bid. Only 25% will succeed. • “I also want to support secondary schools that want to offer their pupils longer school days with more extra-curricular activities like sport and art. So we’ll fund longer school days for at least 25% of all secondary schools.”
How to rapidly improve a failing academy Centre for High-Performance, March 2016 Analysis of 160 academies rated ‘special measures’ by Ofsted What doesn’t work? 1.
Improving teacher quality by buying in ‘better’ teachers had little impact when the conditions for good learning were not in place.
2.
Smaller class sizes had little impact.
3.
Some academies tried to remove unruly students to other schools, or to reduce the overall number of admissions to change the student profile. This was seen as a shortterm fix and unsustainable.
4.
Zero-tolerance behaviour policies had a short-term impact, but the impact fades over time.
What works well?
1.
Creating multiple, personalised pathways for young people within the academy, so that their aspirations and behaviour can be supported, before reintegration into the mainstream curriculum.
2.
Creating all-through schools so that good behaviour for learning can be cultivated from an early age.
HMCI, March 2016 School leaders must be able to address “systemic weaknesses” in their schools, by being able to “demonstrate progress” if an inspector “rattles off” four key questions: 1. What are you doing to strengthen the Key Stage 3 curriculum? 2. What are you doing to make sure your most able pupils are being stretched? 3. What steps are you taking to improve outcomes for your youngsters on free school meals? 4. How do you ensure that your Year 11 students fully understand the range of career and study options available to them?
FE Colleges and KS4 • Total number of colleges “intending to deliver the programme” over the coming academic year is 20 (EFA) • Colleges can recruit directly if they meet certain criteria, eg 1. 2. 3.
a dedicated 14 to 16 area on the college estate separate leadership for 14 to 16 Ofsted outstanding or good
• FE colleges intending to start ‘direct recruitment’ of full-time KS4 for 2015/16 include: Cambridge Regional College (CRC) Central Bedfordshire College East Durham College East Kent College John Ruskin College South Tyneside College Accrington and Rossendale College
Middlesbrough College Leeds City College Hull College Group Newcastle College Halesowen College Hadlow College
The education and adoption bill
• Regional Schools Commissioners: powers to bring in leadership support from other excellent schools and heads, and speed up the process of turning schools into academies. • An Ofsted ‘Inadequate’ would usually mean academisation, with barriers removed to ensure swift progress towards conversion. Communication, not consultation. • Schools that meet a new coasting definition, eligible for academisation.
Education and Adoption Bill, 2015 Schools causing concern: eligibility for intervention Coasting schools (1) A maintained school is by virtue of this section eligible for intervention if the governing body of the school— (a) have been notified that the Secretary of State considers the school to be coasting, and (b) have not subsequently been notified that the Secretary of State no longer considers the school to be coasting.
(2) The Secretary of State may by regulations define what “coasting” means in relation to a school for the purposes of subsection (1).”
Definition of ‘Coasting’ schools (and now academies) Secondary schools: • In 2014 and 2015 below 60% 5+ACEM and below median level of expected progress. And in 2016 below a level yet to be set in Progress 8 • This level will be set after 2016 results are available to ensure it is set at a suitable level. • A school will have to be below those levels in all 3 years to be defined as ‘coasting’. • By 2018 the definition of ‘coasting’ will be based entirely on Progress 8 and will not have an attainment element. Primary schools: • In 2014 and 2015 below 85% level 4, in reading, writing and maths, and below-average expected progress from KS1 to KS2. And in 2016, below a ‘coasting’ level yet to be set against the new primary school measures (attainment: 80 – 130; progress: + / - 100). •
‘coasting’ based on performance in 2014, 2015 and 2016. So we will not know until 2016 how many schools will be coasting. But we expect hundreds of schools.
“So let me make a series of commitments to you� 1.
a period of calm and stability to let the reforms of the past five years bed down.
2.
push for excellence and tackle underperformance where it occurs.
3.
existing reforms to the curriculum and qualifications are here to stay.
4.
full support for a profession-led 'College of Teaching' to increase the status of the profession and take the lead in developing truly outstanding professional development and evidence-informed practice.
5.
tackle unnecessary teacher workload. SoS 19 May 2015
Workload Challenge response • no major changes in government policy during the academic year • no curriculum and qualifications reform in the middle of courses “except when absolutely necessary”, • no changes to Ofsted’s inspection framework or handbook will be introduced during the academic year “except when absolutely necessary” • Ofsted will provide regular updates on what inspectors are looking for in order to debunk myths • “major surveys” of teachers will take place every two years to keep tabs on their workload
Workload Review Groups 1.
the Marking Policy Review Group - will look at the types of marking practices being carried out in schools that are successfully raising standards without generating unnecessary workload, with a focus on the implications of certain practices such as ‘deep marking’ Chair: Dawn Copping, Headteacher, Shaw Primary Academy, Thurrock
2.
the Planning and Resources Review Group - will consider the impact of lesson planning and use of resources in schools to see how effective practice can improve attainment and reduce workload Chair: Kathryn Greenhalgh, Director of Maths, Outwood Grange Academies Trust
3.
the Data Management Review Group - will develop principles for good inschool data management, including how pupil progress is monitored and will build on the recommendations from the Commission on Assessment Without Levels Chair: Lauren Costello, Executive Managing Director for Education Strategy White Horse Federation, Swindon
• "We will be giving families in thousands of schools a 'right to request' their school provides childcare for a full working day, before and after school and during the school holidays. • "If enough parents call for childcare at their local school, we will expect the school to take reasonable steps to accommodate it, in a way that works for them. • "Because we want working parents to have the confidence their child is in a happy and safe environment."
Nicky Morgan’s priorities, November, 2015 1.
Every child, who is able, should study the EBacc. Today we are consulting on how to deliver this, [and on holding schools to account]. In time, I want to see at least 90% of students entering the EBacc.
2.
New year 7 resit tests.
3.
KS1 national test to be as robust and rigorous as it needs to be.
4.
We’ll offer coasting schools the support and challenge they need to improve. Where they rise to that challenge we’ll get out of the way and cheer them on. Where they don’t, we’ll bring in new leadership and new sponsors to turn that school around.
5.
Coastal towns and rural areas struggle to recruit and retain good teachers. The National Teaching Service will play a key part in solving this. By 2020 it will have deployed 1500 outstanding teachers and middle to underperforming schools. Theywill be employed by these schools for up to 3 years. The programme will launch next September in the NW.
SoS termly email, January 2016 DfE priorities for 2016 include: 1.
Publishing a response to the EBacc consultation (closes 29 Jan)
2.
Empowering professionals, by helping more schools enjoy the freedom that becoming an academy brings and continuing to tackle unnecessary teacher workload.
3.
Working towards a National Funding Formula for schools, based on pupil need, not unfair and outdated calculations.
4.
Getting some of our best teachers and middle leaders into areas where they are needed the most, via the new National Teaching Service.
5.
Supporting schools to develop pupils into well-rounded, confident, happy and resilient individuals to boost their academic attainment, employability and ability to engage in society as active citizens.
6.
Continuing to tackle radicalisation of young people wherever it occurs and supporting schools to recognise the signs of radicalisation early and to act quickly.
7.
helping you make the best financial decisions for your schools with a new financial health and efficiency package of information and tools (available on GOV.UK shortly). As part of that package of support look out for an email with a benchmarking report card for your school.
8.
funding a significant expansion of the National Citizen Service, available to 15- to 17-year-olds (more info soon) http://us12.campaign-archive1.com/?u=db1a5a5b71238d9c066937423&id=1ba2d93d29
Primary Assessment Review • Ensure that Tests at 5 and 7 can be reliable in gauging progress to KS2 Test • Address concerns about Favouritism Following stereotypes (eg low scores for less able, or for girls in maths)
Depressing KS1 scores to boost progress shown in KS2
• Make tests at 5, 7, 11 more rigorous • Make KS1 tests externally set and assessed
“In getting rid of those tests, we conceded too much to vested interests” (HMCI) • Submit Baseline and KS1 scores to DfE
12 x 12 Times tables tests as part of KS2 SATs • Pupils will expected to know all tables up to 12x12. • Tests scored using an "on-screen check“.
• The "on-screen check" will involve multiplication challenges against the clock, which will be scored instantly. • Schools will be held accountable for the results of the tests. • The checks will be piloted to about 3,000 pupils in 80 primary schools this summer, before being rolled out across the country in 2017.
National Teaching Service
•
A way of getting good teachers into schools and regions where it is hard to recruit
•
Reward NTS teachers with rapid career advancement and additional CPD
EBacc “We will require secondary school pupils to take GCSEs in English, maths, science, a language and history or geography, with Ofsted
unable to award its highest ratings to schools that refuse to teach these core subjects.� Conservative Manifesto, 2015
Compulsory for all
• All pupils who start secondary school in Sept 2015, and who will start Y10 in 2018, will be required to be entered for GCSE exams in full Ebacc. • DfE will listen to school leaders before introducing the requirement - with the details of how this will be implemented still to be announced • "We will ensure that schools have adequate lead-in time to prepare for any major changes" • "We will support these schools to raise standards but make no apology for expecting every child to receive a high-quality core academic education” • “This will be a significant challenge for schools, with 39% of pupils currently entering all these subjects and 24% getting a good grade in all of them”
SSAT Ebacc Survey Over 1,700 responses 1.
Only 15% said that they would make the Ebacc compulsory if that was a requirement for an Outstanding judgement from Ofsted.
2.
72% would refuse to teach the Ebacc for all, even if that meant a ceiling of Ofsted Good for their schools.
3.
Over 43% of Outstanding schools would refuse to teach the Ebacc for all, even if it meant losing their Outstanding status.
4.
83% of schools would have to change their staffing, with 45% anticipating significant changes required.
5.
90% would have to make cuts to other subects on the curriculum in order to accommodate the Ebacc for all. Under threat are Technology, Arts, PE and RE and vocational.
6.
69% would have to reduce their vocational provision, with a further 10% still not sure
…. and HMCI
• The policy will be a “problem” for some young people, even at the highest-performing schools. • Would the EBacc properly prepare every student for education after GCSEs, particularly those aiming for an apprenticeship? • “I can think of youngsters who would have been better suited to do English, maths and science and a range of vocational subjects.” • Ministers have not yet raised the matter with Ofsted but would receive a “robust” response if they did so…
Ebacc for 90%
• It is hoped that in time c.90% of secondary pupils will do the full Ebacc (currently c.39%) • “I want to set high expectations and high standards for all pupils, regardless of where they are in the country. That means it’s the end of the Mickey Mouse exams. We’ve swept away courses which, frankly, employers didn’t value.” (Secretary of Sate, November 2015)
“EBacc entry and attainment will be given a more prominent role in the Ofsted inspection framework, although, as now, no single measure will determine the outcome of an inspection.”
“In order to achieve the national expectation that at least 90% of pupils are entered for the EBacc, many schools will need to enter significantly more than 90% of their pupils.”
•
The full EBacc will remain inappropriate for a small minority of pupils.
•
Perhaps those with complex special educational needs who have spent a long time out of education recent arrivals to the country
who need additional time for English and mathematics.
•
Non-entry will need to be considered on a case by case basis.
•
Schools should be able to determine which pupils make up the small minority for whom taking the whole EBacc is not appropriate.
•
In making decisions about EBacc entry, schools should consider the overall impact that EBacc entry might have on pupil performance and progression to post-16 education.
•
As well as the school academic co-ordinator, decisions could involve the views of the pupil, parents and other relevant members of staff such as the Senco.
•
The decision not to enter a pupil for the EBacc should be a positive decision.
No more GCSE and AL ICT In May 2015 Ofqual decided that these subjects would go on to the next stage of planning:
This consultation seeks views on the following subjects: 1. • GCSE short course in physical education 2. • AS and A levels in geology and politics
• •
In November 2015, DfE decided “not to approve two GCSEs and A levels in a similar qualification space. The IT GCSE and IT A level will not be redeveloped” (p.11) Last award 2018
SAT resits • Pupils who did not get good grades in KS2 SATs will have to retake a test in Y7 • The resit will be a standardised test in maths and English, marked by teachers rather than external examiners. • There could be up to two retakes, in the spring or summer terms, and the number of pupils who had failed the retakes would be published as part of the league table data.
• Pupils with special needs would not have to take the resits • From September 2017; consultation to be launched early 2016
New point score scales for legacy GCSEs GCSE grade
2016 Points
2017 Points
G
1.00
1.00
F
2.00
1.50
E
3.00
2.00
D
4.00
3.00
C
5.00
4.00
B
6.00
5.50
A
7.00
7.00
A*
8.00
8.50
BYOD • Nearly one in three secondaries let pupils use their devices in school. • Schools are increasingly turning to iPads and other tablets in their lessons • Many provide a personal tablet to every one of their students.
• 30% of secondaries now operate a BYOD policy. • “Pupils bringing personal devices such as laptops or tablets into school can be extremely disruptive and make it difficult for teachers to teach.” (Ofsted)
• “It is up to schools to decide whether they have rules about personal devices, but Ofsted would be supportive of heads who took tough action to make the learning environment better for children.” (Ofsted)
Mobile technologies • HMCI calls for outright ban • Tom Bennett to lead a review for DfE • Smartphones and tablets in classrooms hinder learning (DfE) • 2 in 3 schools now use tablets (2014) • 1 in 10 schools issue tablets to all (2014) • 1 in 3 schools have already banned mobile phones (2013) • 1 in 5 schools limit use in classrooms (2013) • Banning phones could boost learning by 1 week in an academic year (LSE)
Students, computers and learning Making the conection OECD, September 2015 •
On average, in the past 10 years there has been no appreciable improvement in student achievement in reading, mathematics or science in the countries that have invested heavily in ICT for education.
•
In Germany, Italy and Japan, there is only one school computer available for every four 15-year-old students.
•
In Australia, New Zealand and the United Kingdom, every 15-year-old has individual access to a computer at school.
•
On average, 72% of 15-year-olds in OECD countries use computers at school; but in Korea, which is among the top 3 performers in both the PISA computer-based assessment of mathematics and the PISA digital reading test, only 42% of students reported using computers at school.
•
Students who spend more than 6 hours per day on line outside of school, are more likely to report that they feel lonely at school, arrive late or skip days of school.
•
Students who use computers very frequently at school do a lot worse in reading
Additional duties Prevent •
From 1 July 2015, all schools have had a duty to “have due regard to the need to prevent people from being drawn into terrorism” under the Counter-Terrorism and Security Act.
•
Guidance says that schools have a duty to promote the spiritual, moral, social and cultural development of pupils, and to promote British values in school.
Female genital mutilation •
As of October 2015 teachers have a statutory duty to report to the police where they discover that FGM appears to have been carried out on a girl under 18.
•
The guidance says those who do not report cases of FGM will face disciplinary sanctions.
Keeping children safe •
In 2016, all schools will need to have appropriate filters and monitoring systems, so that no child can access harmful content via the school’s IT systems and concerns can be spotted quickly
•
All schools will be required to ensure that they teach their pupils about safeguarding, including online
•
The consultation runs until 16 February 2016
Pupil Premium
Admissions • all schools to have the freedom to give admission priority for all children attracting the pupil premium, the early years pupil premium and the service premium. Academies and free schools currently have the option to adopt such a priority, through the terms of their funding agreement. • no requirement for admission authorities to include such a priority in their admission arrangements. This will be an option open to schools, who may adopt it if they wish • primary schools which have a nursery now able to give priority in their admission arrangements to disadvantaged children who attend the nursery. This will allow schools with a nursery to provide continuity of education for those children most in need of such support and stability, whilst providing an implicit limit on the proportion of children who can be prioritised, so that reception places remain available for other local parents who may have been unable or unwilling to send their child to the nursery
Admissions proposals Plans to simplify the school admission system and ensure it works for parents by: 1.
stopping objections to a school or local authority’s admissions arrangements from outside the local area - this means only local parents will have a say on admissions and helps local authorities to ensure they are fair
2.
stopping “vexatious� complaints against faith schools from secularist campaign groups
3.
giving parents and communities a greater voice in local admissions by requiring admissions authorities to consult on their admission arrangements every 4 years rather than the current 7
Summer born children A revised School Admissions Code came into force on 19 December 2014 •
Some admission authorities will have already determined their admission arrangements for 2015/16. Some may have already have started work on their admission arrangements for 2016/17. Wherever possible, admission authorities should include the process for requesting admission out of the normal age group in their admission arrangements for 2016/17. Where this is not possible, they must include it in their arrangements for 2017/18.
•
School admission authorities are required to provide for the admission of all children in the September following their fourth birthday, but flexibilities exist for children whose parents do not feel they are ready to begin school before they reach compulsory school age.
•
Where a parent requests their child is admitted out of their normal age group, the school admission authority is responsible for making the decision on which year group a child should be admitted to. They are required to make a decision on the basis of the circumstances of the case and in the best interests of the child concerned.
•
There is no statutory barrier to children being admitted outside their normal age group, but parents do not have the right to insist that their child is admitted to a particular age group.
Rosie & Olivia Dutton • Olivia can start in Reception after turning 5. • The decision could open the floodgates to a tide of similar cases regarding parents of 'summer babies' who want their child to start Reception class after they turn five.”
The Code of Practice, Special Educational Needs and Disability Regulations www.gov.uk/government/publications/send-code-of-practice-0-to-25
Pupils and families to have more of a say •
Each young person and family at the centre of discussions about the support offered. You should ask parents to share their knowledge about how their child is developing, and involve them when writing school policies. It's up to you to consult them so you can work out what is best for each pupil. Young people will also have new rights. When they reach 16, you should normally consult them directly – their views will take precedence over their parents' views.
Education, health and care plans to replace statements • •
SEN statements and learning difficulty assessments (LDAs) will be replaced with education, health and care (EHC) plans taking children and young people up to the age of 25. From September, new assessments of SEN will follow the new rules, and support will be provided through an EHC plan. Existing statements and LDAs will remain in force until all children and young people have completed the transition. Transfers from statements to EHC plans should be completed within three years, so for pupils who already receive support, you'll need to follow the old guidelines until September 2017.
School Action and School Action Plus to end. •
Instead, there'll be a single school-based category for children who need extra specialist support. You should set out interventions and expected outcomes for these pupils, and review progress each term. You must also inform parents when pupils without an EHC plan receive special support.
Optional personal budgets for young people • •
Under the new system, young people and parents of pupils with an EHC plan can choose to hold a personal budget to buy in the support identified. The money will come from the high-needs funding block and will not normally affect the school's notional SEN budget. By focusing on the outcomes of spending in your conversations with parents, you can retain some control over how money is spent. Buying in bulk is cheaper, so if money from personal budgets is pooled, children will receive better quality support.
Teachers must make sure every pupil makes progress •
Teachers more accountable for the progress of all pupils, even those supported by specialist staff. As part of performance management, teachers should expect to be judged on how well they teach pupils with SEN. So you should check your teachers know how to identify SEN and support pupils with different needs, particularly those needs they see more frequently. Ideally, you'd also offer training to help with this.
Some other pre-occupations 1. Recruitment & retention 2. Free schools – capacity shortage or good school for every child 3. New content and tests, 2 – 19 4. New National Curriculum, new school curriculum, new schemes of work, new lesson plans, new resources 5. Languages, Computing, Cookery
6. Accountability: Ofsted, RSC, floor standards, league tables, governance 7. A world without data 8. New GCSEs & terminal exams
9. Decoupled AS and AL – Offer? Co-teachable? 10. New performance measures x4
100%
Proportion of pupils attaining 5ACEM
90%
80%
70%
60%
50%
40%
30%
20%
10%
Progress -2
-1.5
-1
-0.5
0% 0
0.5
School progress 8 score
1
1.5
2
The new pass mark •
58% of pupils achieved A*-C grades in both English and maths in 2015
• Around 35% of pupils would have achieved Grade 5 or above in both English and maths in 2015 had GCSEs been graded on the 1-9 scale. • Raising the bar to Grade 5 is likely to have a greater impact for some schools more than others. It will also introduce more variation between schools Education Datalab, December 2015.
Question
What is the biggest pre-occupation you are facing and how are you preparing to face it?
National Curriculum
National Curriculum • Knowledge-based content (cf the Core Knowledge Sequence – ED Hirsch) • Programmes of Study : slim, set out what should be taught by end of key stage, allowing schools and teachers greater freedom to develop their own curricula • Level descriptors removed: “Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression. The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents…we will provide examples of good practice which schools may wish to follow…Ofsted’s inspections will be informed by whatever pupil tracking data schools choose to keep.” • Teachers to develop school-level curriculum (and post on website)
The School Information (England) (Amendment) Regulations 2012 Amendment of the School Information (England) Regulations 2008 Regulation 10 “Schedule 4Specified information to be published on a school’s website 1. The name, postal address and telephone number of the school, and the name of a person to whom enquiries should be addressed. 2. Either— (a)the determined admission arrangements for the school in relation to each relevant age group at the school, including any arrangements for selection, any oversubscription criteria and an explanation of the process of applying for a school place; or (b)information as to where and by what means parents may access that information in the local authority’s composite prospectus published on their website. 3. Information as to where and by what means parents may access the most recent report about the school published by her Majesty’s Chief Inspector of Education, Children’s Services and Skills. 4. The school’s most recent key stage 2 results as published by the Secretary of State under the following column headings in the School Performance Tables published on the Department for Education’s website: (a)“% achieving Level 4 or above in English and Maths”; (b)“% making expected progress”; (c)in relation to English, “% achieving Level 5 or above”; and (d)in relation to Maths, “% achieving Level 5 or above”. 5. The school’s most recent key stage 4 results as published by the Secretary of State under the following column headings in the School Performance Tables published on the Department for Education’s website: (a)“% achieving 5 + A* - C GCSEs (or equivalent) including English and Maths GCSEs”; (b)“% achieving the English Baccalaureate”; and (c)“% of pupils making expected progress”. 6. Information as to where and by what means parents may access the School Performance Tables published by the Secretary of State on the Department for Education’s website. 7. The following information about the school curriculum— (a)in relation to each academic year, the content of the curriculum followed by the school for each subject and details as to how additional information relating to the curriculum may be obtained; (b)in relation to key stage 1, the names of any phonics or reading schemes in operation; and (c)in relation to key stage 4— (i)a list of the courses provided which lead to a GCSE qualification, (ii)a list of other courses offered at key stage 4 and the qualifications that may be acquired. 8. The measures determined by the head teacher under section 89 of the Education and Inspections Act 2006 (determination by head teacher of behaviour policy)(4). 9. The amount of the school’s allocation from the Pupil Premium grant(5) in respect of the current academic year; details of how it is intended that the allocation will be spent; details of how the previous academic year’s allocation was spent, and the effect of this expenditure on the educational attainment of those pupils at the school in respect of whom grant funding was allocated. 10. The report prepared by the school under section 317(5)(a) of EA 1996 (duties of governing bodies in relation to special educational needs(6)). 11. The school’s charging and remissions policy determined by them under section 457 of EA 1996(7). 12. A statement of the school’s ethos and values.” http://webarchive.nationalarchives.gov.uk/20130903181219/http://www.legislation.gov.uk/uksi/2012/1124/made
7.
The following information about the school curriculum
(a)in relation to each academic year, the content of the curriculum followed by the school for each subject and details as to how additional information relating to the curriculum may be obtained;
(b)in relation to key stage 1, the names of any phonics or reading schemes in operation; and (c)in relation to key stage 4—
(i)a list of the courses provided which lead to a GCSE qualification, (ii)a list of other courses offered at key stage 4 and the qualifications that may be acquired. http://webarchive.nationalarchives.gov.uk/20130903181219/http://www.legislation.gov.uk/uksi/2012/1124/made
English Age 5/6:
Read using phonics, recite poetry by heart in class, learn alphabet, ensure left-handed pupils get help
Age 6/7:
Write joined up words
Age 7/9:
Use dictionaries for meaning
Age 7/11: Spell 200 complex words, including “mischievous”, “privilege”, “yacht” and use thesaurus to develop vocabulary Age 11/14: Read two Shakespeare plays – up from one at moment – pre-1914 literature and study two authors each year; practise public speaking and debating Age 14/16: Lit: At least one Shakespeare play, a 19th century novel, Romantic poetry and contemporary British fiction from 1914 onwards Lang: SP&G increasing from 12 to 20%. Write effectively and coherently using Standard English OUT: Prescribed lists of authors
The Lord Chancellor’s English Recommendation 1 'Read the great writers to improve your own prose – George Orwell and Evelyn Waugh, Jane Austen and George Eliot, Matthew Parris and Christopher Hitchens.' Recommendation 2 ‘Do not start a sentence with 'however'.’ But...
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However, they must obtain food from the outside world somehow. (Orwell, Animal Farm)
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However, Mr. Wickham's account seems to leave no doubt that Mr. Darcy is intentionally unkind. (Austen, Pride and Prejudice)
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Mrs. Elton is disappointed. However, she decides not to put off her plans. (Austen, Emma)
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Celia, now, plays very prettily, and is always ready to play. However, since Casaubon does not like it, you are all right. (Eliot, Middlemarch)
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Laugh? I should have bust my pants. However, they've fixed things up without that. (Waugh, Scoop)
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However, a problem presented itself at once. (Hitchens, The Trial of Henry Kissinger)
and . . .
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However, I was nudged out of my reverie by the reminder that it was indeed possible to send something through the post on Tuesday and be sure it arrived on Wednesday. (Gove, 2008)
NC test frameworks
English • Combined English literature and language course will be scrapped. • The best of English Language and English Literature will be doubleweighted, provided a pupil has taken both qualifications. • The second best score of Literature and Language can be counted in the ‘open group’ of subjects, if it is one of the pupil’s highest scores in this group. • English language and English literature do not have to be taken in the same series (year) to be double weighted. • In the measure showing the % of pupils achieving a C+ in English and maths, a pupil would have to achieve a C in either Literature or Language to satisfy the English requirement (in 2016, a C in Combined English would be sufficient).
• In the EBacc measure, a pupil must study both Language and Literature, and achieve a C grade or better in at least one, to satisfy the English requirement (in 2016, a C in Combined English would be sufficient).
Early entry in English In the transition from A*-G to 9-1, specific rules apply: • No GCSE A*-G English results can be carried forward; from summer 2017 the only GCSE results which will be eligible will be from the reformed 9-1 qualifications. • Students who take English GCSEs in successive years – eg English literature in Y10 and another English (inc iGCSE) in Y11 would take the current (A*G) GCSE in 2016 and the reformed (9-1) GCSE in 2017. • In this case, and for this year only, the English literature result from Y10 would not be eligible for performance tables.
English GCSE Speaking and Listening 1.
Students will take a separate speaking and listening test assessed by their teachers and graded.
2.
Students will be awarded a separate grade of either "distinction", "merit", "pass" or "not classified" for speaking and listening. This replaces the current 5 to 1 scale.
3.
Teachers will be asked to submit audio-visual recordings of a sample of their students’ tests, rather than of all students’ tests as was originally suggested.
4.
The speaking and listening mark will be listed separately on pupils’ grade certificates.
5.
Ofqual has decided to use a "not classified" grade instead of a "fail" for students who do not meet the criteria.
6.
Spoken language tests will take place “in a formal setting, before an audience and require preparation to have been undertaken by the learner.”
7.
Schools will have to provide a statement to exam boards confirming that they “have taken reasonable steps to secure that students complete the spoken language assessment”.
Maths Age 5/6:
Count to 100, use simple fractions, tell the time
Age 6/7:
Add and subtract three-digit numbers
Age 8/9
Master 12 times tables, convert decimals and fractions
Age 10/11:
Introduction to algebra
Age 11/14:
Probability, reasoning with algebra, geometry and rates of change
Age 14/16:
Fat maths
OUT: Using calculators at primary school in favour of mental arithmetic
Maths GCSE • Significantly (c.1/3) more content • Candidates to master essential concepts in greater depth. Syllabus includes a new section on ratio, proportion and rates of change, as well as requirement to learn key formulae by heart for terminal exam • The syllabus will place a greater focus on “real world problems”, including financial mathematics. • greater challenge for the most able by thoroughly testing their understanding of the mathematical knowledge needed for higher level study and careers in mathematics, the sciences and computing.
• More content, plus double weighting in measures, will drive increased curriculum time allocated to maths • further maths GCSE (a level 1/level 2 certificate) can count for the maths slot of progress 8 until 2016
Transition in maths
• Current Y11 will sit legacy GCSE in Summer 2016 • Only one resit opportunity in November of Y12 • Then the new ‘fat’ GCSE will be introduced in Summer 2017
Specialist teaching
More than one in five secondary school maths lessons is now taught by a teacher without a degree in the subject
The figure for English is 17% and Science, 14 %
Maths in Progress 8 • Either the regular Maths GCSE or the Further Maths can count in the double-weighted group - if a student has taken both, it will be the better grade • However the second result will not count anywhere in Progress 8
Science Age 5/6:
Basic experiments with paper, elastic, foil, fabrics etc
Age 6/7:
Introduction to reproduction in animals
Age 8/9:
Building simple circuits with bulbs, buzzers etc
Age 10/11: Evolution and inheritance, importance of diet and exercise / effect of drugs Age 11/14: Human reproduction, Periodic Table, climate change
Age 14/16: Separate GCSEs in biology, chemistry and physics as well as a combined science double award. All contain explicit requirements for application of
mathematical understanding and, in physics, new expectations for the recall and application of key formulae
OUT: Non-science topics such as caring for animals
New approach for GCSE science practical assessment • Use written exam questions in place of controlled assessment. • Each exam board will have to specify a minimum number of practical activities that students must complete, set no lower than 8 in each individual science and 16 for combined science. • Each school will be required to confirm that they have enabled their students to do the full range of practical work. • Each student is required to have kept a record of their work.
Science – some rules . . . 1.
Core science and additional science count as separate subjects in the Ebacc section of the Progress 8. They take two slots in the three allowed for Ebacc subjects.
2.
GCSE Core and Additional Science will be examined for the last time in 2017. New GCSEs in Combined Science will be taught from 2016, and examined for the first time in 2018. This new qualification will also meet the EBacc requirement.
3.
Core science taken at the end of Y10 (eg used to determine if a pupil is suited to additional science) can count in Progress 8, but it doesn’t have to – it will count if it ends up being one of the pupil’s best scores in the relevant slots at the end of Year 11 (early entry rules mean that a second go at core science at the end of Y11 couldn’t count if pupils have entered core science in Y10).
4.
Core science will discount as a first entry against triple science qualifications (Biology, Chemistry and Physics) That means that if a pupil sits core science and then triple science the following year the triple science will not count in the performance tables. The only combination that will work for core science is if it is followed by additional science.
5.
To achieve the science element of EBacc, students need to achieve A*-C in core and additional science or be examined in three of biology, chemistry, physics and computer science and achieve A*-C in two of these subjects. Computer science has recently been added to this list.
6.
Further additional science is not an EBacc qualification and does not count towards the achievement of the EBacc. It will not count as an EBacc subject in one of the progress 8 EBacc slots. It can count in one of the other 3 slots.
7.
If a student gets A in History, A in geography and a BB in Double Award Science, but C in all other subjects, one of the B grades in Science can be used for the Ebacc pot in Progress and Attainment 8 and the other can be used in the general pot (i.e. can separate out the double B grades)
BTEC Science • BTEC Science (and all vocational alternatives) will last appear in the 2016 tables - so the new Y11 will be the last group to take it and have the results count in Progress 8.
NC: Art
Age 7/11:
Mastery of drawing, painting and sculpture, maintain sketchbooks, focus on great artists from history
Age 11/14:
Range of multimedia techniques and history of artistic, architectural and design movements
OUT: Vague references to “develop creativity and imagination�
NC: Citizenship
Age 11/14:
Introduction to political system, voting, monarchy, criminal/civil law and managing personal finance
Age 14/16:
British links to Europe/Commonwealth, ethnic diversity in UK, lessons on debt, insurance, savings and pensions, chance to volunteer in local community
OUT: Mandatory teaching about ‘economic citizenship’, inequalities and topical issues
NC: Computing Age 5/7:
Basic programming and debugging, online safety, storing information
Age 7/11:
Designing programmes for complex problems, using internet search engines
Age 11/14:
Coding and solve practical computer problems
OUT: Lessons in using word processing packages
Computer science •
90% of computer science teachers are non-specialists
•
OCR has linked to an existing online computer science education platform called Codio, which uses a ‘flipped’ approach so that learners can learn on the platform as well as in the classroom in their own time.
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Teachers who spend two hours a day on the platform could probably bring themselves up to GCSE standard in computer science in 2-3 months.
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It will also allow some pupils to pick up the fundamentals while others tackle advanced programming.
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The new GCSE will allow students to learn about cybersecurity and how to build an app; about topics such as phishing, malware and firewall; about the legal and ethical concerns around computer technology.
•
Pupils will also have to use the programming skills they learn on the course to work on an independent coding project that solves a real-world problem.
NC: Design and Technology Age 5/14:
Cooking lessons throughout primary and secondary, including nutrition, preparing dishes, understanding seasonality and developing cooking techniques
Age 5/7:
Cutting, shaping, joining and finishing using construction materials and textiles
Age 7/11:
Using mechanical systems such as gears, pulleys, cams and levers and building circuits incorporating switches, bulbs, buzzers and motors
Age 11/14:
Work with hi-tech devices such as 3D printers, laser cutters, robots and microprocessors
September 2014 - As part of the School Food Plan, cookery will become statutory at KS3 OUT: Lessons in talking about what pupils “like and dislike when designing and making� and conceptual nature of D&T
Cooking and nutrition Pupils should be taught how to cook and apply the principles of nutrition and healthy eating.
Key stage 1 use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from Key stage 2 prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed Key stage 3 cook a repertoire of predominantly savoury dishes, feed self and others become competent in a range of cooking techniques: • selecting and preparing ingredients • using utensils and electrical equipment • applying heat in different ways • using taste, texture and smell to use seasoning & ingredients well • adapting and using their own recipes
NC: Geography Age 5/7:
Names of oceans, continents, world map, countries of UK, weather seasons and fieldwork around school environment
Age 7/11:
Countries of world, counties and cities of UK, physical geography including volcanoes, reading Ordnance Survey maps
Age 11/14:
Climate change and use of satellite technology
Age 14/16:
Fieldwork: 2 pieces. Exam only, and some questions will assess the knowledge and skills students learn from fieldwork.
OUT: Lessons on European Union
NC: History Age 5/7:
Study of famous individuals to compare life in different periods, eg. Elizabeth I and Queen Victoria, William Caxton and Tim Berners-Lee, Mary Seacole and Edith Cavell
Age 7/11:
Britain from Stone Age to 1066, Ancient Greece and one non-European society, eg. early Islamic society
Age 11/14:
Britain from 1066 to present day, including Empire, Victorian Britain, world wars, Cold War, creation of NHS
Age 14/16:
British history up from 25 to 40%. Study three era: medieval (500 to 1500), early modern (1450 to 1750) and modern (1700 to present)
OUT: Lessons on skills, concepts and historical processes
Religious Education The government has issued (28/12/15) guidance to schools that • sets out clearly that schools will not have to change their religious education curriculum and that there is no need to give non-religious world views equal parity with religious world views in education.
• protects the freedom of schools to set their religious studies curriculum in line with statutory guidance and in accordance with the wishes of parents. • schools can continue to prioritise the teaching of major faiths over non-religious world views such as humanism • provides assurance that the judgement does not impact on the content of the new RS GCSE.”
Modern and Ancient Languages Age 7/14:
Compulsory language of any kind, removing previous requirement to learn from list of either French, German, Italian, Mandarin, Spanish, Latin or Ancient Greek
Age 7/11:
Appreciate song, poems and rhymes in foreign tongue, understand basic grammar, hold simple conversations
Age 11/14:
Initiate conversations, read range of stories, poems and letters, translate material into English
Age 14/16:
Ofqual has announced that the assessment of the practical skills of speaking and listening will contribute to the final grade. French, German and Spanish to be available from 2016; other languages one year later (2017)
Community languages
“In an outward-facing country such as Britain, it is important that we have high-quality qualifications not just in French, German and Spanish but also in languages such as Polish, Urdu, Arabic, Bengali, Gujarati and Turkish.� (Nick Gibb, July 2015)
To avoid any gap in provision in certain languages DfE will, where necessary, extend the timetable for exam boards to continue with existing qualifications until September 2018.
NC: Music Age 5/7:
Singing and playing tuned/untuned instruments
Age 7/11:
Play and perform in solo and ensemble context, introduction to great composers
Age 11/14:
Extended use of tonalities, different types of scales and other musical devices
OUT: References to exploring ideas and feelings about music through movement and dance
NC: PE Age 5/7:
Master basic movements (run, jump, throw, catch etc), introduction to team games
Age 5/11:
Swim 25 metres, perform range of strokes, lifesaving techniques
Age 7/11:
Competitive games such as football, netball, rounders, cricket, hockey, basketball, badminton and tennis
Age 11/14:
Analyse past performances to improve, take part in competitive sport outside school
OUT: References to creativity and theory in PE
Statutory teaching of religious education and sex and relationship education Key stage 1
Key stage 2
Key stage 3
Key stage 4
Age
5-7
7-11
11-14
14-16
Year groups
1-2
3-6
7-9
10-11
Religious education
Sex and relationship education
✓
✓
✓
✓
✓
✓
All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.
Implementing the new curriculum: resources •
The National College has produced an online tool to help schools to review and develop their curriculum. http://apps.nationalcollege.org.uk/resources/modules/curriculum/Home.html
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TES Connect has a national curriculum section with a wealth of free materials. There are resources to support teachers to plan for change across the curriculum and practical hints and tips on how to implement the new programmes of study in each subject. http://community.tes.co.uk/national_curriculum_2014/b/default.aspx
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Our expert groups, set up to provide support to teachers implementing the new curriculum, have developed guidance across all subjects. http://www.expertsubjectgroups.co.uk/
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Commercial publishers are bringing a wide range of new materials to the market for the new curriculum. The trade bodies for the sector are BESA and the Publishers’ Association.
•
The Arts Council England has developed a central database housing materials to inspire creative teaching across the sciences, languages and humanities as well as for dance, art and design, music and PE. http://www.nfer.ac.uk/CulturalEducationResources/
New Primary Curriculum The final programmes of study will be introduced in primary schools from September 2014. The drafts, published on 9 October, include: Higher standards in maths • Pupils will be expected to be able to add, subtract, multiply and divide fractions in primary school so they can progress to more advanced topics like algebra when they go to secondary school. These four operations were not in the primary curriculum before. The proposed change is consistent with expectations in the high-performing education jurisdictions of Singapore and Hong Kong. • By age nine, pupils should know their times tables up to 12x12. This is in line with expectations in the high-performing jurisdiction of Massachusetts. Currently pupils only need to know up to 10x10 by the end of primary school. • By age seven, pupils should know “number bonds” up to 20. These are simple addition and subtraction facts that pupils should be able to recognise and use instantly (eg 9+9=18 or 16-7=9).
Higher standards in English: • Pupils will be taught to read fluently through systematic phonics. There will be a much stronger emphasis on reading for pleasure. • There will be a focus on spelling – for instance, there will be a list of words that all children should be able to spell by the end of primary school. There is currently no such list in the National Curriculum. • There will be a focus on grammar – for instance, children will be expected to understand how to use the subjunctive and correct use of the apostrophe – for example, not using it to indicate plurals such as “I went to buy some apple’s” or using “it’s” as a possessive. • There will be an expectation that pupils master formal English through poetry recitation, debate and presentation. Higher standards in science: • There will be a greater focus on the acquisition of scientific knowledge with new content on the solar system, speed and evolution. • There will be an increased focus on practical scientific experiments and demonstrations, similar to the approach taken in Alberta and Massachusetts.
Additionally, there has been a consultation on the plan to introduce foreign languages from age seven at the start of Key Stage 2 (93% in favour!). There will be no other changes to the structure of the Primary Curriculum. The Government will maintain the requirement for the teaching of art and design, design and technology, geography, history, ICT, music, and physical education across all the primary years. Programmes of Study for these subjects will be much shorter than the drafts for English, maths and science. This will give teachers much more freedom in these areas. Levels and level descriptors will be removed and not replaced.
Grammar Teaching grammatical terms, such as ‘relative clauses’, and their applications in English; some sample questions for KS2:
1. Rewrite the following sentence so that it is written in the passive voice: The pouring rain drenched us. 2. Complete the following sentence so that it uses the subjunctive form: If I …………………. to have one wish, it would be for good health.
3. Underline the verb form that is in the present perfect in the following passage: Rachel loves music and has wanted to learn how to play the piano for years. She was hoping for piano lessons, and was delighted when her parents gave her a keyboard for her birthday.
The rigour revolution and the less able •
“The increased level of mathematical knowledge requirements could have an impact on SEN students.”
•
Pupils with dyscalculia “will potentially be disadvantaged”.
•
“Maths is commonly identified as problematic for students with disabilities.”
•
“Its visual nature, whether in terms of algebraic equations with complex notation or geometric concepts such as lines and angles, can render much of maths education inaccessible to students with visual impairments.”
•
Raised level of demand across GCSE and A-level subjects “may have a greater impact on some students who have protected characteristics, which can make aspects of academic curricula more challenging; for example, pupils with dyslexia or those from other national backgrounds for whom English is not their first language”. DfE, February 2016
Low attaining pupils • Pupils who are not able to access the relevant end of key stage test will continue to have their attainment assessed by teachers. • Retain P-scales (unchanged) for reporting teachers’ judgements. • Pupils working above the P-scales but below the level of the test: DfE to provide information to enable teachers to assess attainment in the context of the new national curriculum.
• Given the very diverse nature of this group of pupils, data need to be seen in context to give a clear picture of school performance. Robust inspection of teacher assessments of low attaining pupils will show if pupils are making appropriate progress. • DfE will consider whether to move to external moderation of P-scale teacher assessment as part of the further work on moderation.
The least able
• Current access arrangements and adjustments for NC tests to continue • Schools to adapt teaching so that all pupils access all NC subjects • New NC test will examine full PoS (Y3–6); most will sit test even if cannot ‘pass’ • For others, teachers continue to use revised P-scales (aligned to new NC) • Ofsted will consider performance of least able • Published data to include least able group, though with sensitivity to individuals • Special schools and PRUs use same KPIs but floor standards do not apply
Interpreting exam answers 1.
The first cells were probably . . . ?
Lonely 2.
What do the following chemical equations stand for – HCOONa
Matata
3.
Write an example of a risk:
This 4.
Give a brief explanation of the meaning of hard water:
Ice 5.
Where was the American Declaration of Independence signed?
At the bottom 6.
What is the main reason for divorce?
Marriage 7.
Brian has 50 slices of cake. He eats 48. what has he now?
Diabetes 8.
What is a vibration?
There are good vibrations and bad vibrations. Good vibrations were discovered in the 1960s.
KS4 qualifications
Main features of the new GCSEs • More difficult: content, test, pass mark – proper preparation for AL • Examination is the default method of assessment
• Ebacc subjects: a fully linear structure. No modules, no coursework, no controlled assignments • Exams can only be split into ‘foundation tier’ and ‘higher tier’ if one exam paper does not give all students the opportunity to show their knowledge and abilities • Resit opportunities only be available each November in English language and maths • A new grading scale of 9 to 1 will be used, with 9 being the top grade
Grades 9 – 1 • Grade 1 (lowest grade) will be aligned to the bottom of the current grade G, so that approximately the same number of students who currently get grade G or better will get a grade 1 or better. • The bottom of grade 4 will be aligned to the bottom of grade C, so just as with the grade 1 and grade G, approximately the same number of students who currently get a grade C or above will get a grade 4 or above. • The bottom of grade 7 is aligned to the bottom of grade A. • The top grade 9 will be awarded using a different method. 20% of students who achieve a mark at grade 7 or above will be awarded the grade 9. The bottom of grade 8 will be set midway between the grade 7 and grade 9 boundaries
National reference test •
Consultation closed 22 Jan 2016
•
The legislation will come into force on 1 September 2016 and the first full NRT will take place in March 2017.
•
Ofqual is now introducing the NRT which will indicate if GCSE results should change from year to year. Over time, this will provide an additional method of measuring real changes in national performance at GCSE.
•
Each year, a different sample of 300 secondary schools, both in the state and independent sectors, will be selected to take part. Random samples of pupils from each selected school will take a test lasting about an hour. About 30 pupils will take the English language test and another 30 will take the mathematics test.
Grade 5, the new 'good pass' for a GCSE When? The English and maths and the EBacc measures will be based on a new GCSE grade 5 when new GCSEs are first reported in the performance tables; so 2017 for English and maths followed by others as they come on line. Who? So the new Y10 is the first cohort to have the more difficult English and Maths examinations and the higher pass mark. Post 16? P16 students who did not achieve grade 5: DfE to confirm’ in due course’ how and when the 16-19 English and maths funding condition will be adapted to reflect the new GCSE good pass.
Reformed GCSEs Tiering • foundation tier: grades 1 to 5 • higher tier: grades 4 to 9 • tiered papers will contain some common questions – min. 20% of the available marks - across their two tiers. • this overlap between tiers should help teachers make better entry decisions for more students Marking • introduce publishable marking metrics (independent measures of the quality of marking) by 2017
• will enable inspection of marking quality on a subject-by-subject, board-by-board basis
GCSE last resits Ofqual proposes that: •
Students taking GCSEs in English, English language and mathematics (including linked pair maths GCSEs – ‘applications of mathematics’ and ‘methods in mathematics’) in summer 2016 will have a re-sit opportunity in November 2016. “We are also seeking views on whether these students should also have a further re-sit opportunity in May/June 2017”.
•
If a student re-sits any of these qualifications, then – as now – they will need to resit all the exams for that qualification.
•
Students will be able to carry forward the results of the speaking and listening controlled assessment in GCSE English and GCSE English language (including between the two subjects when re-sitting with the same exam board).
•
There will be no re-sit opportunities in other GCSE subjects that are subject to reform. For GCSEs in English literature, the final set of assessments in the legacy qualifications will be in summer 2016. For GCSE subjects that are being replaced in the second phase of reforms, the final set of assessments will be in summer 2017. For all remaining legacy GCSEs, the final set of assessments will be in summer 2018.
Timetable New GCSE to be taught from: September 2015
September 2016
September 2017
First results will be issued in:
Subjects
Summer 2017
English language English literature maths
Summer 2018
geography history biology chemistry physics combined science modern foreign languages (French, German, Spanish) ancient languages
Summer 2019
religious studies food preparation & nutrition art and design drama music dance physical education computer science citizenship studies
All other GCSE subjects, including design and technology, that are taught from this point will be new, with the current ones withdrawn. Exam boards will have to meet new rules for content and design
Some useful links
Assessment objectives for new GCSEs, AS and A levels https://www.gov.uk/government/publications/assessment-objectives-ancient-languagesgeography-and-mfl A collection of documents showing how Ofqual is currently and is planning to reform GCSE, AS level and A level qualifications https://www.gov.uk/government/collections/reform-of-as-and-a-level-qualifications-byofqual Timeline of changes to GCSEs, AS and A levels https://www.gov.uk/government/publications/timeline-of-changes-to-gcses-as-and-alevels
GCSE subject content publications setting out the knowledge, understanding and skills common to all GCSE specifications https://www.gov.uk/government/collections/gcse-subject-content
Grade descriptors for the new English and maths GCSEs graded 9 to 1 • aim to help teachers understand the likely level of performance expected at a selection of grades in the new GCSEs • give an indication of the expected mid-point performance at grades 2, 5 and 8 https://www.gov.uk/government/publications/grade-descriptors-for-gcsesgraded-9-to-1
These descriptors are not designed to be used for awarding purposes in 2017. Statistical predictions will be used to set grade outcomes at whole subject level.
Grade Descriptors: English Language Grade 8 • Critical reading and comprehension In relation to a range of texts, candidates will be able to: • • •
• •
summarise and critically evaluate with detailed and perceptive understanding understand and respond with insight to explicit and implicit meanings and viewpoints analyse and critically evaluate, with insight, detailed aspects of language, grammar and structure substantiate their understanding and opinions with illuminating references to texts and contexts make convincing and apt links and comparisons within and between texts
• Writing Candidates will be able to: • • • •
communicate with impact and influence produce ambitious, accomplished and effectively-structured texts use a wide range of well-selected sentence types and structures and precise vocabulary to enhance impact spell, punctuate and use grammar accurately so that writing is virtually error-free
Grade 5 • Critical reading and comprehension In relation to a range of texts, candidates will be able to: • summarise and evaluate with accuracy and clear understanding • understand and make valid responses to explicit and implicit meanings and viewpoints • analyse and evaluate relevant aspects of language, grammar and structure • support their understanding and opinions with apt references to texts, informed by their wider reading • make credible links and comparisons between texts • Writing Candidates will be able to: • communicate effectively, sustaining the reader’s interest • produce coherent, well-structured and purposeful texts • vary sentence types and structures and use vocabulary appropriate to purpose and effect • spell, punctuate and use grammar accurately with occasional errors
Grade 2
• Critical reading and comprehension In relation to a range of texts, candidates will be able to: • describe and summarise with some accuracy and understanding • respond in a straightforward way to most explicit information and viewpoints • make some relevant comments about language and structure • support their comments and opinions with some general references • make straightforward links between texts • Writing Candidates will be able to: • communicate simply with some clarity for the reader • produce texts with basic structures and some awareness of purpose • show some control over sentence type and structure and use familiar vocabulary to some effect • spell, punctuate and use grammar with limited accuracy
Grade Descriptors: English Literature Grade 8 In relation to a range of texts, candidates will be able to: • • • • •
sustain a convincing, informed personal response to explicit and implicit meanings of texts sustain a perceptive critical analysis of the ways in which writers use language, form and structure use judicious and well-integrated textual references to develop personal responses show perceptive understanding of how contexts shape texts and responses to texts make illuminating comparisons between texts
Grade 5 In relation to a range of texts, candidates will be able to: • • • • •
develop a generally coherent and engaged response to explicit and implicit meanings of texts develop a clear understanding of the ways in which writers use language, form and structure use apt textual references to support responses use understanding of contexts to inform responses to texts make credible comparisons between texts
Grade 2 In relation to a range of texts, candidates will be able to:
• • • • •
make straightforward comments about explicit meanings of texts describe straightforward aspects of language, form or structure make general references to obvious details of texts show awareness that texts are related to contexts make basic links between texts
Grade Descriptors: Maths Grade 8 Candidates will be able to: • • • • • • • •
perform procedures accurately interpret and communicate complex information accurately make deductions and inferences and draw conclusions construct substantial chains of reasoning, including convincing arguments and formal proofs generate efficient strategies to solve complex mathematical and non-mathematical problems by translating them into a series of mathematical processes make and use connections, which may not be immediately obvious, between different parts of mathematics interpret results in the context of the given problem critically evaluate methods, arguments, results and the assumptions made
Grade 5 Candidates will be able to: • perform routine single- and multi-step procedures effectively by recalling, applying and interpreting notation, terminology, facts, definitions and formulae • interpret and communicate information effectively • make deductions, inferences and draw conclusions • construct chains of reasoning, including arguments • generate strategies to solve mathematical and non-mathematical problems by translating them into mathematical processes, realising connections between different parts of mathematics • interpret results in the context of the given problem • evaluate methods and results
Grade 2 Candidates will be able to: • recall and use notation, terminology, facts and definitions; perform routine procedures, including some multi-step procedures • interpret and communicate basic information; make deductions and use reasoning to obtain results • solve problems by translating simple mathematical and nonmathematical problems into mathematical processes • provide basic evaluation of methods or results • interpret results in the context of the given problem
English Language . . . Some fine distinctions . . .
Substantiate or support? Illuminating or apt? And what of grades 6 and 7?
KS1 & KS2 Interim Assessment Frameworks (Performance descriptors) • Draft published 23rd October 2014 • Final version published 17th September 2015 • First use in Summer 2016 • For 2015 to 2016 only. DfE is evaluating options for future years • Set out the standards a pupil will be assessed against for reading, writing, mathematics and science • To show that pupils have met the standards, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard • The statements set out what pupils must be able to do to be working towards national standard working at national standard working at greater depth within the expected standard
Interim teacher assessment framework
General principles 1.
This statutory interim framework is to be used only to make a teacher assessment judgement at the end of the key stage following the completion of the key stage 1 or 2 curriculum. It is not intended to be used to track progress throughout the key stage.
2.
The interim framework does not include full coverage of the content of the national curriculum and focuses on key aspects for assessment. Pupils achieving the different standards within this interim framework will be able to demonstrate a broader range of skills than those being assessed.
3.
This interim framework is not intended to guide individual programmes of study, classroom practice or methodology.
4.
Teachers must base their teacher assessment judgement on a broad range of evidence from across the curriculum for each pupil.
5.
The evidence used must include the relevant national test, which does not focus solely on the key aspects listed in this interim framework.
6.
Individual pieces of work should be assessed according to a school’s assessment policy and not against this interim framework.
How many standards? Key Stage 1
Key Stage 2
Reading
1
Reading
3
Writing
3*
Writing
3
Maths
1
Maths
3
Science
1
Science
1
*For KS1 Writing, the evidence used must include the KS1 English grammar, punctuation and spelling test NB In the October draft, pupils had to meet the majority of standards. In the revised version, pupils must meet all of the standards – consistently
https://www.gov.uk/government/publications/interim-frameworks-for-teacherassessment-at-the-end-of-key-stage-1
https://www.gov.uk/government/publications/interim-frameworks-for-teacherassessment-at-the-end-of-key-stage-2
The Rochford Review
Statutory assessment arrangements for pupils working below the standard of national curriculum tests • Ensure all have the opportunity to demonstrate attainment and progress at primary school • Pupils with SEN and severe and complex needs have their outcomes reported using the P scales and there is no change to this requirement for 2015 to 2016 • The interim solution follows the same principles as the interim teacher assessment frameworks: • additional pre-key stage standards which each contain a number of positive ‘pupil can’ statements. These statements reflect the attainment of pupils who have not yet completed the relevant PoS but have reached the statutory reporting age
Interim Pre-Key Stage Standards Interim Pre-KS1 standards for reading, writing and maths • Working at greater depth at the expected standard • Working at the expected standard • Working towards the expected standard • Foundations for the expected standard
Interim Pre-KS2 standards for reading, writing and maths • Working at greater depth at the expected standard (writing only) • Working at the expected standard • Working towards the expected standard (writing only) • Growing development of the expected standard • Early development of the expected standard • Foundations for the expected standard Sample test materials and test frameworks are available at www.gov.uk/sta (may also support teachers in making judgements about whether a pupil should sit the tests).
The Rochford Review: discriminatory?
• One proposal recommends that children who are able to work at the standard of the tests should nevertheless not take them if their special educational needs or disability (SEND) make them inaccessible, even with modification arrangements.
• This has been described as discriminatory because if you are suggesting that a child is working at the level of a test but, because they have a disability, they can’t access it, then you have a legal duty to make the test accessible.
Elastic assessment criteria….
‘Can compare two fractions to identify which is larger’ 1. Which is larger, 3/7 or 5/7?
90% of 14-year-olds answered correctly
2. Which is larger, 3/4 or 4/5?
75%
3. Which is larger, 5/7 or 5/9?
15%
Dylan Wiliam, Principled Assessment Design, SSAT 2014
Update on changes to primary and Year 7 assessment (January 2016) •
A study into the comparability of the 3 approved baseline assessments will soon determine what will happen from 2016/17 onwards.
•
A pilot is currently taking place into the possibility of extending the phonics check resit into Year 3.
•
The first proposed Y7 resit will be in December 2017. The detail and its role in the accountability system, is still under consideration. A consultation is expected in the New Year.
•
To be above the new progress standard, primary schools pupils will make sufficient progress in all of reading, writing and maths. Until 2022 (when the first children to have done the baseline assessment reach Year 6), the measure will be based on progress from KS1 to KS2 scores. ‘Sufficient’ will be calculated after the 2016 SATs.
•
The Rochford review of assessment arrangements for pupils working below the standard of national curriculum tests in KS1 and KS2 include a set of ‘pre-key stage standards’ designed to be used for teacher assessment of children working above the level of the P scales but who have not completed the full PoS by the end of Y2 or Y6.
Reformed GCSEs (1) Greater rigour . . . • Geography Fieldwork: schools will have to confirm that students have completed 2 pieces of fieldwork. Exam only, and some questions will assess the knowledge and skills students learn from fieldwork. 5% for spelling, punctuation and grammar.
•
History
History will be an untiered GCSE, assessed entirely by exam. 5% for spelling, punctuation and grammar. In GCSEs, weight given to British history will increase from 25 per cent to 40 per cent. Pupils will study three era: medieval (500 to 1500), early modern (1450 to 1750) and modern (1700 to present day). At A-level, students will cover a 200-year period instead of 100 as at present.
•
Sciences (biology, chemistry, physics and double award science)
Science GCSEs will be tiered: foundation tier for grades 5 to 1 (or unclassified); higher tier for grades 9 to 4 (or exceptionally, a 3) or unclassified. Initial proposal that 10% should be allocated for practical assessment, but Ofqual has decided to consult again before deciding how to assess practical skills
•
Modern and ancient foreign languages
At GCSE, all questions will be asked in the respective foreign language. At A-level 25 per cent of marks will be awarded for four equal skills: reading, writing, speaking and listening, giving more weight to speaking skills than at present.
•
English
In GCSE English language, the marks awarded for spelling, punctuation and grammar will go up from 13 per cent to 20 per cent. In A-level English, pupils will have to study three pre-1900 works – including one Shakespeare play – and one post-2000 work. Non-exam assessment will be cut from up to 40 per cent to 20 per cent.
Reformed GCSEs (2) Greater rigour . . . • Citizenship studies GCSE more detailed knowledge of citizenship, including knowledge of democracy and government, the legal system, society and the public finances. 100% written examination. • Drama GCSE, at least 1 play in depth, including its social, cultural and historical context, and 2 extracts from a second play.
• Food preparation and nutrition GCSE greater focus on knowledge, including scientific knowledge of food and nutrition, and will enable students to apply this when preparing and cooking meals. • GCSE RS at least half the time developing knowledge and understanding of 2 religions, with the option to spend up to three-quarters of the time studying 1 of the 2. Study texts and learn about critiques of religion and other nonreligious beliefs through the study of philosophy and ethics.
Reformed GCSEs (3) Greater rigour . . . • music: a greater focus on knowledge and critical engagement with a wide range of music. The level of demand has been increased at GCSE, with students expected to write (as well as read) staff notation, understand chord symbols and analyse unfamiliar music • art and design: a new emphasis on drawing, with students required to demonstrate an ability to draw for different purposes • dance: new theoretical content requiring critical appreciation and understanding of professional works at GCSE, and critical engagement and embodied knowledge at A level • PE: a greater emphasis on theory and use of data to evaluate physical activity. At GCSE students will need to be assessed in the role of player/performer in 3 activities, including at least 1 team sport
• computer science: how to write code, design programmes and understand the ethical and legal impacts of digital technology
Reformed GCSEs (4) Greater rigour . . . Astronomy: the same level of demand as the newly reformed GCSE science content. More demanding with new areas of knowledge and greater emphasis on maths skills. Business: more breadth and depth of knowledge, and more focus on the overall purpose of business, on how the different parts of a business work together, and on how business decisions are made. Economics: significantly strengthened, focus on economics as a social science, with additional depth added such as requiring students to understand movements along, and shifts in, supply and demand curves, and with more demanding maths.
Engineering: greater emphasis on systems-related content, a detailed section on testing and investigation, and new and more demanding maths.
Reformed GCSEs (5) Greater rigour . . . Geology: students to study a greater number of minerals, rock types and fossil groups, and new content on planetary geology. Psychology: more breadth and depth in the 5 core areas of psychology (social, cognitive, biological, developmental and individual differences), including key theories; requirement to develop a strong understanding of research methods including quantitative analysis. Sociology; reflects the new, more demanding A level, with additional sections on the sociological approach and with students now required to know and understand the ideas of key sociological theorists.
Design & Technology: a single qualification title, requires students to have a broad knowledge of the design processes, materials, techniques and equipment that are core to the subject; also focus on related maths and science
Legacy GCSEs • DfE has confirmed that entries to the current GCSEs in English and maths from 2016 or earlier will not count in performance tables in 2017. • Schools may still enter pupils early for these ‘legacy’ qualifications, but if they do pupils will need to either take the new GCSE in 2017 or progress to a higher level qualification, such as an AS qualification, for their achievements to count in tables.
• DfE originally announced that results of all other GCSE subjects could be carried forward. This has now changed (16 June 2015), and once the new 9-1 version is introduced A*-G results cease to be eligible. • This means that for all subjects with 9-1 GCSEs starting in September 2016, the last assessment of the A*-G versions will be in summer 2017, and that is the last year that those results will be eligible for performance tables. • BTEC eligibility is determined by the DfE lists. The 2018 list will be published in November and we will know then what is eligible for that summer's tables. We would expect all the First Awards on the 2017 list to be carried over.
These subjects, if taken in Year 10 2017, will not count in the 2018 tables • ancient languages
•
food preparation and nutrition
• art and design
•
geography
• biology
•
history
• chemistry
•
modern foreign languages
• citizenship studies
• music
• computer science
•
physical education
• dance
•
physics
• double science
• religious studies
• drama
iGCSE counts in 2016
In 2016 performance tables, Level 1/2 Certificates in English Literature, English Language and Level 2 Certificate in Further Mathematics will count in the Ebacc
measure, the English and Mathematics measure and additionally they will count in the respective English and Mathematics slots in the Progress/Attainment 8 measure where
they double count, subject to the same entry requirements as for GCSEs. Source: http://www.aqa.org.uk/supporting-education/news/aqa-level-12-certificatesin-performance-measure-tables).
Vocational qualifications • technical awards practical and technical level 1/2 qualifications for 14-16 year olds, designed to be taken alongside GCSEs • technical certificates occupationally-specific level 2 qualifications for post-16 students, enabling entry to employment at intermediate level • applied general qualifications (AGQs) a broader study of a vocational area or discipline • tech levels occupationally-specific level 3 qualifications for 16-19 year olds, enabling entry to employment at a higher level and contributing to the TechBacc performance measure
Technical Awards Technical Awards for 14-16 year olds 2017 and 2018 Performance Tables: Technical Guidance for Awarding Organisations Vocational Qualifications for 16-19 year olds 2017 and 2018 Performance Tables: Technical Guidance for Awarding Organisations These two documents define the characteristics that vocational qualifications must meet to be eligible for the 2017 and 2018 performance tables. Key headlines from the 14-16 Document • From the 2017 performance tables onwards, vocational qualifications for 14-16 year olds will be reclassified as Technical Awards. • NOT brand new qualifications, actually just a new way of referring to the approved qualifications. Technical Award is a new term to describe all vocational qualifications that are included on the Key Stage 4 performance tables. Next generation BTEC Firsts and BTEC Level 1 qualifications will remain eligible for inclusion on the KS4 lists as Technical Awards. From the 2017 performance tables onwards Technical Awards in any EBacc subject will not be included.
BTEC Applied Science qualifications come into this category. So, Year 10 in September 2014 will be the last group whose BTEC Applied Science qualifications will contribute to performance tables.
Non-academic routes • end the ‘second class’ perception of technical and professional education (TPE) • schools must give equal airtime to the non-academic routes pupils can take post-16 • new law will require schools to allow apprenticeship providers and staff from colleges to visit schools as part of careers advice from early secondary school
KS5 qualifications
KS5 qualifications reform “restore the reputation” of A levels (SoS) •
Need to see improvements in both academic skills eg researching, essay-writing and referencing, and wider skills eg problem solving, analysis and critical thinking.
•
A levels will be fully linear, with end-of-course assessment covering knowledge and understanding across the whole course.
•
More exam questions requiring extended answers, fewer short-answer questions.
Key features Structure: • AS and A level will be separate linear qualifications; however the content of AS can be a subset of the full A level in order to facilitate co-deliverability. • The separate structure means that if a student takes an AS examination on the way to completing an A level the AS outcome will not contribute to the A level grade. The concept of ‘A2’ disappears. Assessment model: • Assessment will normally be by examination only, except where non-examined assessment is the best approach. Availability: • Assessment will be available only in the summer. Grading: • The new A and AS levels will continue to be graded from A to E, with an additional A* grade available at A level only. The new A levels will require a new approach to calculating A* grades. Standards: • The standard of AS will remain in line with current end of first year standard; the A level standard will remain in line with current A level standard.
Decoupled A/AS levels
. . . the first wave subjects ready for first teaching September 2015. Are they co-teachable?
What is your offer going to be? 1. Treat all students as if they are on ‘old’ A levels: • Students opt for four subjects irrespective of whether they are choosing ‘legacy’ or ‘new’ subjects. All students take AS exams in all subjects at the end of Y12, and decide which three they will carry on with to full A level. 2. Four subject model but with AS confirmed up front: • Students opt for four subjects, at least one of which has separate AS and A level classes, or has AS and A level co-delivered (or is still AS/A2). They are entered for one AS only, in the subject they intend to drop. 3. Treat all students as if they are taking new linear A levels: • Students opt for three subjects and study them in linear fashion whether they are new linear subjects or old AS/A2 subjects 4. Offer each subject in the format available: • Students can choose three or four subjects. New subjects are delivered as linear A levels. Students can choose a fourth AS only in a legacy AS/A2 subject, or in a new subject if there is a separate AS class.
UCAS tariff •
for university entry from 2017
•
reflect a greater emphasis on vocational qualifications
•
based on a ‘size’ band, based on the GLH, multiplied by the grade (3 to 14 point scale)
•
no change to the value of full (2 year) AL, so an A* (previously 140 pts) will have 56 points (band 4 for 360 GLH and 14 for the grade) – hence three A*s would be worth 168 points.
•
The BTec equivalency with A levels has been maintained as the GLH are the same. A BTec D* is worth the same as an A* at A Level, ie 56 points.
•
The new standalone AS will not be deemed equivalent to 50% of an A Level as at present, but only 40%, as per QCF’s view that the AS is not equal in demand to an A level.
•
So, currently A grade at AS is worth 60 points, the new AS will not be valued at 24 points (half of an A at A level on the new tariff) but 20 instead – ie. it has been devalued by around 17%.
•
NB a student sitting AS at the end of Y12 will have to be re-examined on that part of the syllabus at the end of Y13 in order to earn the full A Level.
AS and A levels last resits Ofqual proposes that: • Students taking AS and A levels in the last scheduled sitting should have the opportunity to re-sit these qualifications after the final scheduled award, regardless of the subject and exam board.
• Re-sit opportunities in AS and A levels in the subjects for which the new qualifications will be first awarded in 2017, will be available in the legacy qualifications in the summer of 2017. • Re-sits will take place in May or June.
• Students will be able to re-sit any AS or A- level unit (including controlled assessment units). • Similar arrangements should be put in place for the later phases of AS and A level reform.
Timeline New AS and A First AS results level to be will be issued taught from: in:
September 2015
Summer 2016
September 2016
Summer 2017
September 2017
Summer 2018
First A level results will be issued in:
Subjects
English language English literature English language and Summer 2017 literature biology chemistry physics geography ancient languages Summer 2018 modern foreign languages (French, German, Spanish) dance maths further maths design and technology
psychology computer science business history art and design economics sociology music physical education drama and theatre religious studies
Summer 2019 Any other AS and A level subjects taught from this point will be new, with the current ones withdrawn. Exam boards will have to meet new rules for content and design when deciding which subjects to offer.
Core maths • New maths qualifications designed to encourage students to continue studying the subject beyond GCSE have been unveiled. • six core maths qualifications, which will count towards school and college league tables and the TechBacc performance measure, have been drawn up as alternatives to A-levels and are intended to prepare young people for the world of work. • developed with advice from employers, universities and professional bodies • teach pupils how to “apply maths to analyse situations”, such as mortgages, house prices changes and investments. • developed by the OCR, City & Guilds, AQA, Pearson and WJEC exam boards to address the sixth-form “maths gap”.
Accountability
Secondary School Accountability •
To coincide with the reformed GCSEs, but some changes could be earlier (2015/6)
•
DfE gives schools information based on 2014 exam results to show how they would have performed on the new measures.
•
Incentivise schools to a.
offer broad & balanced curriculum, inc EB
b.
Ensure high quality teaching in wide range of subjects
c.
Focus on all pupils across ability range
•
P8 and A8 to replace 5+A*-CEM
•
Ebacc measure continues; schools to offer Ebacc, only “as appropriate”
•
No requirement to report KS3 data to parents & DfE
Ofsted in 2015-6 • One-day short inspections for good schools to be done by HMI initially
• There will be 3 end-routes: 1.
Suggestion of full inspection if the HMI thinks the school will now be outstanding.
2.
School remains good and goes back into the usual risk-assessment system
3.
If there is a concern over effectiveness or safeguarding, there will be a full inspection after between 48 hours and 2 weeks depending on the sector
• The four main judgements will be: 1.
Teaching, learning and assessment
2.
The effectiveness of leadership and management
3.
Personal development, behaviour and welfare
4.
Outcomes for children and learners
HMI questions: some examples from Sir Michael Wilshaw Questions every school leader should expect. 1.
Have the leaders got a grip on the institution? Do they fully understand its strengths and weaknesses?
2.
Have they communicated their strategy for raising standards to the key stakeholders?
3.
Are they focused on what really benefits children and young people, rather than wasting their time endlessly preparing for an Ofsted inspection which could be years away?
4.
Do they refuse to accept excuses for underachievement and are they prepared to go the extra mile to compensate for family background?
5.
Are they simply presiders over the status quo, content to take the path of least resistance, or are they prepared to challenge staff and students to do better?
6.
Have they built, or are they developing, a culture that is calm, orderly and aspirational?
7.
Are they, for example, people who tolerate scrappy worksheets? Or are they people who insist that children should have good materials to work with, including textbooks, readers and library books which they can use for classwork and homework?
"I have also made clear to my inspectors that where leaders
are condoning the wearing of the face veil by staff members or by pupils when this is clearly hindering communication and effective teaching, they should give consideration to
judging the school as inadequate.� HMCI, January 2016
From the new Ofsted handbook “Inspectors will take particular account of the progress made by disadvantaged pupils by the end of the key stage compared with that made nationally by other pupils with similar starting points and the extent to which any gaps in this progress, and consequently in attainment, are closing.” “Inspectors will consider the impact of what a school is doing to narrow any gaps in progress and attainment between disadvantaged and non-disadvantaged pupils.” “Inspectors will pay particular attention to whether the most able pupils are making progress towards attaining the highest standards and achieving as well as they should.” “Inspectors will consider the progress that lower-attaining pupils are making and the impact of provision for them on raising their attainment so that they reach standards expected for their age.” “Inspectors will consider the progress of disabled pupils and those with special educational needs in relation to the progress of all pupils nationally with similar starting points.”
What do I need to know? • Academy context – prior attainment, % disadvantaged, SEND, “stability”, other vulnerable groups • Overall attainment – thresholds and point scores and comparison with national
• Overall expected progress (English and maths) and value-added progress compared with national • Attainment and progress at subject-level - bearing in mind options and take-up • Gaps – disadvantaged, SEN, high attainers… Comparisons with national – and are they closing? • Attendance and exclusions • What’s the picture with current year groups?
Regional Schools Commissioners . . . . . . specifically focus on underperforming schools and generating new sponsors 1.
monitoring the performance of the academies, free schools, UTCs and studio schools in their area;
2.
taking action when an academy, free school, UTC or studio school is underperforming;
3.
approving the conversion of maintained schools to academies and making the decision on the sponsor for new academies in areas where the local authority has identified a need for additional school places;
4.
making recommendations to ministers about free school applications and advising on whether approved free school projects are ready to open;
5.
encouraging organisations to become academy sponsors or to establish free schools, approving applications to become sponsors and helping to build the capacity and capability of existing sponsors within their area;
6.
approving changes to open academies, for example: changes to age ranges, mergers between academies, and changes to MAT arrangements;
7.
addressing underperformance in local authority maintained schools through sponsored academy arrangements.
North Jan Renou
Lancashire and West Yorkshire Vicky Beer East Midlands and the Humber Jenny Bexon-Smith West Midlands Pank Patel East of England and North East London Dr Tim Coulson South West Sir David Carter, now National Schools Commissioner North West London and South Central Martin Post South East and South London Dominic Herrington
Headteacher Boards
east of England and north-east London Elected •Caroline Mary Bronwyn Haynes (Tendring Technology College) •Stephen Munday (Comberton Village College) •Debbie Rogan (The Wickford CoE & Briscoe Primary) •Margaret Wilson (The King John School) Appointed •Rachel De Souza (Inspiration Trust) •Steve Lancashire (Reach2 Academy Trust) Co-opted •Roy Blatchford (National Education Trust) •Mark Jeffries (Mills and Reeve LLP)
north of England Elected • Zoe Carr (Town End Academy) • Chris Clarke (Queen Elizabeth School) • Nick Hurn (Cardinal Hume Catholic School) • Lesley Powell (The Academy at Shotton Hall) Appointed • Les Walton (Northern Education Trust) • Andrew Bayston (Harrogate High School) Co-opted • Wendy Heslop (Cramlington Learning Village)
east Midlands and the Humber
south-central England and north-west London
Elected • Chris Beckett (The Deepings School) • Hugh Howe (Beauchamp College) • Christine Linnitt (Holywell Primary School) • Geoff Lloyd (Tuxford Academy) Appointed • Chris Abbott (Hunsley Trust) • Andrew Burns (Redhill Academy)
Elected • Richard Edwards (Nicholas Hawksmoor Primary School) • Sir Michael Griffiths (Northampton School for Boys) • Claire Robins (Sir John Lawes School) • Teresa Tunnadine (The Compton School) Appointed • Dame Alison Peacock (The Wroxham School) • Kate Dethridge (Churchend Primary)
south-west England Elected • Dave Baker (Bradley Stoke and Abbeywood Community Schools) • Lorraine Heath (Uffculme School) • Lisa Mannall (Trenance Learning Academy) • Roger Pope (Kingsbridge Community College) Appointed • Nick Capstick (The White Horse Federation) • Brian Hooper (Ambitions Academies Trust)
Lancashire and west Yorkshire Elected • Jane Acklam (Moor End Academy) • Pamela Birch (Hambleton Primary School) • Martin Shevill (Ossett Academy and Sixth-Form) • Alan Yellup (Wakefield City Academy) Appointed • Sir Iain Hall (The Warrington Leadership Academy) • Sir Michael Wilkins (Outwood Grange Academies)
west Midlands Elected • Mike Donoghue (John Taylor High School) • Billy Downie (The Streetly Academy) • David Andrew Seddon (Baxter College) • Sally Yates (Deanery CoE Primary School) Appointed • Sir Mark Grundy (Shireland Academy) • Linda Davis (Wistaston Academy) Co-opted • Peter Rubery (Fallibroome Academy)
south-east England and south London Elected •Rhona Julia Barnfield (Howard of Effingham) •Ian Bauckham (Bennett Memorial Diocesan) •Andrew Carter (South Farnham) •Denise Shepherd (Rochester Grammar) Appointed •Nikki King (Isuzu Truck UK Ltd) •Angela Barry (The Woodland Academy Trust)
League tables, 2016
1.
Progress 8
2.
Attainment 8
3.
The percentage achieving C+ in English and maths; and progress in each
4.
The percentage achieving C+ in the English Baccalaureate subjects
5.
The percentage of pupils who continue in education, employment or training during the year after they finished their key stage 4 qualifications (may be introduced at a later date)
Calculating Progress 8 • A school’s Progress 8 score is derived by first calculating Attainment 8 • Each result is given a point score, and the average attainment is calculated by dividing by 10 (it is 10 rather than 8 to reflect the double weighting for English and mathematics)
• An ‘expected score’ is calculated for each student. This is the average attainment 8 score of each group of students nationally who were at the same level in Key Stage 2 SATs • A student’s Progress 8 score is worked out by looking at the difference between their actual Attainment 8 score and their expected score.
Qualifications included in Progress 8 1.
Maths: a double weighted element that will contain the point score of the pupil’s EBacc maths qualification
2.
English: based on the highest point score in a pupil’s EBacc English language or English literature; double weighted provided a pupil has taken both. In 2016 English (combined) can be included and double weighted
3.
Ebacc: the three highest point scores from any of the science subjects, computer science, history, geography, and languages. The qualifications can count in any combination and there is no requirement to take qualifications in each of the ‘pillars’ of the EBacc
4.
Open: the three highest point scores in any three other subjects, including English lang or lit (if not counted in the English slot), other GCSEs (inc EBacc subjects) or any other non-GCSE qualifications on the DfE approved list
P8 and A8 English (double weighted) • Best result of English Language and English Literature counts • English Language or English Literature on its own not double weighted • Lowest result of English Language and English Literature can count in an open slot • GCSE English can count on its own Maths (double weighted) • Only Ebacc qualifications can contribute • Linked pair GCSEs ‘applications of maths’ and ‘methods in maths’. Grades added together (not best grade doubled) • Other ‘maths’ qualifications (e.g. free-standing maths, pure maths, statistics..) can count in an open slot ONLY if there is no maths EBacc • Any Ebacc science, humanities (history or geography) or language can count • No stipulation about the types of Ebacc subjects which can count (e.g. could all be science or MFL) • Double Award science can take up two slots (the only double award that can do so) Open • Lowest result of English Language and English Literature can count • Maths qualifications that are not part of the EBacc can count but only if the maths slot is not filled • Asset Languages at level 3 can count but only if the pupil does not have a GCSE in the same language • One graded music exam can count either alone or alongside GCSE music
Maths qualifications • Only maths qualifications which also count towards the EBacc can count in the maths slot • From 2017 only the new reformed GCSEs in maths or AS in maths or further maths will count towards the EBacc and in the maths slot of Progress 8 • If a pupil takes the maths linked pair GCSEs (Methods in Mathematics and Applications of Mathematics) the two results will be added together for the maths slot in Progress 8. These qualifications will count in the performance tables for the last time in 2016 • Where a pupil has taken more than one EBacc mathematics qualification (except for the mathematics linked pair GCSEs), qualifications which are not used in the maths slot will not count elsewhere in Progress 8 • Approved mathematical type qualifications that do not count towards the EBacc, e.g. GCSE statistics, will be counted in the ‘open’ slot of Progress 8 regardless of whether or not a pupil has also taken an EBacc mathematics qualification • Level 3 FSMQ will only count in an ‘open’ slot, and will only count if a pupil has not taken an EBacc mathematics qualification
Maths ‘linked pair’ in Progress 8, 2016
• In 5ACEM the HIGHEST grade from the two linked pair exams (i.e. methods and applications) would be counted. • So a C in methods and a U in applications meant the C counts as the maths result.
• In Progress 8 the grades for methods and applications will be added together (so students entered early will already have 50% of their final Maths grade from Y10). • “If a pupil takes the mathematics linked pair GCSEs the two results will be added together for the mathematics slot in Progress 8. These qualifications will count in the performance tables for the last time in 2016.”
English qualifications • If a student sits both language and literature, the higher grade is double-weighted. The lower grade can still count in the ‘open group’ of subjects (not in the EBacc slots). The combined English GCSE will be available for the last time in 2016 and will be doubleweighted in the Progress 8 measure • If only GCSE English literature or English language is taken then this qualification will count in the English slot, but will not be doubleweighted • From 2017 only the new reformed GCSEs in English language and English literature, AS English language, AS English literature and AS English language and literature will count towards the EBacc and in the English slot of Progress 8
Science qualifications • All students have to study some science up to the age of 16. The key stage 4 science curriculum is compulsory in maintained schools, and academies are required to provide a broad and balanced curriculum, including English, mathematics and science, up to the age of 16. • In 2016 and 2017, core and additional science GCSE will take up one slot each in the Progress 8 measure. • Core science GCSE alone will take up one slot. Separate GCSEs in biology, chemistry, physics and computer science each take up one slot. • The ‘double science’ level 1/level 2 certificates will take up two slots, provided they are recognised for inclusion in performance tables. All these qualifications can count in the EBacc slots in the measure. • New science GCSEs will be available for teaching from September 2016, with the first examinations in summer 2018. There will be single science GCSEs (biology, chemistry, physics and computer science) and a combined science (double award) GCSE. • There will be no awarding of a combined science (single award) GCSE from 2018 onwards
Science discounting •
The combined GCSE science qualifcations should discount against separate science GCSEs, but they can't all have the same discount codes or else the separate sciences would discount against each other.
•
DfE has four 'families' of science qualifications: 1. GCSE combined qualifications (Science, Additional Science and Further Additional Science) 2. GCSE and L1/2 Certificate separate sciences 3. L1/2 Certificate combined science double awards 4. Vocational science (inc BTEC Principles)
•
Any qualification from one family discounts against all qualifications in the other families, and the first entry rule applies. So if students take Principles in Y9, then that is their first entry and any subsequent GCSE Additional Science result will not be eligible for performance tables.
•
There is a fifth group of science qualifications that do not discount against any of the families - this includes BTEC Applications and GCSE Computer Science.
• See DfE guide (pp9-10) http://www.education.gov.uk/schools/performance/secondary_14/GCSE_Early_Entry_Gui dance.pdf
Level 3 qualifications in Progress 8 • AS will count in the appropriate slot of the Progress 8 measure for their subject (eg maths AS will count in the maths slot, French AS in the ‘EBacc group’, and an Art AS in the ‘open group’).
• If a GCSE in the same subject has been taken the AS will always count in Progress 8 and the GCSE will not count, even if the AS has a lower point score than the GCSE. AS at grades A and B will score higher points in Progress 8 than an A* at GCSE. • Level 3 qualifications not included in the EBacc list can only count in an ‘open’ slot. This includes FSMQ and Asset Languages Ladder qualifications. • Asset Language Ladder qualifications will only count in an ‘open’ slot if the pupil has not taken a GCSE in the same language. • One graded music qualification can count in the ‘open’ slots of Progress 8, and can count alongside GCSE music.
Progress 8 and pupils with no KS2 test results Pupils working below the level of the test • use KS2 teacher assessments in cases where pupils have been unable to access the end of KS2 tests (inc teacher assessments at Level 1 and 2). [section G of the Guide to value added key stage 2 to 4 in 2013 shows how this works now and DfE plans to continue with a similar approach] Pupils without a test score in reading or maths or both • Some pupils can have their teacher assessment used. If a pupil has assessment information for one subject only, this one subject will be used as the baseline. Pupils who have no KS2 assessment • (eg those arriving from abroad) will not be included in the Progress 8 (and will not be included in the denominator when calculating the school average • will be included in the Attainment 8, unless they have arrived from a non-English speaking country in Year 10 or Year 11. [school to show to Ofsted etc their progress using robust in-house assessments of when the pupil arrives, and then looking at the progress to GCSEs]
What if a pupil does not fill all 8 boxes‌? Pupil 1 (expected)
B B
B B
B
B
B
B
B
B
10 X 6
60 - 10
Pupil 1 (actual)
C C
C C
C
C
C
C
C
C
10 X 5
50
Pupil 2 (expected)
B B
B B
B
B
B
B
B
B
10 X 6
60
- 1.0
- 15 Pupil 2 (actual)
C C
C C
C
C
C
C
C
0
9X5
45
Pupil 3 (expected)
F F
F F
F
F
F
F
F
F
10 X 2
20
- 1.5
+ 12 Pupil 3 (actual)
C C
C C
D
D
D
0
0
0
4X5 3X4
32
+ 1.2
Attainment 8 Points Score – Conversion to Grade Average grade assigned A* A*A+ A AB+ B BC+ C CD+ D DE+ E EF+ F FG+ G GU
Attainment 8 point score 8
7
6
5
4
3
2
1
Average point score per pupil 7.83+ 7.50-7.82 7.17-7.49 6.83-7.16 6.50-6.82 6.17-6.49 5.83-6.16 5.50-5.82 5.17-5.49 4.83-5.16 4.50-4.82 4.17-4.49 3.83-4.16 3.50-3.82 3.17-3.49 2.83-3.16 2.50-2.82 2.17-2.49 1.83-2.16 1.50-1.82 1.17-1.49 0.83-1.16 0.50-0.82 <0.5
National Curriculum Levels
No NC Levels “levels have become too abstract, do not give parents meaningful information about how their child is performing, nor give pupils information about how to improve”
“levels have detracted from real feedback and schools have found it difficult to apply them consistently – the criteria are ambiguous and require teachers to decide how to weight a huge array of factors”
â&#x20AC;&#x153;Apart from the KS2 Test results and GCSE outcomes, I have no interest in the assessment carried out by schools.â&#x20AC;? (Nick Gibb, MP, 2010)
DfE Myth: Schools are banned from using curriculum levels.
Fact: As part of our reforms to the national curriculum, the current system of â&#x20AC;&#x153;levelsâ&#x20AC;? used to report childrenâ&#x20AC;&#x2122;s attainment and progress will be removed from September 2014. Levels are not being banned, but will not be updated to reflect the new national curriculum and will not be used to report the results of national curriculum tests.
Key stage 1 and key stage 2 tests taken in the 2014 to 2015 academic year will be against the previous national curriculum, and will continue to use levels for reporting purposes.
Commission on Assessment without Levels Report, 17 September 2015 1. Appoint a standing committee on assessment, supported by a panel of experts, who would oversee the next phase of assessment development The government agrees that there is a need for experts but fails to say whether or not a committee will be created. Instead it says it “will explore” the best way to draw on expert evidence.
2. Fund one person in each Teaching School alliance to become a specialist leader in education (SLE) specialising in assessment The government “acknowledges” that training staff within teaching schools would be an expedient way to “build expertise” and sharing across the sector. Again, it says it will “explore” the best way to increase Teaching School expertise. 3. Create a national bank of assessment questions to be used in formative and summative pupil assessments. The government agreed this is a good idea and so will explore the best way to establish and implement a national bank. This section of the report also recommends creating an online forum where teachers can share assessment ideas. The government agreed and said they will consider the best ways to do this.
With thanks to Schools Week
4. Develop a training module for senior school leaders and Ofsted inspectors on the principles and purposes of assessments. The government “strongly endorse” the idea that inspectors and schools leaders should have a “shared understanding” of assessment. They will investigate options for this one. 5. Establish a review group on school data management to advise on ways to reduce assessment-related workload This group has already been established. The government will encourage it to built on the work of the Commission.
6. Create an expert group on assessment for pupils working below national curriculum level The government announced the creation of this group in July.
•
no template will be provided for schools
•
report warns against the use of assessment systems from external providers before schools have developed their own approaches.
•
assessment and data management are often driven by expectations of what Ofsted inspectors want. . . .
•
. . . but “Schools should not seek to devise a system that they think inspectors will want to see; it should be one that work for pupils, with the sole aim of supporting their achievement. Inspectors will look at the effectiveness of a school’s curriculum and assessment system in terms of the impact on pupils’ achievement.”
• To combat workload the commission recommends “school leaders to think carefully about why and how they collect and record assessment data”. • all information on pupil performance should have a clear rationale behind it and school leaders should ensure the collection “does not create unnecessary workload”. •
“Neither we nor Ofsted prescribe the amount of data that should be recorded for in-school assessment. Schools should be free to implement a system that works for their pupils and staff.”
AWOL and SEN Some extracts from the review . . .
•
Assessment methods may need to be adapted for some pupils with SEN and disabilities, for example by using visual stimuli and alternative means of communication.
•
AWOL gives schools the opportunity to develop their own approaches to assessment that focus on teaching and learning and are tailored to the curriculum followed by the school.
•
Schools to guard against designing or purchasing assessment systems modelled on statutory arrangements for teacher assessment.
•
Schools to make the most of the freedom to develop their own approaches to assessment and explore new methods of recording assessment information.
•
The challenge for schools to create an approach to assessment which works for pupils with SEN and disabilities, some of whom may be following an alternative curriculum, is often greater. Any assessment methods and tools used should reflect this and support a more suitable approach.
•
This guidance is to help schools develop robust assessment policies. It does not seek to provide a template for an ideal assessment policy or to prescribe specific content,
•
Recommendation: DfE expert group on assessment for pupils working below the level of the national curriculum tests should include a review of P-Scales to ensure they remain fit for purpose. https://www.gov.uk/government/publications/commission-on-assessment-without-levels-final-report
How will Ofsted make inspection judgements
in a world without levels?
Ofsted judgements in 2014-5 . . . post-levels • Inspectors will not expect to see a particular assessment system in place and will recognise that schools are still working towards full implementation of their preferred approach Inspectors will usually consider how well:
• a suitably broad and balanced curriculum and the system of assessment set out what pupils are expected to know, understand and do, and by when •
the assessment system is linked to the school’s curriculum
•
information about what is taught in the curriculum is shared with parents and carers, including by meeting the legal requirement to make curriculum information available on the school’s website
• the school uses detailed formative and summative assessment to ensure that pupils, teachers and parents know if pupils are achieving the expected standard or if they need to catch up •
assessment information, including test results, is used by leaders and governors to improve teaching and the curriculum for all pupils.
Inspectors will 1. continue to use a range of evidence to make judgements, including
test results pupils’ work
pupils’ own perceptions of their learning 2. spend more time looking at the range of pupils’ work to consider what progress they are making in different areas of the curriculum 3. talk to leaders about schools’ use of formative and summative assessment and how this improves teaching and raises achievement 3. evaluate how well pupils are doing against relevant age-related expectations as set out by the school and the national curriculum (where this applies) 4. consider how schools use assessment information to identify pupils who are falling behind in their learning or who need additional support to reach their full potential, including the most able 5. evaluate the way schools report to parents and carers and assess whether reports help parents to understand how their children are doing in relation to the standards expected
Accuracy of assessment inspectors will usually consider how well: • any assessment and testing are used to modify teaching so that pupils achieve the expected standards by the end of year or key stage • assessment draws on a range of evidence of what pupils know, understand and can do in the curriculum, for example, through regular testing • teachers make consistent judgements and share them with each other eg within a subject, across a year group and between adjacent year groups • leaders ensure the accuracy of assessment through internal and external standardisation and moderation • governors assure themselves of the rigour of the assessment process • schools adopt the best practice of working together to moderate assessment and to develop common understanding of attainment and share records at points of transfer
The wider curriculum experience
Non cognitive skills & learning outside the classroom Achievement beyond formal qualifications 1. System of high profile awards for schools that excel in nonqualification activities, is under consideration, following the Singapore model
2. Character, resilience, mindfulness, employability
Character • Schools should teach pupils resilience and how to be “rounded and grounded”. • Any school failing to do this should not be rated outstanding, even if it achieved impressive results. • Work experience: rather than “all the schools in an area trying to send out the entire year group for the same two weeks in June”, they could instead link with businesses to do virtual tours or halfday visits.
• “By character I mean resilience, humility, emotional intelligence, team spirit, someone who will go the extra mile,” • It is not only the disadvantaged who need help, but also G & T pupils whose schools had focused on pushing them academically, at the expense of helping them to develop social attributes. John Cridland, director-general of the CBI
Purpose of education Serve as a good preparation for adult life and work. So, we need a focus, up to 18 for all, on:
Vocational and Technical learning
Apprenticeships (3million over next 5 years; funding?)
Character Education
Numeracy and literacy
Non-cognitive skills
And this is in the context of • a knowledge curriculum, the EBacc agenda and the accountability regime which concentrates on academic exam performance
• a new Ofsted category: Personal development, behaviour and welfare
Learning about the world of work – primary • Information and talk about future careers will be included in the primary curriculum • Teachers will be expected to act early to help pupils make clear connections between reading, writing and arithmetic and obtaining a decent job in the future. • The new initiative will be particularly relevant in communities with high adult unemployment as part of an effort to end the cycle of benefit dependency. • “By the end of primary school, this means developing an emerging awareness that people have different jobs and a belief that in the future they will work,” (Sam Gyimah). • “This is particularly important for children from workless households. It means making a connection between what is taught in school and what career paths they will take in the future.”
• “This understanding contributes to a motivation to do well, based on realising the importance of basic skills.” December, 2015
16-19 performance measures
â&#x20AC;˘
16-19 Accountability Headline Measures: Technical Guide for changes in 2016 (DfE, October 2014) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/3 59909/Technical_Guide_final_for_publication.pdf
â&#x20AC;˘
Reforming the accountability system for 16-19 providers (DfE, March 2014) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/3 65979/DfE_consultation_response_16-19_Accountability_final.pdf
Post 16 accountability measures 1. Progress: a value added progress measure for academic and Applied General qualifications and a completion and attainment measure for Tech Levels (and Technical Certificates from 2016/17) 2. Attainment
3. English and maths progress measure (for those without a C at GCSE) 4. Retention
5. Destinations â&#x20AC;˘ The progress of students will be the main focus of the future accountability system: a headline measure and will also form the basis of minimum (floor) standards.
Post 16 floor standards The floor: • A school will be seen as underperforming if (i) its academic or Applied General value added score is below the threshold set by DfE (ii) its VA score is statistically significantly below the national average (both confidence intervals are below zero). • The threshold (value added score in grades) for academic qualifications is likely to be set at around –0.6. The exact threshold is still to be finalised.
ABacc • Abacc no longer a league table measure • But publish the % of those achieving AAB of which at least two must be "facilitating subjects"
• Facilitating subjects: English, maths, sciences, foreign languages, history and geography (cf EB)
Three elements:
Tech Bacc
1.
a high-quality Level 3 vocational qualification
2.
a Level 3 “core maths” qualification, including AS level maths.
3.
the extended project. This will develop and test students’ skills in extended writing, communication, research, and self-discipline and self-motivation
The TechBacc measure will apply from September 2014. The following level 3 maths qualifications will count: • AS/A Levels in Mathematics • IB Certificates in Mathematics and Mathematical Studies • AS level Quantitative Methods (OCR) • AS/A levels in Use of Mathematics (AQA)
P16 Allocation • Results to be allocated to the provider which is directly funded by the EFA. This is where the student has enrolled to take their core aim, recorded in the school census and Individual Learner Record • Results related to subsidiary aims that may be delivered elsewhere still reported against the ‘core’ provider since they are responsible for that student’s overall study programme • Results to be allocated to providers on an annual basis. However, outcomes will continue to be reported when a student has reached the end of their 16-18 studies
P16 Progress • •
A VA progress measure for academic and AGQs A completion and attainment measure for Tech levels and L2 voc quals
•
Separate values for: Level 3 academic programmes Level 3 Applied General programmes Level 3 Tech Level programmes Level 2 Substantial Vocational Qualification programmes
•
For L3 academic qualifications progress measure, students’ prior attainment will be based on their average attainment in GCSEs only.
•
For the level 3 AGQ progress measure, students’ prior attainment will be based on all qualifications achieved at key stage 4.
•
For level 3 Tech Levels and L2 voc quals , a combined completion and attainment measure to be used
Floor standards Minimum standards will be set separately for level 3 academic and Applied General qualifications using the respective school or college value added scores and associated confidence intervals.
P16 Attainment
• The attainment measure will show the average grade that students attain. • APS per entry will be calculated and expressed as a grade. Separate average grades will be shown for level 3 academic, Applied General, Tech Level and Substantial Vocational Qualifications at level 2. • Outcomes will only be reported where a student has entered for an examination. Unlike the completion and attainment measure, withdrawals will not be counted as a fail.
P16 English & maths For illustrative purposes, assume that nationally students who have previously achieved a GCSE grade E make on average 1 grade of progress (equivalent to achieving a D grade). •
Example: if an individual student moves from an E to a C they would receive a VA score of +1 as they have made one grade’s progress more than the national average.
•
If the student moves from an E to a D they would receive a value added score of 0 as they had made average progress (average progress is always expressed as 0).
•
apply a cap to the measure so that one grade worse than the baseline is the maximum negative VA score applied to an individual student:
A student who enters with a D grade but achieves an F grade when they retake will be treated as if they achieved an E grade;
A student who enters with a F grade but does not sit the exam will be treated as if they achieved a G grade.
Stepping stone qualifications such as functional skills and free standing maths will be taken into account when calculating the progress made by students, but will not attract as many points as good GCSE grades
P16 Retention The retention measure will show the proportion of students who are retained to the end of the â&#x20AC;&#x2DC;core aimâ&#x20AC;&#x2122; (or main learning aim) of their study programme. The retention measure will show separate values for: a) level 3 academic programmes b) level 3 Applied General programmes c) level 3 Tech Level programmes d) level 2 Substantial Vocational Qualification programmes An overall retention value will not be shown at this stage
P16 Retention Alongside the headline retention measure there will be a number of supporting pieces of retention data published in the performance tables: â&#x20AC;˘ Level 3 students returning in year 13: % of students who return to the same provider in year 13 to continue their L3 programmes. Any student who is retained to the end of a level 3 programme in year 12 will be included in this measure. â&#x20AC;˘ Students who are retained but not assessed: This will show the percentage of students who are successfully retained to the end of their course but do not appear in the attainment measure. These are students who reach the end of their programme of study but do not enter for the final exam. â&#x20AC;˘ Students transferring onto lower level aims: This will show the number of students who have transferred out of a substantive aim in order to continue study at a lower level at the same provider.
P16 Destinations
Destination measures show the percentage of KS 5 students going to or remaining in an education and/or employment destination.
Additional elements to be measured and reported •
Attainment in qualifications below level 3: a more complete picture of 16-19 performance – to be phased in, starting with level 2 achievement.
•
Achieving at a higher level of learning: the % achieving a qualification at a higher level than they achieved at key stage 4. Moving from academic achievement at key stage 4 to a technical certificate post-16 would be counted as progress as the skills and knowledge requirements are very different.
•
A level attainment: the best 3 outcomes of students on A level only programmes – it will not include AS results, and will not include the A level achievement of students taking A levels as part of a mixed programme of qualifications.
•
AAB in facilitating subjects at A level: the Advanced Bacc.
•
Attainment of an approved level 3 mathematics qualification: the proportion of students who achieve an approved L3 maths qualification (including AS and A level, and core maths).
•
TechBacc: the number of students achieving the required combination of a tech level, a recognised maths qualification at level 3, and the extended project.
•
Traineeships, Supported internships and Closing the gap measures are all intended to be included, and are under further investigation to see how they could be introduced.
Post-16 headline measures Different from KS4 •
based on individual qualification outcomes rather than a programme of qualifications.
•
currently report only on four categories – academic, applied general, tech level or technical certificate
•
results for qualifications that are not assigned to one of these categories do not impact on those headline measures
•
If a student takes 3 A levels and an AS, then all four results will be reported under the ‘academic’ category
•
If a student takes an applied general and an A level, one result will be assigned to each of those categories.
•
If a student takes a tech level and a qualification not on any list, their tech level result will be assigned to that category, and the other qualification will simply not feature anywhere. It cannot be counted as some sort of ‘0’ and have a negative impact on any of the categories.
Which result counts? What if a student takes an AS and then completes an A level, tops up a BTEC or takes a technical certificate and then completes a tech level?
• The highest level results achieved by the student when they leave the school or college are the ones reported. • If a student takes an AS and goes on to achieve an A level in the same subject, only the A level result will be used for performance measures. • If a student takes a BTEC National 90 Credit Diploma in year 1 and tops up to an Extended Diploma in year 2, it is only the Extended Diploma result that will be reported. • This principle works across levels too – a student initially taking a level 2 vocational qualification and then achieving at level 3 will have their level 2 result discounted and it is the level 3 result that will be reported.
Students who leave What if a student takes a qualification at the end of Y12, then leaves? • Results are normally reported at the end of the year in which the student turns 18. • If a student leaves at the end of Y12, any eligible results will be reported the following year. These results will be assigned to the college where they were achieved, even if the student moves to a different college to complete studies. • In such cases, the first college will report the first year results, and the second college will report their subsequent achievement. There is no ‘discounting’ across institutions, so if the student takes an AS at the end of the first year, and completes the A level at a different college in their second year, at the end of that second year the first college will have that AS result included in their performance measures, and the second college will report the full A level.
Calculating progress for academic and applied general qualifications? â&#x20AC;˘ For each student taking a particular qualification (eg A level History, or BTEC National Diploma in Business), their average prior attainment at key stage 4 is calculated and mapped against their actual A level or BTEC result. â&#x20AC;˘ For each student, their actual result can be compared to the national average to see the extent to which they have made greater or less progress than others with the same prior attainment. The outcome is reported as a positive or negative value added score, expressed in grades or fractions of a grade.
Calculating progress for tech level and technical certificate qualifications •
Each grade is assigned a number of points.
•
eg BTEC Subsidiary Diploma: – – – – –
50 points for Distinction* 35 points for Distinction 25 points for Merit 15 points for Pass. Students not completing the course or failing the qualification will get no points.
•
The results for all students taking a particular qualification in a school or college (including fail grades and non-completions) are converted to points, and the average point score is calculated.
•
This average point score is then compared to the average point score achieved across all students in the national cohort to give a relative attainment score – how many points above or below than average.
•
The relative attainment scores across all subjects are aggregated to give a total tech level (or technical certificate) score for the college or school. For tech levels, that total is divided by 10 to convert the point score to a grade score.
Are resits funded? • P16 resits or retakes are “not generally eligible for funding”. Where there are exceptional circumstances (eg long term sickness, or “good educational reasons”), then the re-take delivery hours may be included in the funded study programme hours. • Institutions are responsible for deciding whether the student’s situation is an exceptional circumstance. If it is considered an exceptional circumstance, “please keep evidence of this decision for audit purposes." • With the new linear ALs, a student starting in Y13 or Y14 (eg those who have missed a year or two because of illness) would be eligible for funding in both years.
Primary
Primary headline performance measures
1. the percentage of pupils achieving the ‘expected standard’ in English reading, English writing and maths at the end of KS2
2. pupils’ average scaled score in English reading and maths at the end of KS2 3. the percentage of pupils who achieve at a high standard in English reading, English writing and maths 4. pupils’ average progress in English reading, English writing and maths.
Summary of reforms 1 New assessments will reflect the more challenging national curriculum â&#x20AC;˘ more challenging tests that will report a precise scaled score at the end of each KS â&#x20AC;˘ detailed performance descriptors available to inform teacher assessment at the end of KS1 and KS2. Directly linked to the content of the new curriculum â&#x20AC;˘ improve the moderation regime to make teacher assessments more consistent
Summary of reforms 2
New accountability system will reflect the raised expectations of primary schools.
• a target of 65% to achieve the new standard • a new floor standard, based on progress from reception to the end of KS2, using a new baseline test in reception. A school will fall below the floor only if pupils make poor progress and fewer than 65% of them achieve the new expected standard
• schools to publish progress and attainment information on their websites so that parents etc can make judgements
Assessment overview Different approaches to assessment for different age groups: 1.
the existing statutory two-year-old progress check undertaken in early years settings
2.
a short reception baseline that will sit within the assessments that teachers make of children during reception
3.
a phonics check near the end of year 1 (and year 2, if necessary)
4.
a teacher assessment at the end of KS1 in maths; reading; and writing. Informed by pupilsâ&#x20AC;&#x2122; scores in externally-set but internally-marked tests (writing will be partly informed by the grammar, punctuation and spelling test); and teacher assessment of speaking and listening and science
5.
Times tables tests
6.
national tests at the end of KS2 in: maths; reading; grammar, punctuation and spelling; and a teacher assessment of maths, reading, writing, and science.
Key Stage Tests some changes
• New Grammar & punctuation test at KS1
• Changes to how the reading test works at KS1 • New Written Arithmetic tests at KS1 and KS2 • No mental maths test at KS2 • No Level 3 / Level 6 “extension” papers
Summary of Key Stage 2 New KS2 tests from 2016
•
Still externally-set and marked tests in maths, reading, and SP&G
•
Still teacher assessment in maths, reading, writing and science to give a broader picture of children’s attainment. As with KS1, updated tests to reflect the new curriculum
• A sample will continue to sit tests in science to give a picture of national performance •
The results of the tests in reading, maths, and SP&G will be reported to pupils and parents as scaled scores
•
Parents will be provided with their child’s score alongside the average for their school, the local area and nationally - so, a relative measure in a competition, not an indication of what progress has been made
KS2 Tests
• a scaled score for each subject; 100 will represent ‘the expected standard’ • new grammar, punctuation and spelling test • The mark scheme provided with the sample materials has a commentary for each question with useful guidance on what would and would not be accepted as an answer – eg surprisingly specific rules about the use of colons with lists and the structure of questions
KS2 Maths •
Arithmetic paper instead of the old mental mathematics test:
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35–40 questions, most will be worth one mark, requiring use of discrete arithmetic skills ranging from basic addition and subtraction to calculations with fractions.
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The questions are all in the form of calculations – there are no words.
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At 40 marks, this paper will make up just over one-third of the total available marks, reflecting major focus on number and calculations
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NB for multiplication and division questions involving larger numbers, two marks are available
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Only the standard methods of long multiplication and division will be worthy of any credit if the final answer is incorrect; other methods will be ignored.
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Time is critical: 30 minutes to answer the questions; less than one minute per mark.
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Papers 2 and 3: more familiar reasoning-type questions; 35 marks each; to cover the full range of abilities
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The sample materials reveal the more challenging expectations of pupils
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Calculators cannot be used with any of the papers.
KS2 Reading • The reading test will be broadly familiar to experienced teachers. • Pupils will have an hour to read several texts on different themes and topics, and respond to the given questions in a separate booklet. • Majority of marks are given for information retrieval and inference/deduction, with just a handful available for elements of authorial craft. • But elements of authorial craft, such as purposeful word choice, are tested, so focusing on these specific elements when reading class texts is important • Also, min.1 question – and occasionally several – involving summarising text from more than one paragraph. • Some three-mark questions too, usually requiring supporting evidence drawn from the text
KS2 SPaG • Reflects the significant shifts in expectation in the new National Curriculum.
• The structure of both papers is broadly similar to the 2015 materials: a 20-word spelling test and a separate test of grammar, punctuation and vocabulary • But a much more challenging set of words in the spelling test – the sample test examples range from ‘discover’ to ‘drawer’ and ‘possessions’ • Similarly, the demands of the new curriculum are evident in the grammar, punctuation and vocabulary paper, including
less-common prefixes knowledge of terminology of all the main word classes being able to differentiate between different types of conjunction, or words used as conjunctions and prepositions
Baselines to measure progress? •
New tests are to be carefully crafted to estimate a child's "baseline" abilities in very basic literacy, reasoning and cognition, rather than testing their knowledge as in a traditional examination.
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First term of Reception is the appropriate point for a baseline to measure progress: Reception (“already too late” (HMCI)? Better than end of KS1?
• But incentives to under report so school’s progress looks better? If so, negative message to pupils?
Implementing the new baseline test •
2015: schools that use an approved baseline assessment in September 2015 will have their progress measured in 2022 (when these children reach the end of KS2) based on either the reception baseline or key stage 1 results, whichever shows the most progress
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For schools which do not choose to use the reception baseline in 2015, progress will only be measured from KS1 to KS2.
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2016: the reception baseline will be the only measure used to assess progress for children who start reception in September 2016 and beyond.
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KS1 tests will remain statutory but will not be used for the progress floor standard of all-through primary schools. The progress of pupils starting reception in September 2016 in all-through primary schools will be measured in 2023 when these pupils reach the end of key stage 2.
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“Schools that choose not to use an approved baseline assessment from 2016 will be judged on an attainment floor standard alone”. So different measures to compare schools?!
A school will be considered above the floor if it meets either the progress or attainment floor standards… Progress standard from 2016 to 2022 •
Until the first cohort taking the reception baseline reach the end of KS2 in 2022, progress will continue to be measured from KS1 to KS2.
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Progress measures will be based on value-added in each of reading, writing and maths. Each pupil’s scaled scores in each area at KS2 will be compared with the scores of pupils who had the same results in their assessments at KS1.
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For a school to be above the progress floor, pupils will have to make sufficient progress in all of reading, writing and mathematics. For 2016,DfE will set the precise extent of progress required once key stage 2 tests have been sat for the first time
Attainment standard from 2016 •
The proportion of pupils reaching the new expected standard in all of reading, writing and maths. To reach the new expected standard, each pupil will be required to attain a scaled score of 100 or more in the tests in each of reading and mathematics, as well as being assessed by their teacher as reaching the new expected standard in writing.
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A school will be above the floor if 65% of pupils reach the new expected standard in each area.
EYFS from 2016
The DfE has now issued the 2016 EYFS Handbook From September 2016 the Early Years Foundation Stage Profile will no longer be compulsory. The Early Years Foundation Stage itself will continue to be statutory, supporting children to experience a broad and engaging programme of learning in reception.
EYFS, School Readiness â&#x20AC;&#x153;Children should start school healthy, happy, communicative, sociable, curious, active and ready and equipped for the next phase of life and learningâ&#x20AC;?
Compare Secondary Readiness: Level 4b+ in KS2 National Tests in English and maths
Implementing your school’s approach to pay (DfE) Main points •
Schools need to review their pay and appraisal policies from September 2014 to clarify their approach to making performance-based pay decisions for the leadership group.
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Schools need to ensure that their pay policies are clear that performance-related progression will provide the basis for all decisions on pay – for classroom teachers and leaders – in September 2015.
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Schools should consider and set out in their pay policies how pay decisions for those on the maxima of pay ranges in September 2015 will take account of performance in applying any uplift to the national framework.
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All pay decisions must be made on objective criteria so that there is no discriminatory effect on any teacher or group of teachers with a particular protected characteristic under the Equality Act 2010.
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It is up to each school to decide for itself how best to implement the arrangements and develop its policies accordingly.
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No single approach will suit all schools.
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School appraisal policies need to continue to reflect the links between performance and pay.
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Schools are free to withhold progression pay without any requirement to initiate or consider capability proceedings.
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Pupil weighted numbers continue to provide the basis for determining individual pay ranges.
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Schools now have increased flexibility to decide how they wish to reward their leadership teams to reflect individual performance and the challenges of the post.
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There is no need to reassess the pay or allowances of existing headteachers or leadership teams in September 2014. The pay of those in post will only need to be reviewed when there are significant changes to responsibilities.
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The principles underlying the core non-pay conditions remain unchanged.
Summary of changes The main changes (introduced in 2013) from the previous system are: • removing pay progression based on length of service and linking all pay progression to performance • giving schools the option of increasing individual teachers’ pay at different rates based on their performance • replacing the threshold test for progression from the main to the upper pay range with new simpler criteria
• creating a new pay range for leading practitioners whose primary purpose is to model and lead the improvement of teaching skills • giving schools more freedom to determine starting salaries of teachers new to the school • removing the obligation on schools when recruiting to match a teacher’s existing salary.
The appraisal and pay determination cycle Autumn term • All objectives to be finalised. If agreement cannot be reached, they are set by the appraiser. • Performance is monitored as set out in the school’s appraisal policy (such as through observation and ongoing professional dialogue between the relevant parties).
Spring term • Performance is monitored as set out in the school’s appraisal policy. Summer term • Performance is monitored as set out in the school’s appraisal policy. Summer/autumn term • At the end of the appraisal year, teachers receive an appraisal report which includes (amongst other things) an assessment against their objectives and the relevant standards and a recommendation on pay. • Headteachers to ensure moderation of initial recommendations with a view to putting individual pay progression recommendations to GB for agreement and so as to account to them overall for the effective operation of links between pay and performance. • Review and update pay and appraisal policies as necessary in the light of experience. • Governing body to determine what provision should be made in the school’s budget for discretionary pay awards and progression. • Appraisal objectives are set for the next appraisal period.
Setting the pay of school leaders Summary of changes The main changes from the previous system are: •
a simplified framework for leadership pay and greater autonomy for schools to set leadership pay in the light of the school size, context and challenge;
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a simple approach to help governing bodies to set pay when appointing new headteachers, requiring them to assess the particular challenges and circumstances of their school and judge the extent to which these, together with the skills they are looking for, need to be reflected in the determination of a head’s individual pay range;
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formal headroom above the current leadership maximum to incentivise and reward headteachers taking on some of the largest and most challenging leadership roles;
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removing spine points and fixed differentials - to provide greater flexibility for governing bodies to manage the performance and reward of school leaders, with individual decisions on pay progression to be made according to performance.
Role of the governing body The changes are designed to enable governing bodies to exercise their judgement at the local level on the appropriate levels of pay for school leaders, according to the challenges and needs of the school. The governing body’s role in relation to leadership pay is to
• set the appropriate level of pay for the role; • consider and adopt pay and appraisal policies, including the criteria for pay progression; • assure themselves that appropriate arrangements for linking appraisal to pay are in place and can be applied consistently, and that pay decisions can be objectively justified; • approve salaries and the award of performance pay in line with the school’s pay policy; • identify and consider budgetary implications of pay decisions and consider these in the school’s spending plan.
PRP • Schools introduce guidelines from September 2013, showing how pay rises will be tagged to performance; salary changes from September 2014 • Schools free to define “performance”; could be linked to exam results, pupil progress, classroom behaviour, participation in extra-curricular activities • Ofsted to ensure salaries are tied to teaching standards • Schools to decide . . . what data to collect How to ensure transparency and objectivity
How to afford the additional costs Whether to go for a time-defined bonus or a salary raise
How to ensure leaders are properly able to communicate the decisions Whether to reward the individual or the team
Summary: Primary • Gradually from 2016 but pending developments in some areas • Reception. The introduction of a new teacher-based assessment (models under development) to create a baseline for measuring progress • KS1. Continuation of teacher assessments in reading, writing, speaking and listening, maths, and science and including now grammar, punctuation and spelling, using new performance descriptors • KS2. Continuation of externally set national tests with results reported to pupils and parents as a scaled score against for example local and national average • Floor target. A new more demanding floor target of pupil progress or attainment from reception to the end of KS2 in reading, writing, maths • Low-attaining pupils. To continue with teacher assessments as currently
Summary: Secondary •
from 2016 but schools can opt in for 2015
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Four current measures and potentially five with a revised floor standard
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Progress 8. A value-added measure reflecting the progress made by a pupil between the end of primary KS2 and the end of KS4. Progress will be recorded across 8 subjects: English and maths (double-weighted where both Englishs achieved, 3 EBacc qualifications and 3 other subjects such as vocational, creative and other academic subjects)
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Attainment 8. A school’s average grade across the those same eight subjects
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English and maths. The % of pupils achieving a C grade or above in each
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EBacc. The % of pupils who achieve good grades in these designated subjects (science, computer science, history geography and languages)
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Destination. Not easy to collect and at present only available in experimental form as a % of numbers progressing on to further/higher education, training or employment while further development work on the data is completed
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Floor standard. Changing from five A*-Cs to pupil progress across the 8 subjects. Where pupils make an average of half a grade less progress than expected across the 8 subjects, the school will be considered to have fallen below the floor standard and potentially subject to intervention and/or inspection
Summary: Post 16 •
gradually from 2016 but pending developments in some areas
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More complex than primary and secondary measures because of the diversity of routes and qualification types available but broadly adopting two key measures
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1. Five headline measures of progression covering attainment; retention; English and maths where required; destinations
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Progress. The emphasis will be very much on learner progression. For academic qualifications this will be the difference between a learner’s prior attainment at 16 and their attainment at age 18. A similar approach is proposed for progress in Applied Qualifications although more work is needed first on the robustness of the data while things become more complicated for the yet to be started Tech Levels where a combined attainment and completion measure is proposed
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Attainment. For academic subjects this will show the average point score across all entries expressed as an A’ level style grade. For Applied, Technical and L2 qualifications, the attainment measure will also show the average point score across all entries but expressed as a vocational grade such as D or M
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Retention. This will be based on the proportion of students who complete the core qualification aim of the 16-19 programme
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English and maths. This will be reported separately and the Government is considering developing a progress measure that can better reflect the contribution of a provider who has helped a learner from a low starting point
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Destination. Further development needed. Consultation likely later this year
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‘Recognised’ substantial vocational qualifications at L2. A full list to be published this autumn
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Further work will also be undertaken to see how far performance measures can be applied in work-based settings such as apprenticeships and how far online learning such as MOOCs should be recognised in future performance measures
Summary: Additional measures •
The Tech Bacc. Remaining as a measure to recognise performance in three areas: an approved L3 Tech Level qualification; an approved maths qual and the Extended Project
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L3 Maths achievement. Intended to show the % of learners who have progressed from an A*-C grade at GCSE to a recognised L3 maths qual
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AAB achievement in facilitating A’ levels This has now been reduced to achievement in two rather than three such subjects for entry to ‘top’ universities
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A’ level attainment. This will show the average grade of students taking A’ level only (no AS) programmes and will be based on points scored in the best 3 divided by 3
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Achieving at a higher level of learning. Potentially an important measure for many schools as it will show the % of learners who gain a higher qual than at KS4 and where significantly “moving from an academic L2 qual at age 16 to a substantive VQ at L2 would also be counted as progress”
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Attainment in quals below L3. This will be added once the data has been developed
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Substantial quals at L2. Included as both a headline and a wider measure to show the uptake of L2 VQs
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Traineeships. Performance measure yet to be developed
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Progression Internships for special needs. A measure to be used to show how many young people with special educational needs have completed such programmes
some implications 1. Leading a vulnerable school 2. Overcoming barriers to progress 3. Closing the gap 4. Pedagogy 5. Data 6. Staffing 7. Curriculum design 8. CPD 9. Re-sits in P16 10. Hierarchy of subjects 11. Parents, HE, employers 12. Less able
Changing your perspective
Contact details
Bill Watkin bill.watkin@ssatuk.co.uk 07834 36 77 46 @billwatkin