‘Life After Levels’ at Northampton Academy
2015/16 This evening you will hear from… . Owen Jones – Assistant Principal for Achievement . Paul Cummins – Assistant Principal for Data . Charlotte Gavin – Head of English . Rob Smith – Head of Maths . John Atkinson – Head of Year 9 . Tim Shea – Head of Year 8 . Julie Peel – Head of Year 7 The National Picture – Why remove levels? . National curriculum levels will no longer be used to assess students across England and Wales. . Without levels, all schools must devise their own systems for tracking and reporting progress – supported by evidence (Ofsted expectation) The DfE .We believe this system is complicated and difficult to understand, especially for parents. .It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do. Why remove levels?
Other reasons include: .Levels became a sole focus for teachers and children – sometimes demotivating - rather than a response to the formative targets provided by the teacher. .Levels encouraged undue pace in learning over and above a deeper mastery of the curriculum content – a result of the accountability system that encouraged schools to move pupils up through levels quickly, rather than securing knowledge in each subject area. .Levels shed little light on a pupil’s actual strengths and weaknesses. The Key Change at Northampton Academy:
Levels KPIs KPIs – ‘fewer things in KPIs – ‘key concepts which are to be learned’ KPIs more depth’
• Key Performance Indicators have been written in all subjects. • KPIs are the core skills that are to be learnt in a subject which means they will be ‘GCSE ready’ by the start of Y10. Example Geography KPIs. WHEN IS THIS KPI BEING DESCRIPTION TAUGHT/ASSESSED STEEL BRONZE SILVER GOLD
KP1 I can show my knowledge to identify an area studied Year 7 LP1 KP2 I can identify OS symbols Year 7 LP1 KP3 I can describe the location of features on a map using four figure grid references Year 7 LP2 KP4 I can describe the location of features on a map using six figure grid references Year 7 LP 2 KP5 I can use spot heights, contour lines and colour shading to interpret topography on a map. Year 9 LP 1 KP30 I can recognise physical features and describe how physical processes can change the features of places. Year 7 LP5 KP31 I can select and evaluate geographical sources to establish evidence for geographical writing. Year 8 LP3 I can describe physical characteristics of places and how physical processes can lead to similarities and differences KP32 of places. Year 8 LP6 I can describe human characteristics of places and how human processes can lead to similarities and differences of KP33 places. Year 7 LP4 I can describe and begin to analyse human characteristics of places and explain how human processes can produce KP34 distinctive characteristics of places. Year 8 LP3 I can analyse human characteristics of places and explain a range of human characteristics at a variety of scales. KP35 Year 9 LP5 I can describe how physical and human processes can change the features of places and how these changes can KP36 affect the lives of people living there. Year 8 LP2 I can begin to explain the ways in which physical and human processes lead to diversity and change in places. KP37 Year 9 LP4 I can use my knowledge and understanding to make links and explain specific characteristics between contrasting KP38 areas. Year 9 LP5 I can describe human and physical characteristics of places within a wider contextual and locational framework. KP39 Year 8 LP1 I can use source of information to respond to a range of geographical questions and communicate my findings KP40 using appropriate vocabulary. Year 8 LP1 I can make links in my knowledge and understanding to describe characteristics of contrasting areas studied. KP41 Year 9 LP6 I can use my knowledge and understanding to analyse and compare characteristics between contrasting areas. KP42 Year 7 LP6 I can describe and begin to analyse physical characteristics of places and explain how physical processes can KP43 produce distinct characteristics of places. Year 8 LP4 Geography Example: KPI Number 3: Year 7 Term 2 ‘I can describe the location of features on a map using four figure grid references’ The question the teacher will ask is….. “Has this child demonstrated they understand KPI number 3? Are they secure?” Some key principles . ‘Mastery’, implying: – concepts fully understood and capable of being used, – by all children. . Fewer things in more depth. . Teaching, learning, intervention organised to ensure that every child understands and can do. . Making it easier for teachers to achieve excellence.
. ALL children are to be taught and assessed in ALL KPIs, regardless of their starting point.
9 What is reporting going to look like from September 2015? How will teaching staff assess and report?
• Each half term, the teacher will look to assess an agreed number of KPIs (no more than 5) • The topic taught each half term will have more subject content but the focus of the assessment will be on the allocated KPIs. • Teaching staff will decide ‘yes’ or ‘no’ whether each child has learnt each KPI. • If ‘yes’ then the teacher will report the child as ‘SECURE’ for that KPI. • If ‘no’ then the teacher will report the child as ‘EMERGING’ if they have partly understood that KPI OR ‘CONCERNING’ if the child has not demonstrated any understanding at all. Reporting on individual KPIs:
SECURE EMERGING CONCERNING • A student is secure if there is • The student has attempted all Questions a teacher will ask evidence in books and work and has engaged in their themselves: assessment to show that the they learning of different KPIs. • Was the student absent when this have understood and applied the • The student has been assessed KPI was learnt and/or assessed? KPI. and they have not demonstrated • Was the student sent out of • The work produced by two enough understanding to be several lessons therefore has not students could be of a different SECURE in that KPI. been able to show any progress standard; but they can BOTH be • The student is EMERGING. towards being secure in a certain secure if they show KPI? understanding of the KPI. • Has the student refused to • Differentiation should be evident participate in their learning? in marking and feedback in line • Has the student failed to grasp with the ability of the student. the concept? (Blooms) • DIRT becomes extremely important (deeper thinking). INTERVENTION STRATEGIES What are the different bands?
GOLD (A*) SILVER (A) BRONZE (B) STEEL (C) • The different bands determine the different starting points of students. • They are worked out using KS2 APS as well as CATS. • For the new Y7s, the Progress in Maths, English and Science scores have also been used when determining which band a student is in. • The bands are useful in knowing the starting point of each student but really all we should be worried about is what the child can do and what the child can’t do? • Where the bands are useful is when looking at expected progress against their starting point…… What is expected progress? EXCEEDING SECURE EMERGING CONCERNING • A student is secure • A student is secure • A student is not • A student is not in more KPIs than in all KPIs that their secure in enough secure in enough their starting point starting point KPIs to be making KPIS to be making would suggest. would suggest. expected progress anywhere near against their expected progress; • E.g. A silver band • E.g. Steel students starting point. they are a concern student is secure in should hit say and should be 100% of all KPIs. 75%ish of all KPIs. • E.g. A gold student flagged. Should they be on Paul has a direct is secure in 85% of the gold progress formula to work all KPIs (their path? this out accurately. target is 90%)
If a child is exceeding (i.e. they are secure in more KPIS than their starting point would suggest) then they are making better than expected progress Progress in KPIs across Key Stage 3.
. Pupils with below average KS2 prior attainment (e.g. level 3) should be expected to ‘catch up and keep up’ so that they achieve age related expectations by the end of year 9.
. Pupils with an average KS2 prior attainment (e.g. level 4) should be expected to achieve age related expectations in each year across KS3 as a minimum.
. Pupils with above average KS2 prior attainment (e.g. level 5) should be expected to achieve all KPIs (with wider enrichment evident) for each year group.
15 Age Related Expectations: . By the end of Year 9, all students should be secure in the KPIs.
. To this end, if a child is emerging or concerning, the teacher will re-teach, re-assess and then look to change the KPI from emerging or concerning to secure.
. We will report on age related expectations. However, please don’t be alarmed if your child is not making age related expectations from the outset.
. The idea is that we assess on various KPIs and then we as teachers know what your child can do and what your child can’t do. This powerful knowledge will enable us to intervene on what your child can’t do, thus giving us the confidence that by the end of Year 9, all students are making age related expectations.
16 Achievement for All at KS3
Intervention Assessment
Achievement for All Cycle
LASER Moderation
Analysis Somewhere in exercise books – a list of KPIs
Subject Name: Geography Second WHEN IS THIS KPI BEING First Assessment if DESCRIPTION TAUGHT/ASSESSED Assessment required KP4 I can describe the location of features on a map using six figure grid references Year 7 LP 2
I can use a range of globes, maps, and aerial photographs to view and describe the distributions of geographical features. KP10 Year 7 LP 5 KP1 I can show my knowledge to identify an area studied Year 7 LP1 KP2 I can identify OS symbols Year 7 LP1 KP9 I can use globes maps and atlases routinely Year 7 LP1 KP13 I can identify and describe a physical feature of an area studied. Year 7 LP1 KP19 I can identify and describe a human feature in an area studied. Year 7 LP1 KP3 I can describe the location of features on a map using four figure grid references Year 7 LP2 KP6 I can interpret map scales to determine distances Year 7 LP2 KP11 I can use geographical information and observations to help me ask and respond to questions about places and environments. Year 7 LP4 KP22 I can identify and describe both human and physical features of places and recognise and make observations about those features that give places their character.Year 7 LP4 KP25 I can describe the physical and human features of places. Year 7 LP4 KP33 I can describe human characteristics of places and how human processes can lead to similarities and differences of places. Year 7 LP4 KP14 I can describe a range of physical features at a variety of scales. Year 7 LP5 KP30 I can recognise physical features and describe how physical processes can change the features of places. Year 7 LP5 KP12 I can use sources of geographical information to respond to a range of geographical and communicate my findings using appropriate vocabulary. Year 7 LP6 KP17 I can recognise and make observations about physical and human features of localities. Year 7 LP6 KP42 I can use my knowledge and understanding to analyse and compare characteristics between contrasting areas. Year 7 LP6 KP45 I can analyse physical characteristics of places and explain a range of physical processes at a variety of scales. Year 7 LP6 Marking and Feedback
In the column of the WWW & EBI comments Progress within the books exercise book • There will be a common language • These comments will become • If a child is emerging or in exercise books when marking. increasingly important as they will concerning in a particular KPI, “KP1 secure” draw out which students are there should be evidence later on “KP1 emerging” working to which standard. in the books to show they are • The best place to highlight this • EBI comments and DIRT will look now secure thus working towards will be in the left hand column of to challenge students of different age related expectations. the exercise book next to the bands. piece of work/assessment which is being used as evidence. • Describe versus explain.
How do KPIs benefit parents and students?
• Students and parents/carers will get detailed information on specific areas for development. • Any gaps in knowledge (KPIs that are EMERGING or CONCERNING) can be addressed quickly and strategically. • Reports on progress to parents will be based on the skills needed to achieve at GCSE; they should mean something! • Rewards for those students moving up a band. • Marking and feedback will be specific to those KPIs learnt and those not learnt; this will focus the minds of students for DIRT. • Students will be chosen for intervention based on which KPIs have not been learnt. ‘Life After Levels’ at Northampton Academy
Thank you for listening. KPIs in English KPIs in English 1st week = Base line testing (assessing ALL of the KPIs) KPIs in English (embedded into schemes of work) What do KPIs in English look like? READING: Explanations (Term 1) Behind each KPI is a specific explanation. What do KPIs in English look like? WRITING: Explanations (Term 1) Behind each KPI is a specific explanation. What do KPIs in English look like? SPOKEN LANGUAGE: Explanations (Term 1) Behind each KPI is a specific explanation. Extended Tasks
• Students are able to demonstrate that they have secured KPIs in their books when they complete extended tasks. Assessments • Students can also demonstrate that they have secured KPIs through assessments. Keeping Track • Once secure, KPIs attained will be marked on the sheet, inside their exercise book.
• Evidence will be clearly visible by stickers in the margins as well as the assessment /extended sheets. Marked Exercise Books Intervention
• If a student shows signs of not achieving a certain KPI, then they will get a chance to re- visit each KPI throughout the year. United Learning Mathematics
Rob Smith – Head of Mathematics, Northampton Academy e: [email protected] Always, Sometimes, Never True?
2 KS3 Curriculum . KPIs – What do they look like in maths? . Teaching – How does the ‘Mastery’ Curriculum affect what lessons look like? . Assessment – How do we assess our pupils in maths? . Reporting – How will we inform you of progress? . Examples of good practice . Questions
3 KPIs in Maths
4 KPIs in Maths
5 KPIs in Maths
6 Teaching: What do lessons look like? Which calculation is the odd one out? Explain your reasoning.
75.3 × 20 – 75.3 × 2 753 × 1.8
753 + 753 ÷ 5 × 4
750 × 1.8 + 30 × 0.18
(75.3 × 3) × 6 7.53 × 1800
Holmes or Watson? Teaching: What do lessons look like? Holmes or Watson?
0.62 × 37.5 + 3.75 × 3.8 KPIs in Maths – How do we assess?
I’m excellent at this!
I definitely need to work on these!!
9 KPIs in Maths – How do we assess?
10 KS3: Mastery
- An expectation that all pupils can and will achieve - Differentiation emphasises deep knowledge and individual support/intervention - Teaching is underpinned by methodical curriculum design, with units of work that focus in depth on key topics. Lessons and resources are crafted carefully to foster deep conceptual and procedural knowledge - Practice and consolidation play a central role. Well-designed variation builds fluency and understanding of underlying mathematical concepts in tandem - Teachers use precise questioning to check conceptual and procedural knowledge. They assess in lessons to identify who requires intervention so that all pupils keep up KS3: Mastery
- Intervention – within and outside of lessons – is likely to be focused on ensuring pupils are helped to keep up by revisiting concepts or essential prior learning, plugging gaps, or providing additional consolidation - Medium-term plans might show longer being spent on each topic to enable greater depth - The way able pupils should be challenged (and learning deepened) through more complex problem solving rather than accelerated through new material is a key feature of this curriculum, and is a large shift away from well established practice under the previous NC KS3: Mastery “Mastery” is the outcome for PUPILS
factual knowledge ALL pupils finish formal conceptual maths with understanding confident, procedural secure and fluency flexible … Knowledge
.Pupils know • THAT … 7 × 8 = 56. They have FACTUAL knowledge. HOW … to use a grid / area method to calculate 37 28. • Pieces of information like 7 × 8 = 56 are not × . isolatedThey have facts. PROCEDURAL They are partsFLUENCY of the . • WHY … landscape,the area the of territorya rectangle of numbers,is a model and of the thatproduct person ofknows two factors.them best who sees . most Theyclearly have how CONCEPTUAL they fit into theUNDERSTANDING landscape . and all the other parts of it. John Holt • TO … use that 7 × 8 = 56 when asked to estimate the speed of a rocket that flies 550m in 7.1s They can APPLY what they know to a NON- ROUTINE PROBLEM. Conceptual understanding …
3, 5, 8: three numbers four sentences
3 + 5 = 8 5 + 3 = 8
8 – 5 = 3 8 – 3 = 5 … enables procedural fluency …
• + 17 = 15 + 24
17 22
15 24
• 99 – = 90 – 59
9 90
9 59 ? … and facilitates generalisation
• 90 – 59 ≡ 99 – 68 ≡ 102.4 – 71.4
3.4 9 90
3.4 9 59 ?
• 10 – 4 ≡ 17 – ≡ 6 – Pupils can extend subtraction into the • 10 – 4 ≡ 5 – ≡ -3 – negative numbers BEFORE being taught how to do so New GCSE Grading
18 Exam questions – Foundation
19 Exam questions – Foundation & Higher
20 Exam questions – Foundation & Higher
21
Our Aim: All students to have high aspirations and to achieve their full potential by all stakeholders working together. Working together Transition
• Ensure smooth transition to maintain progress. • Testing on entry to assess ability. • Support in place for the wide range of students. • Learning manager support for all students. • Drop in sessions for students. Aspiration
• The best in everyone.
• Working hand in hand with our careers team to provide a bespoke programme of study linked to further education opportunities. Achievement • Every student’s progress will be monitored after every KPI collection point. • Where needed, intervention from the onset. • Targeting individual students based on where they are and where they need to get to. • Providing a challenging and engaging learning environment to focus on achievement goals. • Skill based learning to equip students for the future. Year 7 Parents’ Evening Thursday 4th February Year 8 Progress Surgeries, with Mr 5.30pm-8pm Shea, at Northampton Academy Year 8 Parents’ Evening Thursday 26th November th 5.30pm-8pm 10 November 5pm-7pm th Year 9 Parents’ Evening Monday 14th March 26 January 5pm-7pm th 5.30pm-8pm 28 June 5pm-7pm