Emma Lashley is Assistant Headteacher - Head of English at Whalley Range High School in Manchester.

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1 Case study two: Assessment without levels Emma Lashley is Assistant Headteacher - Head of English at Whalley Range High School in Manchester. What is this policy and why has it been created? In light of the imminent changes to KS3 assessment (the abolition of National Curriculum (NC) levels), we have looked at creating a simple way of reporting on pupils progress from KS2 through to KS4 that is inclusive and effective. Issues we have addressed: NC levels are difficult for parents to understand. NC levels focus on current level rather than the bigger picture. Too many Assessment Focuses (AFs) need to look at the full skill and be more in line with what is expected at GCSE. Need to ensure progress from KS2 to KS4 in-line with Progress 8. How we have moved forward: Skills to be grouped together into key areas for assessment (this is often how teachers make Assessing Pupils Progress (APP) workable currently and is in-line with assessment at KS4). End of KS4 target set (in-line with proposals for using results from 3 years previous to determine progress) at the start of year 7. Clear guidelines (assessment grid/progress check) of what needs to be achieved each year of KS3 in order for each grade (number) to be achieved by the end of KS4. Students to be assessed as T- T or T+ (above target, on target and below target), in relation to their end of KS4 target, against the assessment grid throughout KS3. This is clearer to the parent/carer of where their child is at and is more motivating for the students. It is also clear to teachers exactly what needs to be achieved with a student in order for them to be on target. If a student finishes a year as consistently T+ then their end of KS4 target can be raised.

2 Below is an example of how this would look in English. The assessment areas have been streamlined and are also in direct correlation to the GCSE assessment areas. The grids are easy to follow and the criteria are concise and clear. It is important that staff fully understand the progress indicators for what qualifies for on target at different times in the school year, without this understanding and without it being used consistently across all staff, then the policy will be flawed and assessment of progress will not be accurate. ENGLISH EXAMPLE: WRITING W1 Communicate clearly and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader. W2 Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherences. W3 Use a range of sentences for clarity, purpose and effect, with accurate punctuation and spelling. (Replacing the current 8 writing AFs)

3 PROGRESS CHECK YEAR 7 KS4 Target 1 W1 W2 W3 Pupils use letters and letter-like forms to convey meaning. They copy or write their names or familiar words, and write from left to right. 2 3 Pupils attempt to express meanings in writing, supported by oral work or pictures. Generally, their writing is intelligible to themselves and a familiar reader, and shows some knowledge of sound and letter patterns in spelling. Pupils show knowledge of sentence division and word order. 4 basic information and ideas conveyed through appropriate word choice, e.g. relate to topic some descriptive language, e.g. colour, size, simple emotion some indication of basic purpose, particular form or awareness of reader, e.g. story, label, message mostly simple vocabulary some formulaic phrases indicate start/end of text, e.g. once upon a time, one day, the end events/ideas sometimes in appropriate order, e.g. actions listed in time sequence, items numbered with simple connections reliance on simple phrases and clauses and some sentence-like structures formed by chaining clauses together some awareness of use of full stops and capital letters usually correct spelling of simple high-frequency words 5 mostly relevant ideas and content, sometimes repetitive or sparse with some apt word choices to create interest brief comments, questions about events or actions some basic sequencing of ideas or material ideas in sections grouped by content, some linking by simple pronouns some simple sentences sentence demarcation with capital letters and full stops usually accurate and some accurate

4 suggest viewpoint and some basic purpose established some appropriate features of the given form used 6 appropriate ideas and content included with some attempt to elaborate on basic information or events attempt to adopt viewpoint, though often not maintained and purpose established main features of selected form sometimes signalled to the reader some attempt to organise ideas with related points placed next to each other some attempt to sequence ideas or material logically and some internal structure within sections of the text within paragraphs / sections, some links between sentences use of question and exclamation marks, and commas usually correct spelling of high-frequency words reliance mainly on simply structured sentences sentences usually demarcated accurately with full stops, capital letters, question and exclamation marks correct spelling of most commonly used words 7 relevant ideas and content chosen with some ideas and material developed in detail straightforward viewpoint generally established and maintained and the main purpose of writing is clear but not always consistently maintained main features of selected form are clear and appropriate to purpose relevant ideas and material developed with some 8 imaginative detail and developed and shaped for selected form clear viewpoint established and main purpose of writing is clear and consistent features of selected form clearly established vocabulary chosen for effect - reasonably wide vocabulary used, though not always appropriately imaginative treatment of appropriate materials, 9 familiarity with conventions of a variety of forms, adapting them when needed to suit purpose and audience, not always successfully. convincing, individual voice or point of view established and mostly sustained throughout level of formality used for purpose and audience generally appropriate and a range of stylistic devices used to achieve effect, not always successfully vocabulary chosen generally appropriate to purpose and audience - generally varied and often ambitious, even though choices not always apt ideas organised by clustering related points or by time sequence ideas or material generally in logical sequence but overall direction of writing not always clearly signalled paragraphs / sections help to organise content and some attempts to establish simple links between paragraphs / sections not always maintained material is structured clearly, with sentences organised into appropriate paragraphs overall direction of the text supported by clear links between paragraphs paragraphs clearly structure main ideas across text to support purpose material is clearly controlled and sequenced, taking account of the reader s likely reaction a range of features clearly signal overall direction of the text for the reader construction of paragraphs clearly supports meaning and purpose within paragraphs, cohesive devices contribute to emphasis and effect some variety in length, structure or subject of sentences sentences demarcated accurately throughout the text, including question marks. Speech marks to denote speech generally accurate, with some other speech punctuation. Commas used in lists and occasionally to mark clauses correct spelling of most commonly used words and some unfamiliar words a variety of sentence lengths, structures and subjects provides clarity and emphasis full range of punctuation used accurately to demarcate sentences, including speech punctuation few spelling lapses only with unfamiliar words controlled use of a variety of simple and complex sentences to achieve purpose and contribute to overall effect syntax and full range of punctuation are consistently accurate in a variety of sentence structures, with occasional errors in ambitious structures generally correct spelling throughout, including some ambitious, uncommon words

5 This is an example of a Year 7 writing sheet there would also be a reading and S&L one for Year 7. Reading and writing would be equally weighted 45 per cent each with Speaking and Listening (S&L) having a 10 per cent weighting. There would also be a reading, writing and S&L sheet for Year 8 and Year 9 (depending on whether you had Year 9 as KS3 or KS4) Examples of Reading and S&L objectives: Reading (Replace the current 7 reading AFs): R1- Read and understand texts, selecting material appropriate to purpose. R2 Develop and sustain interpretations of writer s ideas and perspectives and be able to make comparisons and links between texts, evaluating writers different ways of expressing meaning and achieving effects. R3 Explain and evaluate how writers use linguistic, structural and presentational features to achieve effects and engage and influence the reader. R4 Understand texts in their social, cultural and historical contexts Speaking and Listening (There are currently only 4 anyway): S&L 1 Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences; use Standard English and a variety of techniques as appropriate. S&L 2 Listen and respond to speakers ideas, perspectives and how they construct and express their meanings.

6 S&L 3 Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together. S&L 4 Create and sustain different roles Progress indicators for on target (T): HT1 meeting all of the descriptors from the level below and some from across the target level. HT2 meeting 1/3 of the descriptors from across the target level. HT3 meeting ½ of the descriptors from across the target level. HT4 meeting 2/3 of the descriptors from across the target level. HT5 meeting over 2/3 of the descriptors from across the target level but not meeting all of them. HT6 meeting all of the descriptors from across the target level. If at any point they are achieving more than stated above then this would be T+ and if achieving less it would be T-. **All criteria given are not precise at this time as awaiting further information on the new grading system for GCSE.

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