Introducing Pearson s Support for Progression in History from 11-16

Transcription

1 Introducing Pearson s Support for Progression in History from Version 1.0 Contents 1. Introduction to the support for progression in History from Pearson 2. The progression scale 3. The progression scale and map 4. Progression tests 5. Markbooks and reports 6. How to use this progression support to track progress 7. FAQs and other updates Visit

2 1. Introduction to the support for progression from Pearson We know that it s important for you to understand and monitor the progress of your students, so you can make sure they are on track to achieve their potential. With the removal of national curriculum levels, a new grading structure at GCSE (9-1 replacing A*-G) and the emphasis on measuring progress from through Progress 8, this has become even more critical. In order to help, Pearson s new progression services will provide the following tools: Progression scales to track progress through each subject, divided into Steps of increasing demand. For ages we have created 12 Steps. Progression maps which represent our view of how learning progresses in a subject, and how skills build upon each other. These give you richer insight into student performance in a way that is easy to understand and is reliable. Assessment resources mapped to the scale and reporting in Steps. You can use these, along with your own judgements about each student s performance, to identify what Step a student is working at. We will provide an online markbook to help you track each student s progress against their target.

3 2. The progression scales For ages 11-16, from KS3 to GCSE, we have created 12 Steps representing low to high challenge. There are descriptors to describe a student s achievement in History in different strands and sub-strands at each Step. The 1 st Step is roughly indicative of old NC Level 3. The 12 th Step represents the highest level of skill and work a student might achieve at GCSE. The progression map is broken into two main strands: Concepts & Skills and Knowledge. These are then broken down into sub-strands covering the key areas that students need to develop in preparation for GCSE examinations. The strands and substrands are listed in the table below. Strands Concepts and Skills Knowledge Sub-strands Cause and Consequence Change and Continuity Evidence Interpretations Chronological understanding and acquisition of knowledge Using historical vocabulary Structuring and organising knowledge The map has been developed by experts and will be regularly reviewed to reflect any changes in the specification and to incorporate any changes as a result of feedback. Steps are described as n th Steps, e.g. a student is working at or on the 6 th Step, primarily to differentiate Steps from old NC Levels, Attainment Points and Grades.

4 Expected progress Students are expected to make one Step of progress per year. That typically means three Steps at KS3 (Years 7, 8, 9) and two Steps at GCSE (Years 10, 11). We anticipate that the average student will enter Year 7 working at the 3 rd or 4 th Step (though this may vary considerably depending on their primary school experience). Expected progress from Years 7 to 11 Aspirational progress Schools may want to set aspirational targets with students progressing an additional Step or two. Aspirational progress from Years 7 to 11 Flightpaths Students making expected progress are On track. Making more than one Step of progress per year indicates that the student is working Above expectations. Making less than one Step of progress per year indicates that the student is working Below expectations. Making little or no progress per year means the student is working Well below expectations. Working at / on a Step Through evaluation of students work, and through formative and summative assessments, students can be reported on as working at or on the n th Step, e.g.

5 Stephen is working on the 4 th Step. Shahid is working at the 8 th Step. He is strong in Causation, but struggles with Evidence. Red, Amber, Green and Gold status In some situations, schools may also want to report on a student s position on a Step with more detail, as: Red, Amber, Green, Gold (Red meaning they are insecure and may only perform at this level some of the time, or only in some strands; Gold meaning they have mastered the Step and are ready to move on to the next). To support you with this, the Excel Markbooks we will provide to accompany assessments will show RAGG bands for students based on their test score (see Section 5 for more about these). However, teacher judgement will always play the most important role in determining student progression. 3. The progression scale and map The Progression Scale represents our view of how learning progresses in History at KS3 and KS4, using progress descriptors which are given a Step value. It aims to give you insight into student performance in a way that is easy to understand and reliable.

6 Shortly we will also release the Progression Map for History. This builds on the Progression Scale, by adding Pre-requisites to describe other skills which support the progress descriptor Boosters to suggest ideas for where to go next once a skill has been mastered Links to History specifications and other curricula The progression map will undergo regular review and be updated based upon feedback from teachers and consultants to ensure it continues to be a useful resource. The progression map and scale can be downloaded and used freely by schools, as long as Pearson is credited as the source. We would welcome your feedback on what further details or features you would like to see in our progression map. How will the progression map/scale be used? By schools and learners Schools can use the progression maps/scales as a framework around which to build their student progress tracking systems in a consistent way across multiple subjects. The progression map gives a view of the breadth of achievement that could be expected at each differentiated Step. The teacher can evaluate whether a student is consistently performing at that Step, and where there are opportunities for improvement. Teachers can use the progression map as a formative assessment tool, e.g. to identify or clarify specific areas for improvement, for guidance on how to support students struggling with particular skills or how to help move them on. By Pearson Resources such as textbooks, ActiveLearn Digital Service, teacher planning resources and assessments from Pearson are informed by the progression map/scale. The Markbooks we will provide for use alongside assessments, provide automatic calculation of attainment based upon the Steps and help to identify progress against that expected. There are ongoing developments for reporting which are possible due to linking the markbooks to the ActiveLearn Digital Service. These will provide individual and class based progress reporting.

7 By third parties With Pearson permission and acknowledgement, third parties may build other free and paid-for resources and services around the Progression Maps. 4. Progression tests Pearson will provide exam-style assessments with mark schemes that are mapped to the progression scale for Edexcel GCSE (9-1) History. All mark schemes contain details of the Step boundaries and skills being assessed. Baseline tests will be provided for the start of Year 7 (pre-ks3) and for the end of KS3 (pre- GCSE) to assist in determining the correct pathway for each student. The baseline tests are also accompanied by mark schemes which use the Pearson Progression Scale. 5. Markbooks and reports Schools can record progress data in the normal way on their own systems. Pearson will also provide markbooks for assessments, so that Steps can be easily calculated and tracked across multiple assessments through a year or course. Where possible, Steps are broken down into Red, Amber, Green and Gold to show a position on a Step. Each colour represents a quarter of a Step. This will allow progress to be more easily identified throughout the year. Developments are in progress to link the markbooks to the ActiveLearn Digital Service to provide enhanced reporting for teachers and students. 6. How to use this progression support to track progress Pearson s progression tools are designed to give you data you can use to help inform your target setting for students, and to monitor progress against those targets.

8 1 Set expected and aspirational targets, using the Progression Scale and other data. You may wish to use one or more of the baseline or other assessments that Pearson will provide to support this target-setting process (i.e. to establish where students are currently). 2 Using teacher evaluation and the stepped progression tests as appropriate, monitor student progress compared to planned progress. 3 Use the progression scale/map and the markbook reports to identify if a student is weaker in some skills than others. 4 Support, intervene or extend as required, using the pre-requisites and boosters for guidance. It is important to note that Steps are not GCSE exam grades and have no equivalence. There are 12 Steps in the Progression Scale, and there are 9 grades in the new GCSE Awards. These services are designed as tools to help track student progression. They are not in themselves an instructional model. Schools are free to choose the instructional and pedagogical models they believe in. 7. FAQs and further updates a) What is the difference between the principle of Steps and Levels? Like Levels, Steps are criteria-based, but unlike Levels each Step is mapped to a series of barriers and boosters meaning we can focus on what the students can do, give much richer feedback, and suggest the highest impact next steps for students learning. b) How can I get an overview summary of what each sub-strand and Step covers? The progression map, progression scale and the summary progression map each have filters which allow different views to be created and allows users the ability to analyse and customise the map to suit their individual needs. c) What should happen if a student is on different Steps for different Strands or substrands?

9 This is quite likely so for the purpose of reporting an overall Step it would be a case of taking a best fit approach. The assessment tools mentioned previously can also support with this. However, it s worth stressing that one of the great values of the progression map is how it can be used for formative assessment with pre-requisites and boosters to help move students on in specific areas. d) Should a school report on Steps to parents? It is the school s choice whether to use Steps explicitly with parents, or whether to describe the student s performance as On track, Below expectations, etc. Schools will usually want to qualify the report with reflection on the student s strengths and opportunities for improvement, which the progression maps are designed to assist with. e) Where can we find more information? In the short term, we direct you to We are embedding the free services more thoroughly within the Pearson Qualifications support pages, and both free and paid-for services within Pearson s ActiveLearn Digital Services. f) How can we contribute feedback? Pearson s Progression Services will evolve and improve in response to your feedback. Please progressionscale@pearson.com with your comments.