depth of learning [mastery] - spto.co.uk · page 1 this help card was last updated: 25/09/2015...

This Help Card was last updated: 25/09/2015

Depth of learning [Mastery]

This Help Card will guide you through judging, tracking and exploring a child's depth of learning

The DFE has added weight and focus to a child’s ability to apply their learning – this is called Depth of Learning

or Mastery. Depth of Learning is how a child can apply much of the curriculum as a whole in more in‐depth

and complex, cross‐objective, multi‐modal methods. This Help Card will help you understand Depth of

Learning and guide you in tracking pupils and their Depth of Learning of the new National Curriculum.

Your school does not need to record or judge Depth of Learning using School PUPIL TRACKER, but judging and

tracking Depth of Learning using School PUPIL TRACKER will support more accurate and relevant tracking.

Your school may wish to record the depth, creativity and complexity to which a child can apply their

understanding into other contexts. The Depth of Learning aspect is included in the design and marking

schemes of the End of Key Stage 1 and 2 National Curriculum tests and Teacher Assessments from 2016, and is

an important second measure of the abilities of a child to demonstrate depth of learning.

Contents of this Help Card

Section 1: What is Depth of Learning [Mastery] and why do we need to know about it?

Section 2: What is a Depth of Learning Rating?

Section 3: The Depth of Learning Rating is a LONG TERM judgement

Section 4: How does a teacher judge a child's Depth of Learning Rating?

Section 5: How to enter the Depth of Learning Rating when recording assessments

Section 6: How SPTO can calculate Depth of Learning Ratings for you

Section 7: Examples of tracking children over time with Depth of Learning Ratings

Section 8: Using Depth of Learning [Mastery] to extend pupils when planning lessons

Section 9: How NOT to use Depth of Learning Ratings

Section 10: Why and how does Depth of Learning Ratings modify Tracking Points?


Section 1: What is Depth of Learning [Mastery] and why do we need to know about it?

The DFE has stated that before moving on to new learning, children should be able to apply their learning in

new and exciting contexts – deepening their learning.

The DFE has added weight and focus to a child’s ability to apply their learning – this is called Depth of Learning

or Mastery. Depth of Learning is how a child can apply much of the curriculum as a whole in more complex

and in‐depth, cross‐objective, multi‐modal methods.

• A child with better Depth of Learning will score higher in the DFE's new 2016 tests than a child with

lower Depth of Learning, even if they know the same content

• Depth of Learning is how skilfully a child can apply their learning

• Depth of Learning is not just knowing a fact, but it is using that fact in increasingly more difficult

situations

How have the 2016 End of Key Stage 1 and 2 assessments changed?

The 2016 Test materials for Key Stage 1 and Key Stage 2 will be significantly different from previous testing

arrangements ‐ in particular in how the most able children will be 'stretched'. From 2016, the Tests in Year 6

will be designed to not include questions of objectives beyond Y6; similarly, the Year 2 assessments will not

include questioning of objectives beyond Y2. This means the DFE is expecting more able pupils to demonstrate

their abilities and understanding by applying what they know in more complex and multi‐layered questions.

Your school does not need to record or judge Depth of Learning using School PUPIL TRACKER, but judging and

tracking Depth of Learning using School PUPIL TRACKER will support more accurate and relevant tracking.


A visual guide to Depth of Learning

Previously, Levels measured how much a child had learned

‐ how many objectives and whether they could get the

questions correct when they were asked.

In the new National Curriculum and its testing and

assessment arrangements, pupils are assessed on:

1. The objectives (parts of the National Curriculum) a

child has achieved

2. The depth to which they can use and apply their

knowledge of these objectives (Depth of Learning)

A child who has achieved all of the objectives required of

them will need to apply these. Children who cannot apply

their learning may not reach the required Standard.

A child who has achieved all of the objectives required of

them who also has the abilities to apply and connect this

learning will be able to answer more of the difficult

problems when assessed and so will demonstrate a higher

ability.


Section 2: What is a Depth of Learning Rating?

It is important that your school is able to judge whether a child is on track for the End of Key Stage Standards ‐

this is an important, key criteria set by the DFE to show you are assessing and planning for your children

appropriately. With the advent of the new style of testing from 2016, where a more able child is only able to

display their higher abilities through Depth of Learning [Mastery], your school will need to be able to take a

child's Depth of Learning of the curriculum into account to see an accurate picture of assessment across your

school.

To enable you to track Depth of Learning and take account of this important new facet of assessment, we have

given schools the ability to judge a child's Depth of Learning using our Depth of Learning Ratings.

There are four Depth of Learning Ratings ‐ Depth of Learning Rating 1 [#1] is the shallowest and Depth of

Learning Rating 4 [#4] is the deepest.

Depth and application of learning ‐ Depth of Learning Rating

Shallow learner Expected depth Deeper learner Deepest learner

#1 [Low] #2 [Expected] #3 [Good] #4 [Very good]

About 10% of children will be judged to be in this Rating

Most children will be judged to be in these two Ratings About 10% of children will be judged

to be in this Rating

This is below the expected standard depth of application and understanding. Does not apply their learning.

This is the expected standard depth of application and understanding. Average application of learning.

This is above the expected standard depth of application and understanding. Good application of learning.

This is well above the expected standard depth of application and understanding. Very good application of learning.

Examples of how to judge these Ratings can be found in Section 4. Can SPTO help us to judge a child's Depth of Learning Rating?

Yes ‐ if you use the Detailed Tracking National Curriculum 2014 records built into School PUPIL TRACKER, a

child's depth and application of learning will be taken into account when they are awarded an Estimated Band

using Auto‐fill.

If your school is not using the Detailed Tracking National Curriculum 2014 records built into School PUPIL

TRACKER, your teachers will need to make a professional judgement based on the grid in Section 4.


How does the Depth of Learning Rating work?

As the DFE has added a new dimension to the assessment of pupils, it is important that teachers begin to

judge how well pupils are applying their work so they are not simply assessing how much of the curriculum a

child has attained.

To look at how SPTO Depth of Learning Ratings work, you must understand how the DFE is testing your

children and in particular your most able children.

As an example, in the mathematics test at the end of Key Stage 2, more challenging problems will be pitched

for more able children to see if they can combine their understanding of multiple concepts and take their

learning from these different objectives and bridge them together in multiple step problems. These more

challenging questions involve a broad range of the curriculum, and so the judgement of a child's Depth of

Learning must also take account of the range of the mathematics curriculum too.

This means some children (i.e. 'average' children) will have achieved all the concepts at the end of year 6 they

are required to, but they simply cannot apply these skills deeply enough to answer these more challenging

questions. They can answer other, 'easier' questions, but not these more difficult questions.

We class these children (in an example Golden Code) as Y6 High #2

This code is made up of two parts ‐ Y6 High and the special code to show their

Depth of Learning Rating ‐ #2

The child has learned most of the required learning by the end of year 6 [Y6 High], and they can only apply this

learning in a standard expected of them [Depth of Learning Rating #2].

A very able child will be able to access and succeed with even the more challenging multi‐modal questions

posed in the new tests. They will score more highly and demonstrate their abilities as they have a deeper

range of application skills and deeper creative thinking.

We class these very able children as Y6 High #4

This code is made up of two parts ‐ Y6 High and the special code to show their

Depth of Learning Rating ‐ #4

The child has learned most of the required learning by the end of year 6 [Y6 High], and they can apply this

learning in complex and creative, interconnected ways [Depth of Learning Rating #4].


A child's Depth of Learning affects their test outcomes

This means there can be a range of children who have each

achieved the exact same objectives but each child has

different abilities to use and apply their learning.

Each of the children on the right have achieved the same

amount of learning, but all four will score differently in the

new style testing as each of them can apply their learning

to different depths.

The scores are shown on the right with the yellow Standardised Scores as examples of their outcomes.

This is why Depth of Learning Ratings are important, as they help to show you clearly and concisely those

children who can apply their learning well and who are most likely to demonstrate these abilities when

meeting the more challenging questions in assessments.

If your school does not use or judge a child's Depth of Learning Rating, then it is not possible to see which

children will score most highly in assessments.

Why is the Depth of Learning Rating a long term measure ‐ why can't I just decide this week and then

change my mind next week?

The easiest way to explain this is ‐ the End of Key Stage assessments will look at the depth of application of a

child's learning across all areas of the subject and across many connected objectives across the Key Stage ‐

and so a teacher must use the same methodology when judging the Depth of Learning Rating.

Please see the next section for further information.


Section 3: The Depth of Learning Rating is a LONG TERM judgement

The Depth of Learning Rating is a LONG TERM judgement of application

A child’s Depth of Learning Rating is a long term judgement and should be maintained and stay static for long

periods. It should not fluctuate or change every term. In fact, over a child's lifetime at your school, there may

be only one or two times when one child's Depth of Learning Rating changes.

Example children over a year ‐ their Depth of Learning Rating does not change...

Last year Autumn Spring Summer

Child 1 #3 #3 #3 #3

Child 2 #4 #4 #4 #4

Child 3 #1 #1 #1 #1

... this is because the Depth of Learning Rating is judged across all areas of a subject and across many

connected objectives across a Key Stage and if a child's Depth of Learning Rating is changed by a teacher, the

teacher is saying that the child's overall application of learning in writing or maths has now become better (or

worse) across much of their prior learning.

If a child’s Depth of Learning Rating is changing each term, the Depth of Learning Rating is not being used

correctly and your progress and attainment data will not be accurate ‐ see Section 8.

But children in a new class have not mastered any of their new learning ‐ are they not #1?

No ‐ a child's Depth of Learning Rating would remain the same as last year as a child brings with them all the

application skills of their prior learning from the previous year group. Rating a child as #1 at the beginning of

the year is to say they have lost all their prior application skills. Even when beginning new work in a class, a

child can still apply all their learning from the prior year group. They do not suddenly lose this application of

knowledge of the prior learning; instead, they use it to continue to expand their new achievements. Perhaps

after six months in a new class, if a child does not seem to be applying their knowledge as well as last year, you

may consider reducing their Depth of Learning Rating.


Section 4: How does a teacher judge a child's Depth of Learning Rating?

A child’s Depth of Learning Rating is a long term judgement and will stay static for long periods. It should not

fluctuate or change every term. In fact, over a child's lifetime at your school, there may be only one or two

times when one child's Depth of Learning Rating changes.

Can SPTO help us to judge a child's depth and application of learning?

Yes ‐ if you use the Detailed Tracking National Curriculum 2014 records built into School PUPIL TRACKER, a

child's depth and application of learning will be taken into account when they are awarded an Estimated Band

using Auto‐fill.


TRACKER, your teachers will need to make a professional judgement based on the grid on the following page.

How does a teacher make a judgement about a child's

depth and application of learning?

As well as judging how much a child has learned, it is now

important to judge how well they apply their learning. If

you do not use the Detailed Tracking record in SPTO, each

teacher should use the following information and guidance

when deciding a child's depth and application of learning.

1. Examine a child's learning over the long‐term, not just this week or this term, but look back over their

current and previous academic year. The easiest way to do this is to look what Depth of Learning

Ratings their previous teacher has given them.

2. Which of the following Depth of Learning Ratings is the best fit for the child for all their long‐term

learning across the subject? Think about the full range of objectives and standards a child has met over

the long‐term, including the Depth of Learning Ratings made by previous teachers. Do not make a

short‐term judgement based on a child's application of what they have been taught this week or term ‐

you must take a broader approach across all their learning in a subject.


Why are there only four Ratings? I'd like to have more Ratings to judge from.

We have purposefully chosen four Ratings in our scale as this makes judging a child easier than deciding over a

larger number of Ratings.

Use the guidance below to make a 'best fit' judgement about a child

Depth and application of learning ‐ Depth of Learning Rating



About 10% of children will be judged to be in this Rating

Most children will be judged to be in these two Ratings About 10% of children will be judged

to be in this Rating

This is below the expected standard depth of application and understanding. Does not apply their learning.

This is the expected standard depth of application and understanding. Average application of learning.

This is above the expected standard depth of application and understanding. Good application of learning.

This is well above the expected standard depth of application and understanding. Very good application of learning.

Recalls facts, remembers learnt information. Constructs simple responses.

Applies understanding. Uses facts, information or procedures to respond to, solve and answer problems. Applies own knowledge in a different context. Connects knowledge together to build up their learning.

Applies understanding in more complex situations. Uses facts, information or procedures to respond to, solve and answer complex problems. Connects learning together from a variety of objectives and independently extends learning into other subjects. Applies own knowledge in an alternative and unusual context.

Applies understanding creatively in more intricate situations. Uses facts, information or procedures to respond to, solve and answer complex and unfamiliar problems. Independently connects learning together from a very wide variety of objectives and subjects. Applies own knowledge into alternative and unique contexts.

Bloom's Taxonomy example rating Bloom's Taxonomy example rating Bloom's Taxonomy example rating Bloom's Taxonomy example rating

1. Knowledge: Define, Identify

2. Comprehension: Explain, Summarize

3. Application: Demonstrate, Show

4. Analysis: Infer, Separate

5. Synthesis: Combine, Compose, Create, Design

6. Evaluation: Compare, Judge

SOLO's Taxonomy example rating SOLO's Taxonomy example rating SOLO's Taxonomy example rating SOLO's Taxonomy example rating

1. Pre‐structural 2. Unistructural

3. Multistructural

4. Relational

6. Extended abstract


Depth and application of learning ‐ Depth of Learning Rating ‐ practical examples



Example 1: Writing

We teach this child how to write a letter. They learn how to write a letter and have achieved this objective. A week later, we ask them to write a letter and they write the same letter. There is little connected learning; we have learned how to use adjectives to add detail since, but the child does not incorporate this into their letter.

We teach this child how to write a letter. They learn how to write a letter and have achieved this objective. A week later, we ask them to write a letter and they write a different and improved letter, including new content and in particular, they include the use of adjectives to add detail (a skill we have worked on in the last few months). The child is combining and enhancing their work based on applying their knowledge.

We teach this child how to write a letter. They learn how to write a letter and have achieved this objective. A week later, we ask them to write a letter and they write a very different and improved letter, including a slightly different structure ‐ they have decided to use paragraphs and a style of writing similar to how we worked on making complaints last term. Also they include the use of richer adjectives to add detail (a skill we have worked on in the last few months). The child is combining and enhancing their work based on applying their knowledge from across the subject.

We teach this child how to write a letter. They learn how to write a letter and have achieved this objective. A day later, this child comes to school with a letter they have written. They have written a letter to the BBC to ask why their favourite TV show was replaced by Wimbledon. They like tennis, but it is certainly not as good as the train show where they travel across the country they had decided to watch that afternoon. The letter combines a wide range of learning concepts from across the year. This child is combining their learning in creative contexts and independently developing their own learning.

Example 2: Mathematics

We teach this child some number facts to ten, which they succeed in learning. A week later, we work with them on number facts ‐ the child can recall the facts fluently, but they find using these facts outside of the use of numberlines challenging ‐ when asked a problem about the facts written in a different manner but they cannot solve it independently.

We teach this child some number facts to ten, which they succeed in learning. A week later, we work with them on number facts ‐ the child can recall the facts fluently, and when asked a problem about the facts written in a different manner they can solve it independently. The child is beginning to use these facts in different orders and to solve problems. The child is combining and enhancing their work based on applying their knowledge.

We teach this child some number facts to ten, which they succeed in learning. A week later, we work with them on number facts ‐ the child can recall the facts fluently, and when introduced to the concept of flipping or reversing the facts, grasps this and uses it to write out a string of 'new' facts in the classroom's number corner independently. When asked a challenging problem about the facts, combining these new number facts with some work on addition, they can solve it independently. The child is using these facts in different orders to solve problems. The child is combining and enhancing their work based on applying their knowledge from across the subject.

We teach this child some number facts to ten, which they succeed in learning. Before you finish the lesson, this child is teaching their partner some backward number facts using some number blocks. After the weekend, this child comes to school with an idea ‐ they have been discussing the number facts with Teddy at home and found that if you reverse the facts they answer the questions on missing numbers we did last week. They ask if the teacher knew this? The child is independently using these facts and combining them with other facts to solve problems. This child is combining their learning in creative contexts and independently developing their own learning.


School PUPIL TRACKER Depth of Learning Ratings are firmly based on DFE Cognitive Ratings in the DFE test

framework. For example, below is DFE guidance on Key Stage 1 Mathematics


But children in a new class have not mastered any of their new learning ‐ are they not #1?

No ‐ a child's Depth of Learning Rating would remain the same as last year as a child brings with them all the

application skills of their prior learning from the previous year group. Rating a child as #1 at the beginning of

the year is to say they have lost all their prior application skills. Even when beginning new work in a class, a

child can still apply all their learning from the prior year group. They do not suddenly lose this application of

knowledge of the prior learning; instead, they use it to continue to expand their new achievements. It is the

role of the new teacher to ensure children maintain their Depth of Learning of the curriculum through

appropriate differentiation and teaching. A child entering Year 4 with very good prior application skills needs

to be taught application of the new curriculum and work should be planned for them to develop these skills.

Perhaps after six months in a new class, if a child does not seem to be applying their knowledge as well as last

year, you may consider reducing their Depth of Learning Rating. Please see Section 8 for further information

on differentiation using Depth of Learning.

Why is the Depth of Learning Rating a long term measure ‐ why can't I just decide on a child's learning this

term and then next term judge the child on the new term's work?

The easiest way to explain this is ‐ the End of Key Stage assessments will look at the depth of application of a

child's learning across all areas of the subject and across many connected objectives across the Key Stage ‐

and so a teacher must use the same methodology when judging the Depth of Learning Rating. This means you

must look at a broader, connected picture and one term's work is not enough of an evidence base. We are

asking you to do things this way to best model the assessment structure set out by the DFE.

How do we start using the Depth of Learning Rating ‐ we've never done this before?

If you use the Detailed Tracking National Curriculum 2014 records built into School PUPIL TRACKER, a child's

depth and application of learning will be taken into account when they are awarded an Estimated Band using

Auto‐fill and this will happen automatically over time. If your school is not using the Detailed Tracking National

Curriculum 2014 records built into School PUPIL TRACKER, your teachers will need to make a professional

judgement based on our guidance.

It will take some time for teachers to make their first judgment for a child. They may wish to wait until the end

of the academic year before beginning to enter an Depth of Learning Rating for a child.

Once you begin to record the Depth of Learning Rating for a child, you must then continue to make a

judgement for this child for each assessment you record on the SHORT TERM grid.


How do I make a LONG TERM judgement of Depth of Learning Rating?

It is important to recognise that Depth of Learning Rating is not a short term measure ‐ a teacher needs to

make a long‐term judgement based on the long‐term learning of a child over their current and previous

academic year.

To illustrate what we mean by long‐term judgement, a teacher might judge that a child has made excellent

effort this week and give them grade A on a report ‐ this would be classed as a very short‐term judgement.

However, the school's annual report requires the teacher to look at the effort made by a child over the whole

year, not just the last week of term, and so the teacher has to think about what sort of effort the child has

made across the full academic year (so may give them grade B on a report) ‐ this would be classed as a long‐

term judgement.

If your school has been using the Depth of Learning Rating for some

time, the easiest way to look at the Depth of Learning Rating from the

last academic year is to look at the BASELINE Assessment in the SHORT

TERM grid.

For example, on the right, Louis has been given an Depth of Learning

Rating of #2 and Mitchell has been given an Depth of Learning Rating of #3. These Ratings would remain the

same until a great deal of evidence suggested they have shifted to another Rating.

These were the last Depth of Learning Rating judgements made by the previous teacher and can be used as

appropriate Depth of Learning Ratings for the child in the current academic year.

If a child’s Depth of Learning Rating is changing each term, the Depth of Learning Rating is not being used

correctly and your progress and attainment data will not be accurate ‐ see Section 8.

You should only change the Depth of Learning Rating for the child if you see lots of evidence near the end of

the new academic year in another Depth of Learning Rating band.


I have a child who is #4 in some objectives in maths and #2 in other objectives.

How can this be? And what Rating do I give them?

The Depth of Learning Rating needs to look at the whole set of objectives.

If the child is mostly applying their knowledge as expected, they will be #2. They may indeed have flashes of

#4, but these need to be sustained across the subject and across time too. If you use the Detailed Tracking

records, you can judge children to have reached Greater Depth in each objective one by one over time if you

wish and SPTO will take all this information into account to make a decision about whether a child has

mastered enough of the curriculum to be judged Depth of Learning Rating #3 or #4.

I don't want to make an Depth of Learning Rating for each child each term

Once you begin to record the Depth of Learning Rating for a child, you must then continue to make a

judgement for this child for each assessment you record on the SHORT TERM grid.


Section 5: How to enter Depth of Learning Ratings when recording assessments



Auto‐fill.


TRACKER, your teachers will need to make a professional judgement to decide a child's Depth of Learning

Rating based on Section 4 above.

How do I record a child's Depth of Learning Rating on the SHORT TERM grid?

The depth of a child's learning can be added to any Golden Code when

entering and saving a child's assessment ‐ simply add a hashtag [#]

followed by the Depth of Learning Rating.

For example ‐ Y2Low #1 Y2Low #2 Y2Low #3 Y2Low #4

For example ‐ Y2Mid #1 Y2Mid #2 Y2Mid #3 Y2Mid #4

For example ‐ Y2High #1 Y2High #2 Y2High #3 Y2High #4

A child working at the end of Year 2 expectation who demonstrates a Depth of Learning Rating (as

shown in the table in Section 4) of '3', would have a Golden Code of Y2High #3

A child working at the middle of Year 4 expectation who demonstrates a Depth of Learning Rating (as

shown in the table in Section 4) of '1', would have a Golden Code of Y4Mid #1

A child working at the beginning of Year 2 expectation who demonstrates a Depth of Learning Rating

(as shown in the table in Section 4) of '2', would have a Golden Code of Y2Mid #2

A child working at the high end of Year 5 expectation who demonstrates a Depth of Learning Rating (as

shown in the table in Section 4) of '4', would have a Golden Code of Y5Mid #4

You can add Depth of Learning Rating to ANY Golden Codes.


Section 6: How SPTO can calculate Depth of Learning Ratings for you



Auto‐fill and this will happen automatically over

time.

If you are using the Detailed Tracking National

Curriculum 2014 records you will be making

judgements as shown on the right (a Year 4 child's

Mathematic record).

You have the ability to record when an objective has

been Achieved.

You now have the ability to make individual

judgements about whether a child is applying their

learning of an objective across the subject ‐ you can

decide that a child has Greater Depth in that

objective.

School PUPIL TRACKER looks at all these Greater

Depth judgements and knots them together to see

what the Depth of Learning Rating of a child would

be.

The more judgements of Greater Depth a child has recorded, the more SPTO will judge that a child is better

and better at Depth of Learning and begin to give children a Rating of #3 or #4 automatically.

Further information on using the Detailed Tracking can be found in Section 1 of this guide:

www.spto.co.uk/document/nc2014handbook.pdf


Section 7: Examples of tracking children over time using Depth of Learning

Please see below a range of examples of children and how their Depth of Learning Rating is recorded. Example 1 ‐ average child This average child is achieving the correct amount of objectives in the National Curriculum as expected over time. They make expected progress each term by learning more objectives at the correct pace. They can apply their understanding of these objectives to solve problems.

The child's Depth of Learning Rating does not change over the year as this child demonstrates appropriate application of skills of prior knowledge, and as the year progress, new learning is also applied appropriately. Progress for this child is 3.0 TP ‐ this is what is expected. Example 2 ‐ above average child This more able child is achieving the correct amount of objectives in the National Curriculum as expected over time. They may be attaining some objectives from a higher year group or Key Stage. They make expected progress each term by learning more objectives at the correct pace. They can apply their understanding of these objectives to solve problems in complex situations and combine objectives and learning in other subjects to solve problems and explore new situations.

The child's Depth of Learning Rating does not change over the year as this child demonstrates higher‐order application of skills of prior knowledge, and as the year progress, new learning is also applied at this higher Rating. Progress for this child is 3.0 TP ‐ this is what is expected as they have maintained their learning and maintained their application of knowledge.


Example 3 ‐ under‐achieving child This under‐achieving child starts the year achieving lower than expected. However, they make above‐expected progress each term by learning more objectives at a faster pace than previously and begin catching up. They continue to find applying their understanding of these objectives to solve problems difficult.

The child's Depth of Learning Rating does not change over the year as this child continues to find applying their understanding of these objectives to solve problems difficult. Progress for this child is 4.0 TP ‐ this is above what is expected as they are beginning to catch up. Example 4 ‐ the child making progress in Depth of Learning in this academic year This average child is achieving the correct amount of objectives in the National Curriculum as expected over time. They make expected progress each term by learning more objectives at the correct pace. They can apply their understanding of these objectives to solve problems, and this is showing improvement over the long term.

The teacher begins to notice a change in this child's application skills mid‐way through the year. The teacher has a chat with the previous teacher, and they both agree that the child appears to be improving. The teacher does not change the Depth of Learning Rating until she sees that there is overwhelming evidence of a change. At the end of the year, the teacher decides that this child has indeed made a marked improvement in their Depth of Learning and moves their Depth of Learning Rating from #2 to #3. The teacher discusses this change with the assessment coordinator as making a change has a major impact on a child's record and this change must only be done so with appropriate evidence. Progress for this child is 5.0 TP ‐ this is above expected as the child has broadened their application skills.


Example 5 ‐ the child whose Depth of Learning is declining This average child is achieving the correct amount of objectives in the National Curriculum as expected over time. They make expected progress each term by learning more objectives at the correct pace but as the year progresses, it becomes obvious that the child is finding solving problems and applying and connecting their work more challenging than last year.

The teacher begins to notice a change in this child's application skills in January and talks to the previous teacher. They both agree that the child appears to be struggling compared to how they were working previously ‐ in fact the previous teacher had mentioned the child was starting to connect learning less near the end of the previous year. The teacher does not change the Depth of Learning Rating until she sees that there is overwhelming evidence of a change. At the end of the year, the teacher decides that this child is not connecting their learning as well as they were. They move their Depth of Learning Rating from #3 to #2. This is a major change and should only be completed if there is overwhelming evidence a child is no longer performing as well as they were in applying their learning. Moving a child down from #3 to #2 is signalling that a teacher believes the child was above average but has now shifted down to only average. The teacher discusses this change with the assessment coordinator as making a change has a major impact on a child's record and this change must only be done so with appropriate evidence. Progress for this child is 1.0 TP ‐ this is below expected as the child has shown a major downward change in the way they apply their learning. They are even finding it hard to apply learning they had developed last academic year now too.


Examples of a longer term view of Depth of Learning Ratings An average child is shown below ‐ one who has improved their Depth of Learning Rating from #2 to #3 whilst at school. This is the longer term picture and shows pupils can progress, but it takes time to embed these Depth of Learning skills.

A below‐average child on entry is shown below ‐ one who has improved their Depth of Learning Rating from #1 to #2 whilst at school. The child has also caught up by learning more of the curriculum expected of them over time too. This is the longer term picture and shows pupils can progress, but it takes time to embed these Depth of Learning skills.

A highly able child on entry is shown below ‐ one who has improved their Depth of Learning Rating from #3 to #4 whilst at school. The child has also begun learning some of the curriculum from a higher year group and this is adding progress and value too. This is the longer term picture and shows pupils can progress, but it takes time to embed these Depth of Learning skills.


Section 8: Using Depth of Learning [Mastery] to extend pupils when planning lessons

When teaching a class of children, there will be a broad range of application and Depth of Learning skills. Some children will be able to connect their learning quickly and apply new understanding into other contexts much more readily than other children. A number of children will enter a class at the beginning of the year with good Depth of Learning and application skills ‐ it is the role of their new teacher to ensure learning is appropriately differentiated for these children to ensure they are stretched and their Depth of Learning of the curriculum is maintained and improved upon over time. In the new National Curriculum, it is expected that children (in general) are all taught the same objectives across the year. Within a single lesson block, all children will be learning the same objective (except the least able who will be working on more appropriate next‐step content). The most able children, who most often learn more quickly, cannot be stretched by teaching them the objectives from the next year group; instead, they have to be stretched by having to apply and link their learning in deeper ways ‐ they are stretched by exploring their application of learning. We call this Depth of Learning by differentiation, where more able children are stretched by differentiating lessons and blocks of lessons with content that makes more able pupils learn and use their application skills more deeply. Integrated Depth of Learning / Depth of Learning by differentiation

Depth of Learning is a differentiated focus and supported outcome of ongoing lessons and planning. Teachers differentiate their lessons to stretch more able children to apply and link their learning. Teachers maintain and improve pupil Depth of Learning through opportunity to explore, link and apply

learning. Integrated Depth of Learning is not an add on at the end of the year ‐ it is an integrated, on‐going

approach to differentiation. An example of how a lesson where all children are taught the same objective can be differentiated:

Method of lesson differentiation Pupil group

Children achieve objective and are stretched by exploring, applying and connecting learning [i.e. Depth of Learning].

Higher Depth of Learning / above average / higher ability children.

#4 #3

Objective is taught and pupils are expected to achieve over time.

Average Depth of Learning / average attainment children

#2

Objective is taught. Children achieve (possibly at a slower pace) with scaffold materials or support.

Below average attainment children #2 #1


An example of teaching a mathematics block on HTU addition, differentiating by Depth of Learning:

First and second day of the block of lessons

Third and fourth day of the block of lessons

Later in the block of lessons

Above average learners

Children taught how to add HTU using formal written methods.

Children have achieved this objective and now go on to applying their understanding using money and money problems.

Children applying their understanding further using two and three step problems, linking number, weight and money when exploring questions.

Average learners

Children taught how to add HTU using formal written methods and some scaffolding materials and support.

Children consolidate their knowledge of how to add HTU using formal written methods with fewer scaffolding materials.

Children have achieved this objective and begin to apply their understanding in problems.

Below average learners

Children review how to add TU using formal written methods and some scaffolding materials and support.

Children taught how to add HTU using formal written methods and some scaffolding materials and support.

Children consolidate how to add HTU using formal written methods but continue to need some scaffolding materials.

The example above shows how all ability groups within the class have been catered for and stretched. They have all made appropriate progression in their learning; the teacher has not rushed on to further next‐year objectives, but has instead given time for all groups to consolidate and apply their learning at their level of application and Depth of Learning. In the previous curriculum, the most able children would have been taught addition of ThHTU once they understood addition of HTU ‐ but this is no longer appropriate; instead more able pupils are stretched by giving opportunity to link and apply their understanding. The most able children (with Depth of Learning Ratings of #3 or #4) should be supported and given the opportunity to link and apply their learning across many objectives and learning outcomes ‐ by doing this, the child will continue to connect and apply their learning and the teacher is able to maintain the high level of application these children have through the year.


Support for teachers in developing differentiated activities for more able pupils

Deeper learner Deepest learner

Above expected learning Well above expected learning

Independence Flexibility

Interpretation Manipulation

Problem solving Connectivity Extrapolation Application Prediction

Writing Categorises and analyses examples of language; Develops and edits texts with reasoned improvements; Re‐writes sentences to develop meaning or sense; Interacts with text to express understanding of syntax; Uses vocabulary and context outside the own immediate experience; Uses language and topic‐related vocabulary independently.

Writing Cross‐objective exploration and development; Compiles ideas and proposes solutions; Judgements in the use of precise wordings and language; Explores re‐development / re‐ordering of sentences or paragraphs; Independent writing without the use of frames or support; Explanation of syntax and punctuation; Use of low frequency, precise words and spellings accurately; Use of unfamiliar concepts or scenarios.

Reading Inference from complex, multiple sources and clues; Cross‐objective questioning; Working with texts with a moderate level of familiarity; Working with texts with a level of complex lexicon; Generation of organised answers; Developed knowledge of some complex word meanings; Developed knowledge of subject‐specific topic‐related language.

Reading Inference from complex, multiple sources and clues; Cross‐objective (two+) questioning; Working with texts with a low level of familiarity; Working with texts with a high level of complex lexicon; Working with abstract themes; Generation of extended, organised answers; Developed knowledge of complex word meanings; Developed knowledge of subject‐specific technical language.

Mathematics Deeper, more complex one step problems; Two or more step problems; Select and interpret information; Construct explanations of methods; Evaluate economy of methods.

Mathematics Two or more step problems with at least one complex step; Cross‐objective (two+) questioning; Challenge with unfamiliar concepts; Develop use of mathematics creatively and independently; Teach others; Interpret answers from complex or unfamiliar information; Generate new learning by application of know learning; Construct complex and detailed explanations.


Section 9: How NOT to use Depth of Learning Ratings

The Depth of Learning Rating is a long term measure and must be used how it is designed to mirror the manner in which the DFE is testing and assessing Depth of Learning across the curriculum. It is a broad measure and should not be used by teachers as a short term measure or 'micro‐stepping' or as a way of showing extra progress over a year. Example of a teacher making short term judgements 'but none of my class have any Depth of Learning of the Y4 curriculum at the beginning of the year ‐ so they're all #1' The teacher of this child thinks that Depth of Learning is a judgement of this academic year's curriculum. They do not think about the skills and application knowledge the child brings with them from the previous academic year and they think all children must start the new academic year with low Depth of Learning Ratings as no child understands the new things they are going to be taught.

Unfortunately, this is not correct as it does not tie in with the long term judgement required. The child's progress jumps wildly as the teacher is telling SPTO that (in the Autumn) the child is suddenly not able to apply any of their knowledge but through the year their application skills increase. This is not a problem or error with the tracking system or SPTO ‐ in this case the Depth of Learning Rating is unfortunately not being used in the correct manner we are asking. The correct use of the Depth of Learning Rating is shown below, where the child's Rating remains steady as their application of learning is maintained at a good level with the teacher stretching the child appropriately over time.

It is important to remember that the Depth of Learning Rating of a child is helping you to see that this child must be continued to be stretched with activities to encourage and maintain their Depth of Learning. Example of a teacher using Depth of Learning Ratings for micro‐steps 'All children need to step through #1, #2, #3 then #4 ‐ don't they?' The teacher of this child thinks that Depth of Learning is a set of mini‐jumps within a Band. For example, all children need to go from Y5 Low #1 to Y5 Low #2 to Y5 Low #3 to Y5 Low #4. Unfortunately, this is not correct ‐ it is important to remember that the Depth of Learning Rating of a child is helping you to see that this child must be continued to be stretched with activities to encourage and maintain their Depth of Learning.


Example of a teacher not making an Depth of Learning Judgement through the year 'I only need to do it at the end of the year' The teacher of this child thinks that Depth of Learning is a judgement only made at the end of the year ‐ they don't realise that the Depth of Learning Rating must be used for each assessment.

Unfortunately, this is not correct as an Depth of Learning Rating is required every time you enter an assessment once you begin to use the system. Not entering an Depth of Learning Rating will mean the system will use the default rating of #2 to organise your data. This is not a problem or error with the tracking system or SPTO ‐ remember that the Depth of Learning Rating of a child is helping you to see that this child must be continued to be stretched with activities to encourage and maintain their Depth of Learning. Example of a teacher trying to add some progress on at the end of the year 'I need to show a bit more progress' The teacher of this child reaches the end of the year and adds on a higher Depth of Learning Rating in order to show the progress they believe the child has made.

Unfortunately, this is not correct as a change in the Depth of Learning Rating should only be completed if there is overwhelming evidence that a child's application of learning has improved significantly and widely or retracted by a great amount. In this case, the change is being made to elevate and edit progress. This will be noted in the next academic year when the child's Depth of Learning Rating will have to be reduced again to show a realistic picture of the child. This is not a problem or error with the tracking system or SPTO ‐ in this case the teacher is using this change to elevate or adjust progress.


Section 10: Why do Depth of Learning Ratings modify Tracking Points?

It is important to remember that the DFE is asking schools to

focus on depth.

When undergoing assessments, children who have all learned

similar objectives will now perform differently based on the

manner in which they can apply their learning ‐ as shown by

the example of four children to the right who all achieved

different scores in their Key Stage 1 assessments (shown in

the yellow boxes).

As a school you have to be able to see easily which children are performing well under these new

arrangements, and this is what we have put in place for you when using the Depth of Learning Rating.

We have designed Depth of Learning Ratings to give you the ability

to show that even children with similar amounts of achieved

learning can still be performing at lower and higher ranges within

your school, even when they are not being taught learning from

high years.

The four children to the right all have achieved similar learning

content but each of the four is applying their learning at different depths.

If these four children took a DFE 2016 assessment, they would each score differently and we have to show

that, track that and use that data to help predict how well your children will perform in the future.

You can see that, even though the four children have all attained the same Year 2 High sets of objectives, they

are each, when compared to ARE, exhibiting different learning qualities ‐ one is showing below ARE, one

above ARE and the last well above ARE.

We show this to model how these children will perform in the new 2016 DFE assessments.


The first child cannot apply their learning appropriately. They are still able to access and understand

the Year 2 curriculum [Y2 High] but their lesser Depth of Learning means they are performing below

where they are expected to be. As a consequence, to support in tracking and evaluating this child,

their Tracking Point is modified [‐1] and they are awarded a value of 14 instead of 15.

The second child applies their learning appropriately. They are able to access and understand the Year

2 curriculum [Y2 High] and combined with their Depth of Learning Rating of #2, they are performing

where they are expected to be. As a consequence, to support in tracking and evaluating this child,

their Tracking Point is not modified and they are awarded a value of 15.

The third child applies their learning very well. They are able to access and understand the Year 2

curriculum [Y2 High] and combined with their Depth of Learning Rating of #3, they are performing

above where they are expected to be. As a consequence, to support in tracking and evaluating this

child, their Tracking Point is modified [+2] and they are awarded a value of 17.

The fourth child applies their learning exceptionally well. They are able to access and understand the

Year 2 curriculum [Y2 High] and combined with their Depth of Learning Rating of #4, they are

performing well above where they are expected to be. As a consequence, to support in tracking and

evaluating this child, their Tracking Point is modified [+4] and they are awarded a value of 19.

Why does Depth of Learning Rating modify the Tracking Points for a child?

We add (or subtract) from the Tracking Point to show how much the child is performing above or below the

expectation at that assessment. This helps you see how the child is performing.

We do this to demonstrate the added value of a child being able to apply their learning to a greater degree.

We do this as this mirrors the DFE Scaled Score methods which will be employed in the new testing

arrangements from 2016. In this manner, you are able to clearly see how a child's Depth of Learning Rating is

having an impact on their assessment outcomes.


How much does the Depth of Learning Rating affect the Tracking Point they are awarded?

We have examined the new draft testing frameworks for Key Stage 1 and 2 to produce the following modifiers

based on a child's depth and application of learning:

Depth of Learning Rating

Tracking Point Modifier

Example Tracking Point

#1 ‐1

This is below the expected standard. A child with Depth of Learning Rating of '1' would not meet the required standards in an End of Key Stage assessment.

Y6High#1 26 [27 ‐ 1 = 26]

#2 0 This is the expected standard and no change is made to the Tracking Point awarded.

Y6High#2 27 [No change]

#3 +2

This is above the expected standard, resulting in a child who is able to apply learning in more complex situations than a child with a rating of '2'. As a result, this child is awarded a modified Tracking Point to demonstrate how their deeper Depth of Learning allows them to perform above the average.

Y6High#3 29 [27 + 2 = 29]

#4 +4

This is well above the expected standard, resulting in a child who is able to apply learning creatively in unique situations. As a result, this child is awarded a modified Tracking Point to demonstrate how their much deeper Depth of Learning allows them to perform very well above the average.

Y6High#4 31 [27 + 4 = 31]

Why do you add on +2 and +4, why not other numbers?

We have found through data investigation and feedback from schools that +2 and +4 are the most accurate

modifiers. These modifiers most accurately reflect the data expectations being made by the DFE between your

new data and old End of Key Stage 1 Teacher Assessment Levels, which the DFE will use for many years to

check to see whether pupils are on track to meet expectations. Using these modifiers correctly allows you to

compare old Levels and new Golden Codes to see correctly aligned expected progress for the most able

children.


I have looked at my data and I find that a child with the Y6High #4 code is given the same Tracking Points as

a Y8Low #2 child. Why is this the case? Does this mean a Y6High #4 is equal to Y8Low #2?

It is important firstly to think about what the code Y6High #4 means.

This code means that a child is working and achieving about most of the objectives within Year 6. This is how

much they have learned. This gives them a Tracking Point of 27. The first part of the Golden Code tells you

where about in the National Curriculum the child is working. As this states Y6High, it means that this child is

working well within the Year 6 curriculum.

This particular child is also exceptionally able at applying their knowledge, as they have been given an Depth of

Learning Rating of #4. This means that this child can apply their learning at a level well above the average

child, and in a test or assessment would score much more highly than a child with an Depth of Learning Rating

of #2. We have to show this ‐ we have to illustrate that this child is demonstrating that statistically they are

certainly achieving outcomes that are well above their peers. We do this by modifying the Tracking Point so

you can see that this child is statistically about 4 TP ahead. This does not mean that this child is able to achieve

the same as the Y8Low pupil ‐ the Y8Low child has learned many other objectives. What our modification does

tell you is that this able child is working well above any other Y6High child.

The DFE arrange their data in the same manner ‐ as this is how Standardised Scores function. For example, a

child who does well in the new 2016 KS2 test may receive a Scaled Score of 120, which is saying they are

working well above the average for their age.

A Year 6 child working well above the average for their age does not mean they can 'do' anything from Year 7

or Year 8 ‐ the tests will not contain any year 7 or year 8 objectives or questions, so it cannot mean that.

Instead well above the average for their age and the number 120 is stating that this child is well above

average in their year 6 group and should only be used to compare pupils in year 6 and not used to compare

against the curriculum.

We know this may be difficult to understand or get your head around, but this is how the official systems work

to examine your data, and SPTO is there to help you by mirroring the data so you know we are using data

consistently. We use the modifiers from Depth of Learning Ratings to adjust Tracking Points using the same

methodology as the DFE scoring so that we enable you to view the data as the DFE will publish your Scaled

Scores from 2016.


Chart showing how Modified Tracking Points for each year group code are set out Please find below a guide to the reckoning of all Depth of Learning Ratings across all Golden Codes TP Y1L Y1M Y1H Y2L Y2M Y2H Y3L Y3M Y3H Y4L Y4M Y4H Y5L Y5M Y5H Y6L Y6M Y6H TP

32 32

31 #4 31

30 #4 30

29 #4 #3 29

28 #4 #3 28

27 #4 #3 #2 27

26 #4 #3 #2 #1 26

25 #4 #3 #2 #1 25

24 #4 #3 #2 #1 24

23 #4 #3 #2 #1 23

22 #4 #3 #2 #1 22

21 #4 #3 #2 #1 21

20 #4 #3 #2 #1 20

19 #4 #3 #2 #1 19

18 #4 #3 #2 #1 18

17 #4 #3 #2 #1 17

16 #4 #3 #2 #1 16

15 #4 #3 #2 #1 15

14 #4 #3 #2 #1 14

13 #3 #2 #1 13

12 #3 #2 #1 12

11 #2 #1 11

10 #2 #1 10

9 #1 9

8 8

7 7

Y1L Y1M Y1H Y2L Y2M Y2H Y3L Y3M Y3H Y4L Y4M Y4H Y5L Y5M Y5H Y6L Y6M Y6H

depth of learning [mastery] - spto.co.uk · page 1 this help card was last updated: 25/09/2015...

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