academic tracking egglescliffe school. why track pupils at all?
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ACADEMIC TRACKINGEgglescliffe School
Why Track Pupils At All?
Why Track Pupils At All?
• The National Curriculum has charged schools with producing “successful learners who enjoy learning, make progress and achieve.”
Why Track Pupils At All?
• The National Curriculum has charged schools with producing “successful learners who enjoy learning, make progress and achieve.”
• The Egglescliffe Commitment states that the school aims to “give everyone the opportunity to achieve his or her full potential.”
Why Track Pupils At All?
• The National Curriculum has charged schools with producing “successful learners who enjoy learning, make progress and achieve.”
• The Egglescliffe Commitment states that the school aims to “give everyone the opportunity to achieve his or her full potential.”
• Progress made in lessons links directly with GCSE grades obtained in exams.
Why Involve Parents?
Why Involve Parents?
“Engaging parents is beneficial to pupils’ attitudes to learning and
their achievement levels. In some respects, it is the SIMPLE FACT THAT PARENTS ARE SEEN TO BE
INTERESTED that acts as the prime motivator.”
Desforges & Abouchaar, 2003
Why Involve Parents?
“Although the degree and power of this influence wanes gradually
during a pupil’s progress through the education system, that influence remains a factor
throughout.”
Desforges & Abouchaar, 2003
Why Involve Parents?
What Data Is Used To Track
Pupils?
What Data Is Used To Track Pupils?
• At Key Stage 3 (years 7, 8 and 9) National Curriculum levels are used (as in primary school).
What Data Is Used To Track Pupils?
• At Key Stage 3 (years 7, 8 and 9) National Curriculum levels are used (as in primary school).
• At Key Stage 4 (years 10 and 11) GCSE grades are used.
How Do National
Curriculum Levels Work?
How Do National Curriculum Levels Work?
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How Do National Curriculum Levels Work?
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National average for year 2
How Do National Curriculum Levels Work?
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National average for year 2
National average for year 6
How Do National Curriculum Levels Work?
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National average for year 2
National average for year 9
National average for year 6
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How Do National Curriculum Levels Work?
4
6
5
How Do National Curriculum Levels Work?
5c
4
6
How Do National Curriculum Levels Work?
5c5b
4
6
How Do National Curriculum Levels Work?
5c5b
5a
4
6
How Do National Curriculum Levels Work?
5cWeak
5b5a
4
6
How Do National Curriculum Levels Work?
5cWeak
5bSecure
5a
4
6
How Do National Curriculum Levels Work?
5cWeak
5bSecure
5aStrong
4
6
How Do National Curriculum Levels Work?
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What Does A Particular Level
Mean In A Subject?
Mathematics
What Does A Particular Level Mean?
Mathematics• Mathematical processes & applications
What Does A Particular Level Mean?
Mathematics• Mathematical processes & applications• Number & algebra
What Does A Particular Level Mean?
Mathematics• Mathematical processes & applications• Number & algebra• Geometry & measures
What Does A Particular Level Mean?
Mathematics• Mathematical processes & applications• Number & algebra• Geometry & measures• Handling data
What Does A Particular Level Mean?
Mathematics – Number & Algebra
What Does A Particular Level Mean?
Mathematics – Number & AlgebraLevel 4
• Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. When solving number problems, they use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division facts. They use efficient written methods of addition and subtraction and of short multiplication and division. They recognise approximate proportions of a whole and use simple fractions and percentages to describe these. They begin to use simple formulae expressed in words.
What Does A Particular Level Mean?
Mathematics – Number & AlgebraLevel 4
• Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. When solving number problems, they use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division facts. They use efficient written methods of addition and subtraction and of short multiplication and division. They recognise approximate proportions of a whole and use simple fractions and percentages to describe these. They begin to use simple formulae expressed in words.
Level 5
• Pupils use their understanding of place value to multiply and divide whole numbers and decimals. They order, add and subtract negative numbers in context. They use all four operations with decimals to two places. They solve simple problems involving ratio and direct proportion. They calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate. They construct, express in symbolic form and use simple formulae involving one or two operations. They use brackets appropriately. They use and interpret coordinates in all four quadrants.
What Does A Particular Level Mean?
What Does A Particular Level Mean?
What Does A Particular Level Mean?
What Does A Particular Level Mean?
What Does A Particular Level Mean?
www.education.gov.uk/schools/teachingandlearning/curriculum/secondary
How Do GCSEGrades Work?
How Do GCSE Grades Work?
A*ABCDEFGU
How Do GCSE Grades Work?
A*ABCDEFGU
Higher grades
How Do GCSE Grades Work?
A*ABCDEFGU
Higher grades
Pass grades
How Do GCSE Grades Work?
A*ABCDEFGU
Higher grades
Pass grades
Fail
How Are The Two Key
Stages Linked?
How Are The Two Key Stages Linked?
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Year 9
A*ABCDEFGU
Year 11
How Are The Two Key Stages Linked?
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Year 9
A*ABCDEFGU
Year 11
How Do We Track At Key
Stage 3?
How Do We Track At Key Stage 3?
Each pupil starts at a base level in each subject
Maths
4c
How Do We Track At Key Stage 3?
Each pupil starts at a base level in each subject
Maths
4c
A new level is given at the end of autumn term
Maths
4b
How Do We Track At Key Stage 3?
Each pupil starts at a base level in each subject
Maths
4c
A new level is given at the end of autumn term
Maths
4b
The progress made from the base level is measured and shared with parents
1 sublevel
How Do We Track At Key Stage 3?
Each pupil starts at a base level in each subject
Maths
4c
A new level is given at the end of autumn term
Maths
4b
A new level is given at the end of spring term
Maths
4b
How Do We Track At Key Stage 3?
Each pupil starts at a base level in each subject
Maths
4c
A new level is given at the end of autumn term
Maths
4b
A new level is given at the end of spring term
Maths
4b
The progress made from the base level is measured and shared with parents again
1 sublevel
How Do We Track At Key Stage 3?
Each pupil starts at a base level in each subject
Maths
4c
A new level is given at the end of autumn term
Maths
4b
A new level is given at the end of spring term
Maths
4b
A final level is given at the end of summer term
Maths
5c
How Do We Track At Key Stage 3?
Each pupil starts at a base level in each subject
Maths
4c
A new level is given at the end of autumn term
Maths
4b
A new level is given at the end of spring term
Maths
4b
The progress made from the base level is measured and shared with parents one final time
3 sublevels
A final level is given at the end of summer term
Maths
5c
How Do We Track At Key Stage 3?
The summer term level becomes the base line for the next year and the
process begins again
Maths
5c
How Do We Track At Key Stage 3?
An pupil is expected to make on average 2 levels of progress between the
beginning of year 7 and the end of year 9
How Do We Track At Key Stage 3?
An pupil is expected to make on average 2 levels of progress between the
beginning of year 7 and the end of year 9
ICT
4cYear 7
baseline
How Do We Track At Key Stage 3?
An pupil is expected to make on average 2 levels of progress between the
beginning of year 7 and the end of year 9
ICT
4cYear 7
baseline
ICT
6cEnd of year 9
How Do We Track At Key Stage 3?
ICT
4cYear 7
baseline
This means, on average, a pupil should make 2 sublevels of progress each year.
How Do We Track At Key Stage 3?
This means, on average, a pupil should make 2 sublevels of progress each year.
ICT
4cYear 7
baseline
ICT
4aEnd of year 7
4b
How Do We Track At Key Stage 3?
This means, on average, a pupil should make 2 sublevels of progress each year.
ICT
4cYear 7
baseline
ICT
4aEnd of year 7
ICT
5bEnd of year 8
4b 5c
How Do We Track At Key Stage 3?
This means, on average, a pupil should make 2 sublevels of progress each year.
ICT
4cYear 7
baseline
ICT
6cEnd of year 9
ICT
4aEnd of year 7
ICT
5bEnd of year 8
4b 5c 5a
How Do We Track At Key Stage 3?
Once a term each subject teacher has a dialogue with each pupil about the
progress that they are making in their subject.
Maths
How Do We Track At Key Stage 3?
Once a term the form tutor discusses the overall progress being made by
each pupil in their tutor group.
Advantages Of This System
• Allows for a positive dialogue with all pupils as soon as they make any progress.
Advantages Of This System
• Allows for a positive dialogue with all pupils as soon as they make any progress.
• No “glass ceiling” for more able pupils.
Advantages Of This System
• Allows for a positive dialogue with all pupils as soon as they make any progress.
• No “glass ceiling” for more able pupils.• No unreachable targets for less able pupils.
Advantages Of This System
• Allows for a positive dialogue with all pupils as soon as they make any progress.
• No “glass ceiling” for more able pupils.• No unreachable targets for less able pupils.• Links in with the school’s focus on ensuring
that ALL pupils make progress in EVERY lesson.
How Do We Track At Key
Stage 4?
How Do We Track At Key Stage Four?
At the end of each half term a current grade and an aspirational
target are given.
Math
s
C A
How Do We Track At Key Stage Four?
At the end of each half term a current grade and an aspirational
target are given.
Math
s
The current grade is where the pupil is
NOW.
C A
How Do We Track At Key Stage Four?
At the end of each half term a current grade
and a target are given.
Math
s
The target is an estimate of the best grade that that pupil could
gain at the END OF Y11.
The current grade is where the pupil is
NOW.
C A
How Do We Track At Key Stage Four?
At the end of each half term a current grade
and a target are given.
Math
s
C A2
The target is an estimate of the best grade that that pupil could
gain at the END OF Y11.
The current grade is where the pupil is
NOW.
A measure is taken each half term to see
how far a pupil is from their target.
How Do We Track At Key Stage Four?
If a pupil reaches their target then this may be increased to stretch the pupil to
progress even further.
Math
s
C
Y11 ½ term 1
A
How Do We Track At Key Stage Four?
If a pupil reaches their target then this may be increased to stretch the pupil to
progress even further.
Math
s
C A
Y11 ½ term 1
Math
sB A
Y11 end of term 1
How Do We Track At Key Stage Four?
If a pupil reaches their target then this may be increased to stretch the pupil to
progress even further.
Math
s
C A
Y11 ½ term 1
Math
sB A
Y11 end of term 1
Math
s
A A
Y11 ½ term 2
How Do We Track At Key Stage Four?
If a pupil reaches their target then this may be increased to stretch the pupil to
progress even further.
Math
s
C A
Y11 ½ term 1
Math
sB A
Y11 end of term 1
Math
s
A A
Y11 ½ term 2
Math
s
A A*
Y11 end of term 2
How Do We Track At Key Stage Four?
If a pupil reaches their target then this may be increased to stretch the pupil to
progress even further.
Math
s
C A
Y11 ½ term 1
Math
sB A
Y11 end of term 1
Math
s
A A
Y11 ½ term 2
Math
s
A A*
Y11 end of term 2
How Do We Track At Key Stage Four?
If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still
motivational and achievable.
Math
s
C A
Y11 ½ term 1
How Do We Track At Key Stage Four?
If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still
motivational and achievable.
Math
s
C A
Y11 ½ term 1
Math
sC A
Y11 end of term 1
How Do We Track At Key Stage Four?
If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still
motivational and achievable.
Math
s
C A
Y11 ½ term 1
Math
sC A
Y11 end of term 1
Math
s
C A
Y11 ½ term 2
How Do We Track At Key Stage Four?
If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still
motivational and achievable.
Math
s
C A
Y11 ½ term 1
Math
sC A
Y11 end of term 1
Math
s
C A
Y11 ½ term 2
Math
s
C B
Y11 end of term 2
How Do We Track At Key Stage Four?
If a pupil is struggling to get close to their target, it can be lowered to ensure that it is still
motivational and achievable.
Math
s
C A
Y11 ½ term 1
Math
sC A
Y11 end of term 1
Math
s
C A
Y11 ½ term 2
Math
s
C B
Y11 end of term 2
How Do We Track At Key Stage 4?
Once every half term each subject
teacher has a dialogue with
each pupil about the progress that they are making in their subject.
Maths
Math
s
How Do We Track At Key Stage 4?
Once a term the form tutor
discusses the overall progress being made by
each pupil in their tutor group.
Maths
Advantages Of This System
• Gives the school, parents and pupils an accurate picture of where pupils currently are in each subject.
Advantages Of This System
• Gives the school, parents and pupils an accurate picture of where pupils currently are in each subject.
• Also provides parents and pupils with an indication of what pupils could achieve at the end of Y11 if they reach their potential.
Advantages Of This System
• Gives the school, parents and pupils an accurate picture of where pupils currently are in each subject.
• Also provides parents and pupils with an indication of what pupils could achieve at the end of Y11 if they reach their potential.
• Allows the school to track expected GCSE performance for the year group.
Attitude To Learning
Attitude To Learning
1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on track.
Attitude To Learning
1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on track.
2. The pupil usually makes good progress but needs occasional prompting to remain on track.
Attitude To Learning
1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on task.
2. The pupil usually makes good progress but needs occasional prompting to remain on task.
3. The pupil can make good progress but does not consistently do so.
Attitude To Learning
1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on track.
2. The pupil usually makes good progress but needs occasional prompting to remain on track.
3. The pupil can make good progress but does not consistently do so.
4. A lack of focus usually prevents the pupil from making the necessary progress.
Attitude To Learning
1. The pupil always works well and makes good progress, rarely needing staff intervention to remain on task.
2. The pupil usually makes good progress but needs occasional prompting to remain on task.
3. The pupil can make good progress in lessons but does not consistently do so.
4. A lack of focus usually prevents the pupil from making the necessary progress.
5. The pupil rarely makes the progress expected and also has a negative effect on the learning and progress of others.
Frequently Asked
Questions!
Frequently Asked Questions!
“Academic tracking is not
an exact science, it is an art form.”
“How can my daughter be a level 6 in some subjects but only a level 3 in
others?”
“Why is my son’s level in this subject
lower than it was last term?”
Frequently Asked Questions!
Frequently Asked Questions!
“Academic tracking is not
an exact science, it is an art form.”
“Why is my daughter’s current grade a long way
below her target for this subject?”
Frequently Asked Questions!
“I am concerned about ONE of my son’s subjects, what should I
do?”
Frequently Asked Questions!
“Academic tracking is not
an exact science, it is an art form.”
“I am worried about my
daughter’s assessment as a whole, who can I talk to about it?”
Reporting To Pupils & Parents
Reporting To Pupils & Parents
Reporting To Pupils & Parents
Summary
Summary
“Academic tracking is not
an exact science, it is an art form.”
Summary
“It is not about seeing which pupil won the
race, but about ensuring that all pupils have run as far as they
were capable of running.”
Summary
“The most important part of the whole tracking system is the dialogue between teacher/form tutor/parent and pupil about maximising their
progress or achieving their full potential.”
Diary Dates!
Diary Dates!
Next Y7/Y8/Y9 assessments – Tuesday 16th April
Diary Dates!
Next Y7/Y8/Y9 assessments – Tuesday 16th AprilNext Y10/Y11 assessments – Tuesday 26th Feb
Diary Dates!
Next Y7/Y8/Y9 assessments – Tuesday 16th AprilNext Y10/Y11 assessments – Tuesday 26th Feb
Y9 reports – Tuesday 26th Feb
Diary Dates!
Next Y7/Y8/Y9 assessments – Tuesday 16th AprilNext Y10/Y11 assessments – Tuesday 26th Feb
Y9 reports – Tuesday 26th FebY9 Options Evening – Thursday 28th Feb
Any questions?
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